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| Nasir, M. and Kono, Y. (2004). Development and validation of Constructivist learner Scale (CLS) for elementary school science students. Educational Technology Research, 27(1-2).pp. 1-7. |
2008-05-27 09:52:14 |
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| The purpose of developing CLS is to enhance the teacher's capacity to dela with the growing needs of the individual learners. What distiguishes CLS from the previously developed such tool is it's direct reference to constructivist principles of learning. The items were structured to accomodate the various aspects of constructivist learning directly extracted from theory and other researches. Student score on CLS will provide teachers with a presage about the learning preferences of the students which can be utilized for felicitous lesson designing. Additionally, CLS is convenient for classroom use becasue of approperiate length. The sample included 601 students from four schools with almost equal gender representation from Tokyo area. Finally, 18 items were selected for the final version of CLS through factor analysis, realiability and validity standards. Factor emerged were Active Involvement (AI), Collaboration (C), and Self-responsibility (SR). Each of the factors contain six items. Independant of each factor was demonstrated by low inter-factor correlation but strong correlation between each factor and total scale confirmed the overall coherence of the scale. The validity was established by using the nominative mehod which avioded the isolation from the situation, context and environmental elements bearing significant impact on the learning process. |
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View By : 61 |
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| Nasir, M. (2005). A Comparison of Note Taking Ability of Pro-constructivist Science Students of Elementary School with their Scores on Constructivist Learner Scale (CLS). Journal of Social Sciences GCFU, Faisalabad, 1(2), pp. 14-27. |
2008-05-27 04:35:38 |
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| A Comparison of Note Taking Ability of Pro-constructivist Science Students of Elementary School with their Scores on Constructivist Learner Scale
(CLS)
Abstract: Analysis of class notes of any student provides a great insight into the students understanding of a
certain phenomenon and approach towards learning in general. This study was aimed at providing evidence of difference in the approach towards class note taking between pro-constructivist and non-constructivist
students by analyzing the proportion of self thought out class notes and comparing the result with score on Constructivist Learner Scale (CLS). A significant correlation (r= 0.3, df= 78, p< .01) was noticed between CLS score and total number of class notes lines written by students. The students with high CLS score wrote less number of lines in the class notes and vice versa. Thus it can be concluded that students with higher CLS
score tends to write less in notebooks and students with low CLS score have tendency of writing more class
notes. A significant correlation (r= .296, df= 78, p< .01) between CLS score and percentage of self-thought class notes was observed. This strong positive correlation shows that students with high CLS score wrote greater proportion of their notes by using their own thinking, while the students with low CLS score wrote comparatively less proportion representing their own thinking. The indication of this relationship between
CLS and note taking ability implies that assumption of self-responsibility of learning (a measure in CLS)
among learners helps in developing the habit of thinking, value judgment and relevance among the learners.
The teacher can use such class notes reliably for having insights into the mind of the learners and use the students reflected thinking as a resource for making his/her teaching more demanding and useful for the
students.
Key words: constructivism, note taking, constructivist learner scale |
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View By : 23 |
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| Nasir, M. and Iqbal, H. M. (2004). Articulating philosophical and theoretical perplexities of constructivism(s) for science teachers: Ontological and epistemological perspectives, Bulletin of Education and Research, 23(1-2), pp. 1-18. |
2008-05-27 09:51:39 |
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| The increasing number of variants of constructivism in literature are causing confusion for
the novice readers of the subject and thus curtailing the use of constructivist principles in classroom
even when the teachers are convinced about the worth of using them. This paper focused on bringing a
sense of order by reviewing various constructivism(s) and grouping them on the basis of crucial
question like nature of external reality, knowledge, sources to reach that knowledge, and nature of
learning implied by various constructivism(s). In addition, reviewing recent trends used in various
researches in the field of science teaching and learning will assist science teachers in making up their
own mind and deciding the constructivist camp they belong to. This in turn will help them in
implementing constructivist principles in classroom teaching and learning.
