Difficulties of Implementing a Training Program that Uses SWH to Shift to the Interactive Constructivist Approach when Teaching Science

Abstract

Teachers struggle to implement constructivist pedagogical approaches

that reflect both “hands on” and “minds on”, due to poor understanding of

constructivism as a theory and the foundations of its educational practice.

This study seeks answers for two questions: what are the difficulties facing

teachers when preparing a science unit according to the SWH approach?

What are the requirements for professional development programs to shift

teacher practice to interactive constructivist approach? The purpose of the

study is three folds: a) to support teachers’ shift from teacher- oriented to

student- oriented approaches within a professional development program; b)

to understand teachers’ view of a new teaching tool, and; c) to help science

teachers understand the concept of the SWH and the theory beyond the

approach. Five graduate students from Master of Science education program

at King Saud University participated in this study. Data were collected from

unit preparations, reflective writings, and interviews. Participants struggled

to view the unit as one big idea. Another struggle was the fear that they may

encounter from district supervisors, school principals and parents. A third

struggle was related to inquiry. A final struggle was to facilitate student

understanding of the big idea