It has been proposed that for ecotourism to be the sustainable response to mass tourism, it should not only support local communities and their environments but also educate visitors. This study aimed to understand visitors' perceptions of personal impacts, including personal learning, in an ecotourism setting and why these impacts differed between visitors. To fully comprehend the nature of personal impacts, I took a primarily qualitative approach, using participant observation and a series of survey questionnaires. This study reveals that the visitor's construction of personal meaning is achieved through the interaction between the visitor's prior knowledge, quality social interaction on the tour and the fulfillment of the desire for an 'authentic' experience. With this finding, I suggest considering learning in an ecotourism setting as personal change and provide practical suggestions for encouraging all visitors to achieve personal understanding. / Master of Science / The Village Ecotourism Network (JED) in Bali, Indonesia is an ecotourism operation that provides tours of local Balinese villages to visitors. JED aims to promote sustainable tourism in Bali and counteract the growth of mass tourism currently occurring on the island. In this study, I focused on the visitor’s experience during these tours and sought to answer two questions: 1. What outcomes do visitors achieve on JED programs? 2. Why are these outcomes different for different visitors? To understand the visitor experience, I accompanied the visitors during their tour, recorded my observations of the experience and asked visitors to fill out survey questionnaires. After compiling and analyzing the data, I found that visitor outcomes derive from the interaction between the visitor’s prior knowledge before the tour began, quality social interactions during the tour and the fulfillment of visitors’ desire to experience ‘authentic’ Bali.

This study hypothesized that students in a constructivist classroom would perform better academically than students in a traditionalist classroom. The methodology used was a multi~method approach utilizing both quantitative and qualitative techniques.Two separate classrooms of students in a 10th grade general science program were selected to serve as the experimental and control groups. One group was taught the material using traditional teaching methods in a traditional learning environment, functioning as the control group. The second group was taught the same basic material using constructivist methods in a constructivist learning environment.The most significant finding of the study was that students in the constructivist classroom scored higher on the achievement test than students in the more traditional classroom, even though constructivist approaches tend to focus on different assessment tools. Although the study lends support to the major hypothesis, it should be noted that further research must be conducted in this area. Samples of larger than 23 would ideally be chosen and more classes in multiple schools should be used. The use of a convenience sample; such as was done in this study, tends to limit the implication of the results, because the endings can only be strictly said to be true for classes in this particular school.

The purpose of this study was to investigate the beliefs and related classroom practices of a selected group of in-service teachers within the context of a mathematics professional development intervention for primary school teachers in the Eastern Cape of South Africa. A cohort of 34 teachers drawn from urban and rural schools in the Eastern Cape engaged in an accredited professional development intervention offered by the Rhodes University Mathematics Education Project (RUMEP). The 34 teachers were referred to as key teachers as they were expected to stimulate mathematics activities with fellow teachers in their school and in a cluster of nearby schools. The professional development intervention took place in a context of transition and transformation in education in South Africa. Curriculum transformation has been inspired by the production of a national policy document known as Curriculum 2005. This document rests on the theoretical assumptions of a learner-centred, outcomes-based approach within a constructivist framework. The professional development experiences of the RUMEP intervention were based on a strongly constructivist rationale recognising the need for key teachers to implement learner-centred, outcomes-based approaches in their classrooms. Although the study included both qualitative and quantitative data gathering techniques the research paradigm was mainly interpretive. From the group of 34 key teachers, a purposive sample of three cases was selected for classroom observation. Two observation periods of six months each made up the First Phase and Second Phase classroom visits, interspersed with intensive professional development contact sessions. / During the First Phase observations, 1 as the participant observer, visited the classrooms of Lulama, Makana and Ruth (pseudonyms), the three case study teachers. In the Second Phase period, a colleague and 1 video recorded the classroom practices of all three teachers. The videotapes were analysed by a consultant panel of observers to identify emergent themes using Yager's (1991) Constructivist Learning Model to guide the analysis process. The panel identified a number of dominant themes and these meta-themes have possible implications for a teaching and learning approach that is based on learner-centred, constructivist strategies as advocated in the Curriculum 2005 document. The meta-themes included such challenging issues as a constructivist learning environment, learner-centredness, learner participation, collaboration, reflection, teacher content knowledge, topic progression, and power relations. The findings of the study also suggested that the case study teachers' beliefs did influence their classroom practices. A significant outcome was that teachers in the field were unlikely to sustain outcomes- based, constructivist approaches without regular on-site support. Arising out of this study, 1 was able to isolate ten features that should usefully be incorporated into other professional development interventions in the Eastern Cape, and one of these features was the support provided to teachers in the classroom. / Of further significance was the realisation that future interventions need to focus on the conceptual development of teachers' mathematics content knowledge and the systematic planning of related activities when preparing the pace and a particular mathematics topic using the National Curriculum Statement (2001) as a guide. Quantitative data from the full cohort of 34 key teachers was collected via a mathematics Beliefs Scale, authentic assessment tests (Insight Tasks), and a School Level Environment Questionnaire (SLEQ). The results on the Belief Scale indicated significant differences teachers' beliefs on two out of the' c subscales. These differences were in the teaching and learning of mathematics. There was no significant difference on the sequencing topic subscale. The key teachers completed the Insight Tasks pre an intervention to measure gains in their content and pedagogic (professional) knowledge. The Insight Task results indicated that the key teachers made clear progress in their professional development. Quantitative data was also gathered from six mathematics teachers in a selected urban school. The School Level Environment Questionnaire instrument was administered to the six teachers. The aim was to profile the teachers' pedagogic needs within a context of curriculum transformation. The profile raised two items for discussion: Staff Freedom and Resource Adequacy. It would appear that the teachers in this particular school wanted more guidance in planning outcomes-based mathematics topics, and they highlighted the need for classroom- based resources if they were to adequately implement such a curriculum.