Key words: constructivism, ontological and epistemological beliefs, science teaching & learning,
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View By : 7 |
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| Nasir M., and Kono Y. (2004). Relying on students to construct science for themselves: Japanese way of nurturing independent learners in elementary school classroom, Journal of Elementary Education, IER. 13(1), pp.45-58. |
2008-05-27 10:09:25 |
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| This paper investigates the classroom practices supportive for nurturing independent science
learners for future in Japanese elementary schools. For this purpose several lessons of grade 5 of a local school in Tokyo area were observed. The ideotapes are then converted to protocols and analyzed. For this research only one lesson (4th lesson, 7th&8th class hours) was selected.
The analysis was focused on the two main elements of the lesson i.e. Questioning and Teacher Talk (TT) as teaching strategies. The freedom of thinking and expression offered to students, building of lesson around students’ prior knowledge and experience were found to the main
source of classroom conduct. Most of the questions asked were of higher level and probing by type. Timing and direction of the question led the students towards lesson goals through
adaptations in the course of action, depending on the previous knowledge and experience of students. Teacher talk is mainly focused on mediating student’s observation and connecting varying thought held by the students to establish common ground to build upon. Consequently,
schools are producing independent learners having their own views about the learned and have confidence in using what they learn to contribute effectively in the society.
Key words: science teaching, constructivism, Japanese education, and elementary education |
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View By : 8 |
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| Nasir, M., Kono, Y., & Fujita, R. (2003). Development of Science Study Attitude Scale (SSAS) for elementary school students Educational Technology Research, 27(suppl.). pp. 71-74 |
2008-05-27 22:10:36 |
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| Abstract: An attitude scale comprising of 12 items was developed to measure the change in attitude towards science learning in elementary school students. Three factors emerged when factor analysis was performed i.e. interest, confidence and selection of science as major area in higher education. Correlation (α-value) among these factors have sufficient evidence of reliability and validity of scale. The sample included students of grade 5 and 6. There was neither gender diffrence nor interaction effect across gender and grades. There was no significant different in attitude was noted in pre- and post administration of instrument over a short period of 12 days. It was found that children have interest in science but they lack confidence about being able to score good in science thus feel difficulty to take up science related jobs.
Keywords: Dislike for science, science attitude scale, constructivism, elementary school students |
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View By : 10 |
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| Nasir M., Kono Y., & Morimoto S. (2003). Changes in the Students Understanding of the Phenomenon of Burning in the Constructivist Classroom of Elementary School. Journal of Science education in Japan, 27(4), 270-281. |
2008-05-28 00:59:40 |
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| ABSTRACT
This study is aimed at finding the changes in the understanding of the students by investigating the changes in the reasoning ability in the phenomenon of burning through pre- and posttest method. Understanding is presumed as a function of both active physical and mental engagement in class talk, group discussion, and
experiments. The results showed both quantitative and qualitative improvement in students understanding.
Quantitative changes observed are attributed to the constructivist pedagogy used by the researchers.
Moreover, a universality of change across the students in the breadth of the reasoning ability, the overcoming of intuitive concepts etc. was seen as encouraging result.
Key words: constructivism, change in understanding, reasoning ability, elementary school, burning
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| Nasir M. & Fumihiko S. (2002). Recognizing the Influence of Assessment Pattern in the Formation of Teaching Style, Journal of Science education in Japan, 26(3), Japan Society for Science Education, pp. 187-196. |
2008-05-28 01:25:30 |
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| Abstract
This paper is based on research conducted to ascertain the impact of the examination system on teaching style at
secondary and higher secondary level in Pakistan. The study included six subjects in all, but this particular research
paper is limited to the effects on the practices among Physics teachers only. The purpose is to explore how the nature of examination i.e. the type of question set in the evaluation papers affects the teaching style of the teachers. It was assumed that because of the prevailing administrative system of assessing teachers efficiency, which is in most cases based upon the performance of their students in the examination, teachers tend to follow the teaching methods suitable
for bringing good results irrespective of their suitability to the students preparation for getting ready to study at the
next level. A consistent use of such methods gradually becomes a part of their teaching style. This comparative study
focused upon two contrasting examination patterns i.e. Secondary School Certificate/Higher Secondary School Certificate and O’level examination to study the relationship between the said variables.
