Yes John at the moment we are trained to teach by National Curriculum
numbers. As with painting with numbers this gives a presentable canvas that
can be measured for accuracy and can be turned out in identical clones but
contains none of the creativity of even an amateur artist. To be restricted
to teaching by manual, ignoring the fluidity of constructive learning
stifles education and does not encourage a deeper understanding of how
children learn.
I would love to have enough time to explore children's understanding in
depth. I am the wizened old soul in the corner trying to encourage teachers
to embrace constructivism but what do I know I'm just a primary school
teacher.
Tony Cuthbert

-----Original Message-----
From: learning-science-concepts@...
[mailto:learning-science-concepts@...]
Sent: 17 March 2003 19:47
To: learning-science-concepts@...
Subject: LSC: Digest Number 186


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There is 1 message in this issue.

Topics in this digest:

1. Fwd: Constructivism in UK
From: "drkeithtaber" <keith.taber@...>


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Message: 1
Date: Mon, 17 Mar 2003 18:27:48 -0000
From: "drkeithtaber" <keith.taber@...>
Subject: Fwd: Constructivism in UK


In 2000 I taught in East Anglia. Having come from NZ
where constructivists have captured the nation's curriculum (or at
least made constructivist science teaching possible), I found the
English system completely traditional.

I taught GCSE Biology and Physics and felt that I was part of a
conveyor belt designed to force a bunch of facts into kids' heads. I
rarely carried out with the students a holistic, real science
investigation.

Does constructivist science education exist in the UK? Is
Cambridge producing constructivist teachers and, if yes, do they
step into staff rooms where some old wizened soul takes them
aside and say "Forget all that stuff you learnt at Cambridge.
Welcome to the real world"?

England felt like that.

Regards
John Cruden





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