The main purpose of this classroom action research was to improve student learning in a Health Science class in Thailand by using the Constructivist Learning Environment Survey (CLES) and a constructivist learning approach. This study combined quantitative and qualitative data and was conducted over one semester in four stages: 1) assessing the students' perceptions of their constructivist learning environment and determining students' pre-instruction conceptions about AIDS; 2) constructing an intervention based on constructivism theory in order to improving learning environments and students' learning outcomes; 3) implementing the intervention; and 4) evaluating the success of the intervention by re-assessing with the CLES. The Attitude Towards AIDS Questionnaire (ATAQ) was used to assess students' attitudes about AIDS. The students' cognitive achievement was assessed with the Students' Knowledge of AIDS Test (SKAT). Qualitative data were obtained from informal observation, focus group discussions, and student journals. The results indicated that the adapted Thai version of the CLES is appropriate for use in Health Science classes in Thailand's socio-cultural context because it was shown to be valid and reliable in both Actual and Preferred Forms. The results also revealed that the CLES and a constructivist learning approach can be used as effective tools in order to improve the learning environment of a Health Science class. This approach can improve students' knowledge and students' attitudes toward AIDS. The qualitative results supported the results from the questionnaires. This study suggests that teachers and health educators in Thailand can use the CLES to improve their learning environment and use a constructivist learning model to bring about improvement in students' achievement in their classes.

The purpose of this study was to investigate the extent to which Constructivist Learning Environment (CLE) aspects exist in primary level 4th and 5th grade Science and Technology Courses in Turkey as perceived by students and their teachers. Secondly, the study aimed at finding out whether perceptions of students on CLE differ according to certain demographic variables. Finally, the study attempted to explore the extent to which the perceptions of teachers on administrative support have a relationship with their perceptions on CLE. Subjects of the study involved 1143 primary level 4th and 5th grade students in Turkey during 2006-2007 school year from 6 socio-economic development groups as determined by State Planning Department and their 264 teachers. Data were collected in 2006-2007 Spring semester through administration of two questionnaires to the students and the teachers. Data analysis was carried out through both quantitative (repeated measures ANOVA, frequencies, means, standard deviations, MANOVA) and qualitative analysis techniques. The results of the study indicated that students and teachers perceived the current learning environment to be often constructivist. In addition, the results revealed that perception of CLE differed according to socio economic status and technology use of students. Lastly, the results revealed that there is a significant but low correlation between teachers&rsquo / perceptions on CLE and their perceptions on administrative support they received. The results revealed that students should be provided with more facilities and teachers be provided with more in-service training opportunities.

This intrinsic case study documents a community-based history expedition implemented as a project-based, voluntary, out-of-school history activity. The expedition's development was informed by the National Education Association's concept of the intensive study of history, its structure by the history seminary, and its spirit by Webb's account of seminar as history expedition. Specific study objectives included documentation of the planning, implementation, operation, and outcomes of the expedition, as well as the viability of the history expedition as a vehicle for engaging teenagers in the practice of history. Finally, the study examined whether a history expedition might serve as a curriculum of identity. Constructivist philosophy and situated learning theory grounded the analysis and interpretation of the study. Undertaken in North Central Texas, the study followed the experiences of six teenagers engaged as historians who were given one year to research and write a historical monograph. The monograph concerned the last horse cavalry regiment deployed overseas as a mounted combat unit by the U.S. Army during World War II. The study yielded qualitative data in the form of researcher observations, participant interviews, artifacts of participant writing, and participant speeches. In addition, the study includes evaluations of the historical monograph by subject matter experts. The data indicate that participants and audience describe the history expedition as a highly motivational experience which empowered participants to think critically, write historically, and create an original product valuable to the regiment's veterans, the veterans' families, the State of Texas, and military historians. The study supports the contention of the National Education Association that the intensive study of history can be beneficial both to expedition participants and to their community. The assertion that engaging teenagers as researchers within a discipline serves as a curriculum of identity was supported in the study as well. The study underscored the importance of oral history as a gateway for learning about modern history.