Key Words: assessment pattern, teaching style, learning strategies |
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View By : 5 |
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| Nasir, M., Kono, Y. & Fujita, R. (2002). Constructivism in elementary school science education: a reflective view from inside the classroom, Journal of Educational Research, Tokyo Gakugei University, 6, pp. 1-12. |
2008-05-28 02:39:13 |
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| This research focused on three basic problems faced by classroom teachers while using constructivist pedagogies. Those problems are time utilization, teacher’s role and nature of students’ involvement in the process of constructive learning. Grade six science students of an elementary school were taught the unit of “Burning” from their textbook by using constructivist pedagogies. The data included classroom observation, class notes of the students and lessons plans of class teacher.
Results showed that proper time management could be met by structuring science lessons around broader scientific principles and concepts rather than focusing on each topic. Also, it was found helpful to encourage students to work independently and flexibly in and outside the classroom. Classroom must be seen as a place for
developing and sharing ideas rather than sole place for science learning. From teacher’s standpoint, he/she should be equipped with the ability to help students find
out the insufficiencies in their concepts, channeling students knowledge, connect student talk, guide students to the consensus on what they found. It is also argued
that although most widely practiced direct teaching and information acquired through such teaching by the students is apparently against the constructivist principles but it cannot be totally discarded as useless because it can possibly be used as a base for the some constructivist learning at some later stage by the student. It depends
on teacher’s efficiency to properly identify and utilize such pieces of information to arise the student’s insufficiencies and urging force to build upon it. A successful
constructivist teacher can generate intriguing question, shape student’s views, and acknowledge the students ideas to make students realize their individual constructions. The researchers recognize the importance of students’ participation in learning activity but it should not be a cent percent free discovery type activity. It
should be a teacher-guided activity directed towards pre-determined objectives by presenting lesson objectives and all possible means to achieve these goals.
Therefore, the result of such mediation should be the students’ conviction that they have freely and willingly decided the content, method and modes of learning. Moreover, just provision of sufficient opportunity to perform lesson related activities does not automatically ensure constructivist learning. But on contrary, it is observed that. By active involvement in constructivist learning means both active physical and mental involvement. For which meaningful student- teacher, student-student talk is observed to be a must.
Key Words: constructivism, classroom reflection, time-management, teacher’s role, student involvement. |
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View By : 6 |
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| Nasir, M. (2007). Student's Perception of their Learning Approach and Level of Engagement in Science Lessons. Journal of Faculty of Educational Sciences, Ankara University. 40(2). 93-112. |
2008-05-28 07:27:31 |
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| ABSTRACT. The study focused on finding the relationship between students‟ proximity with constructivist principles of learning and their engagement in science lessons. Constructivist Learning Scale (CLS) by Mahmood (2004) was used to distribute students in two groups on the basis of their proximity to using constructivist learning approach for their science learning. In addition, a self-report engagement questionnaire comprising of six questions was used to record students‟ assessment of their own engagement at the end of each lesson while learning about “solution”. The comparison of two groups showed that students exercising greater proximity to the constructivist approach toward learning had more interest, collaborated well and exceedingly involved in discussion with class-fellow/teachers. Moreover, they were also more composed and meaningful in their style of writing as far as conciseness and communicability of language was concerned, as compared to students with less constructivist approach to learning. Key words: self-engagement, constructivism, learning science |
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View By : 3 |
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| Neelum, N. Nasir, M. and Rizwan. A. R. (2004). Relationship between post-graduate science students' achievement in theory and practical examination: A dimension to assess quality of higher education. Bulletin of Education & Research, 26(1) 41-48 |
2008-06-02 06:31:14 |
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| Abstract
Higher Education in Pakistan is undergoing through various reforms aiming at improvement in the quality of education. These improvements focused on quantitative expansion in its first stage and in recent years is shifting towards more qualitative measures like faculty development, promotion of research culture, encouraging originality in students thought etc. This study aimed at giving a real glimpse of the classroom teaching-learning situation through critically looking at the relationship of the achievement in theory and practical examination of the students enrolled in various master level programs in basic sciences. The study analyzed the results of part I of 1114 students enrolled in four different master degree programs in basic sciences at University of the Punjab. The results showed that students’ achievement in theory and practical work lacks consistency which points towards deficiencies in laying objectives, designing, conducting, and assessing practical work. Thus producing graduates who does not possess the skills intended to be nurtured due to inclusion of practical work in the curriculum, hence failing to provide capable manpower to our industry.
