Thai Pre-service Chemistry Teachers’ Constructivist Teaching Performances

Abstract

The aim of this study was to investigate Thai pre-service chemistry teachers’ performances in their class based on the lens of constructivist learning environment. Methodology regarded interpretive paradigm. Participants included four pre-services chemistry teachers who taught Grade 10, 11 and 12 students. Pre-services chemistry teachers’ constructivist teaching were observed for one month. After the class, each of them was interviewed to explore their understanding of constructivist view of learning and their approaches to apply constructivist issues in their classes. Their constructivist teaching performance were interpreted based on the framework of the constructivist learning environment survey (CLES) originally developed by Taylor & Fraser (1991). The CLES provided five dimensions of constructivist learning environment including Personal Relevance (PR), Student Negotiation (SN), Shared Control (SC), Critical Voice (CV), and Uncertainty (UN). The findings indicated that there were rarely appearances of constructivist classroom learning environment in these 4 pre-services chemistry teachers. Mean of rating on CLES for four classrooms revealed that four dimensions of CLES (PR, SN, SC, and UN) were evaluated in level of sometimes. Only critical voice (CV) had mean of rating scale in level of often. The interviewing also suggested that 4 pre-service chemistry teachers were not aware of dimensions of constructivist learning environment. It seemed that they could not integrate knowledge of chemistry, pedagogy, and student and school context for their constructivist teaching. This study may have implications for enhancing constructivist teaching for Thai pre-service teacher program.

DOI: 10.5901/mjss.2015.v6n4s3p223