Teachers struggle to implement constructivist pedagogical approachesthat reflect both “hands on” and “minds on”, due to poor understanding ofconstructivism as a theory and the foundations of its educational practice.This study seeks answers for two questions: what are the difficulties facingteachers when preparing a science unit according to the SWH approach?What are the requirements for professional development programs to shiftteacher practice to interactive constructivist approach? The purpose of thestudy is three folds: a) to support teachers’ shift from teacher- oriented tostudent- oriented approaches within a professional development program; b)to understand teachers’ view of a new teaching tool, and; c) to help scienceteachers understand the concept of the SWH and the theory beyond theapproach. Five graduate students from Master of Science education programat King Saud University participated in this study. Data were collected fromunit preparations, reflective writings, and interviews. Participants struggledto view the unit as one big idea. Another struggle was the fear that they mayencounter from district supervisors, school principals and parents. A thirdstruggle was related to inquiry. A final struggle was to facilitate studentunderstanding of the big idea
Hajj Omar, Susan Hussain
"Difficulties of Implementing a Training Program that Uses SWH to Shift to the Interactive Constructivist Approach when Teaching Science,"
Journal of Al-Quds Open University for Educational & Psychological Research & Studies: Vol. 1:
1, Article 2.
Available at: https://digitalcommons.aaru.edu.jo/jaqou_edpsych/vol1/iss1/2