Key words: Higher Education, Quality of Education, Redesigning curriculum
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View By : 6 |
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| Nasir, M. (2005). Vulnerabilities of Constructivist Practice in Elementary School Science Classroom: Precautions and Remedies. Bulletin of Education & Research, 27(2), 65-80 |
2008-06-02 06:49:36 |
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| Abstract: Most of the researches in constructivist context have focused upon the comparative advantages it 'offers over other contemporary approaches to teaching. But constructivist's increased reliance on the students taking charge of their learning and direct experiences as the prime source of learning has equally opened the chances for students acquiring logically consistent misconception supported by their direct experience for any reason like insufficiency of their skills, inaccurate instruments or lack of proper guidance. This study has focused of such instances which were potentially vulnerable during two units of grade 5 & 6 science lessons in elementary school and discussed the methods/techniques used by the class teacher to overcome such situation by making students realize their mistake without compromising the essence of constructivist approach. The results showed that this is only possible by inculcating the habit of thinking, self-evaluation and critical reflection among the students while taking up any task. It is the clarity about intended outcome, which is important than the activity itself. Mental engagement should precede the physical engagement in science learning to attain the quality learning. The commonly used techniques by the teacher in this research to develop the above mentioned skill was increased class-talk/dialogue between students-teacher and student-student to make students speak out their minds and evaluate the mind of the other students. |
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View By : 3 |
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| Nasir, M. & Rana, A. M. K. (2006). Constructivist Classroom: Elements of Class Discourse as Measure of Constructivist Practice. Bulletin of Education & Research, 28(1). 23-34 |
2008-06-02 06:50:40 |
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| Abstract
This paper aimed at determining the shift towards constructivist practice over a period of two years by identifying the changes in the following classroom discourse elements; Teacher Talk and Students Talk. Data collection included all lessons about “Solution” for years 2001 and 2003 from 78 science students of grade five in a public school. Lesson’s video recordings were converted into protocol and analyzed. The analysis was conducted in two stages; 1) categorizing the class discourse in teacher, student and monitoring talk. Monitoring talk was further analyzed to examine the level and type of questions used by teacher to monitor students’ learning progress. Results showed an improvement towards constructivist practice in terms of increase in the share of student talk by 10% compared to 2001. Teacher talk in both cases is still more than 50% but it reduced from 67% in 2001 to 57% in 2003. Consequently, student talk increased from 33% in 2001 to 43% in 2003. This change may not seem satisfactory but is encouraging and results were more interesting if looked by each category. The research helped in developing a constructivist interaction analysis model which can further be developed by expanding the scope of the result to diverse classrooms and increased number of teachers.
