Putting Constructivist Teaching into Practice in Undergraduate Introductory Science

Abstract

The purpose of this study was to examine the process that one instructor of undergraduate introductory science underwent when she attempted to execute constructivist teaching into practice. The instructor had experienced a major conceptual change while enrolled in a summer graduate-level science education course. She worked collaboratively with a mentor during the following fall semester, reflecting weekly while watching a videotape of her teaching. Data were collected in the form of interviews, journal entries, observations and videotapes. The instructor demonstrated that the four criteria for conceptual change (IPDF) had been met. Three critical variables were identified that affected the implementation process: the university context, the instructor's emotional response, and the mentoring relationship. Recommendations were made for facilitating pedagogical conceptual change into constructivist college science teaching practices.