The other instrument was the portable mathematics and science lab, which provided the venue for methods course instruction. The adequacy of the data analysis procedures was captured. This is because the process of analyzing data involved all the stakeholders of the research. The use of diverse sources in data collection and analysis adds credibility in the analysis process. Effectiveness in analyzing content depends on the comparisons and contracts of the items analyzed. In this case, sufficient data was collected and subjected to a fair analysis.
Indeed, from the process of analyzing the data, much was learnt vis-a-vis the standards that address improvements in student learning and development. It also led to increased understanding of the need for professional development of teachers of mathematics and sciences. The standards established are vital in the process of creating a conducive, learning environment for math and science students. It became evident that teachers play a pivotal role in the promoting the use of the constructivist learning model.
The study results carry much weight in the teaching-learning process of math and science. This is because the results do not just point out possibility of effective learning through a constructivist approach, but demonstrates the effectiveness of this approach to the teacher, as well as, students involved in the learning process (Holt-Reynolds, 2000). The study results points out on the need for teachers to embrace this approach in improving the effectiveness...
The fact that the study results are based on the diverse source materials employed adds weight to its credibility.
The conclusions of the
research study are expressive of the whole process involved from planning, data collection, analysis, and recording of the results. The
conclusion has restated the purpose of the research, which is to determine how pre-service teachers can construct
teacher knowledge. It is also evident that a content-specific approach was employed in the research. Besides this, a constructivist instructional approach was implemented to facilitate pre-service teachers' learning.
The processes of data analysis, recording results, and making conclusions for this research were interrelated. This is in the sense that all these processes were focused on the principle objective of establishing how and the extent, by which pre-service teachers can construct teacher knowledge. Secondly, they were interrelated from the aspect that one led to the other. The data analysis tried to find out how and the extent by which teacher knowledge may be gathered. This was captured in the results, which established that teachers have a prominent role in encouraging the use of a constructivist approach of learning. The conclusions put in clear that teachers have a core role in the implementation of a constructivist approach of learning.
Finally, the study is significant in the candidate's instructional field. This is in the sense that, through it, a candidate is informed of the implications of employing a constructivist approach of learning. The research study has made the candidates be well informed about their respective instructional field expectations.
References
Holt-Reynolds, D. (2000). What Does the Teacher Do: Constructivist Pedagogies and Prospective Teachers' Beliefs About the Role of a Teacher. Teaching and Teacher
Education, 16(1), 21-32
National Council of Teachers of Mathematics. (2000). Principles and Standards for the Teaching of School Mathematics. Reston, VA: National Council of Teachers of Mathematics