Key words: constructivism, class discourse, interaction analysis |
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| Nasir, M., Ayesha, M. and Zunaira A. (2006). Students' perception about the role of external factors of motivation in second language learning. Bulletin of Education & Research, 28(2).73-82. |
2008-06-02 06:51:15 |
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| Abstract
The study was conducted to investigate the influence of external factors of motivation on the students of 9th grade in second language learning. A close end questionnaire comprising of 45 statements was used to collect data from students. The questionnaire included three factors as the indicators for the enhancement of motivation among the students i.e. teacher as an agent of motivation, nature of course content, and classroom atmosphere. A sample of 9 schools was selected with three schools each from private, public and government schools. Total number of students surveyed was 225. The analysis showed a strong relationship of teachers’ attitude to motivation, a significant difference in students perception about role of teacher was found in different types of schools. A significant correlation was observed between classroom atmosphere and motivation. Students felt that nature and presentation of content is an important factor in learning of L2 but they did not recognize it as motivating factor. An improvement in any/all of these factors can cause a significant improvement in the learning of second language.
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| Nasir, M. and Hameed, N. (2006). Rethinking mind-set in adult second language learning (ASLL): Constructivist perspective. Pakistan Education Review. 1(1-2). 1-21. |
2008-06-02 06:58:45 |
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| Abstract
This paper will specifically focus on the scope constructivism holds for the improvement in learning of adult second language. As human language is basically, a combination of sounds leading to the formation of words, grammatical rules, and meaningful structures enabling meaningful communication among users. Meanings attributed to words are usually result of mutual agreement of the users and understanding of the language is measured by observing the compatibility of constructs held by individuals in number of given situations. But severe differences can be found, when a construct is discussed in depth, even among the highly learned linguists. All human brains are unique; same is the way of perception. The argument is based on assumption that learners do not accept the knowledge as presented instead verify by their own experience, experiment or any other tool before assimilation or adaptation. Thus learning should be dealt as negotiation between teacher and students to reach socially acceptable meanings. Provision of suitable environment, room for active participation, accommodation of student’s ideas, facilitative teacher, etc. are logical pedagogical per-requisite. |
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| Nasir, M. (2007). Elementary School Science Teachers' Belief about Science and Science Teaching in Constructivist Landscape. Bulletin of Education & Research, 29(2). 59-72. |
2008-06-02 07:02:14 |
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| Abstract
The study explored the proximity of Japanese science teachers’ (both practicing and prospective) beliefs about science and teaching of science in the backdrop of the principles of teaching and learning suggested by constructivism. Furthermore, a comparison of Japanese and Pakistani practicing science teacher’s beliefs about science and science teaching was also studied. Five domains were identified in which teacher’s beliefs were more likely to affect the classroom practices. A questionnaire, comprising of 28 statements, was made based upon the five domains of beliefs already identified. The data was collected form 314 teachers/prospective teachers, which include 159 Japanese practicing teachers from nine different districts of Japan, 85 prospective science teachers enrolled in teacher training undergraduate course in Tokyo Gakugei University, and 70 Pakistani science teachers from Lahore metropolitan area. From results it was evident that the assumption about different types of science teachers’ having different beliefs about science and science teaching was valid. There were differences among different types of teachers and across different domains of beliefs. But overall there was more pro-constructivist tendency among Japanese teachers of all categories as compared to Pakistani science teachers. |
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| Zafar, I.and Nasir, M. (2008). Compatibility of peer assessment and teacher assessment in observational situations: An emerging assessment tool in higher education, Bulletin of Education & Research, 30(2).61-77. |
2009-04-01 09:16:47 |
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| This study involved students enrolled in the 3rd semester of a Master of Educational Research and Assessment program at a teacher training institute during their teaching practice. The purpose was to explore the potential of peer assessment as a dependable alternative to teacher assessment in higher education. The student in the sample observed their class fellows during their teaching practice. Each student was observed by twenty two class fellows and supervising teacher at least once during teaching practice. This paper reports about eleven students selected on the basis of performance in course work (five students with highest and six with the lowest grades). An observation schedule developed by researchers was used for recording observational information. Mann-Whitney U test was used to find compatibility in peer and teacher assessment on each of the ten aspects addressed in observation. Academically high performing student’s observation of peers was relatively similar to the observation made by the supervising teacher. A greater degree of agreement in assessment on traits involving tangible (directly measurable) characteristics was observed while more variation existed on measurement of abstract traits. |
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