No description available.

Thesis (MPhill)--University of Stellenbosch, 2011. / ENGLISH ABSTRACT: Background: Community-based placement of students provides an ideal opportunity to develop constructivist learning environments for learning. Students are placed in a low risk obstetric care facility where they required to interview, examine and manage uncomplicated pregnancies under supervision of a lecturer. Aims: The aim of this study was to investigate the appropriateness of using a validated Constructivist Learning Environment Survey (CLES) to gauge the perceptions of students in a community-based health sciences placement. A further aim of the study was to evaluate whether the learning environment was compliant with constructivism. Methods: An adapted CLES was administered to 99 students and 44 students were interviewed using the instrument scales as a schema. Results: The surveys were analysed and mean scores at or above 20 were obtained, where the 5 different scales would have a maximum score of 30 each. No gender or racial differences were elicited from the survey responses. Interview data supported the data of the survey that demonstrated the constructivist nature of the learning environment. Conclusion: The CLES appears to be an appropriate and useful instrument in evaluating a community-based constructivist learning environment in low-risk obstetric care. Practice Points: Learning environment research instruments developed for other settings may be appropriate to use in more specific training in health sciences education. The adapted CLES proved useful in evaluating a constructivist clinical learning environment.

The principle focus of this study has been a reflection on my planning methodology since 1988. Teachers planning from 19882002 was predominantly individual and was aided by the gradual introduction of State and Commonwealth produced documents. These documents assisted in topic choices and assessment outcomes.Important influences transformed my planning. The first occurred in 1996 and the second in 2002. In 1996 I was involved in the production of a resource kit for teachers titled, Its Working Career and Work Education, Kindergarten to Year 8. During the compilation of this resource kit my planning incorporated the 1995, Teaching and Learning in Science Planning Guide, which resembled constructivism by building knowledge and understanding. In 2002 the curriculum in Tasmanian State Schools was transformed with the introduction of the Essential Learnings Framework 1 and 2. This curriculum innovation had implications on teachers planning methodology with a strong emphasis on collaborative planning.Studies and critiques of environmental units were undertaken in 2000, 2003 and 2004 to ascertain the effectiveness of my planning methodology. The underlying principles of constructivism provided a lens to improve perceived deficiencies in my classroom practice. The inclusion of the Constructivist Learning Environment Survey (CLES) assisted in making constructivism visible. A strong purpose therefore evolved from the study; a more effective planning methodology.

This longitudinal study explored the extent to which mathematics education lecturers' constructivist beliefs and aligned practices were communicated to students in a New Zealand primary pre-service teacher education degree programme. An integral part of this exploration was the identification of particular aspects of lecturers' practice that had a significant impact in enhancing the adoption of constructivist ideas on learning and constructivist-aligned teaching practices by student teachers. This goal had a practical focus on more effective course teaching within the chosen philosophical framework of constructivism. At a more theoretical level, there was a focus on the development of a constructivist approach to teacher education for teacher educators through the medium of mathematics education. A potential outcome of the development and widespread adoption of such a constructivist-aligned pedagogy within teacher education could be the significant furthering of a "reform" (or transformative) agenda in school education with its potential for enhanced learning by children. The methodology comprised both quantitative (survey) and qualitative (interview) techniques to collect information which allowed the capture of different but complementary data, so building a "rich" data set. The surveys were conducted using two leaming environment instruments underpinned by particular constructivist perspectives: one focusing on the overall nature of the learning environment at an individual level from a critical constructivist perspective, and the other focusing on the nature of interactions between teacher and student teachers at a classroom level from a socio-cultural constructivist perspective. / Surveys were conducted with the lecturers at the beginning and toward the end of the study, while the student teachers in these lecturers' classes were surveyed over a three year period. The interviews were semi-structured following an interpretative (evolving) research approach, with the "results" of ongoing data analysis being fed into later interviews. The interview data were analysed for personal perceptions and understandings rather than for generalisation and prediction with the intention of focusing on the identification of emergent themes. Interviews were conducted with lecturers at the beginning of the study and again toward its conclusion while student teachers were interviewed at the end of the study. The lecturers claimed constructivism as their underlying philosophical belief system and the initial surveys established baseline data on the actual nature of the lecturers' beliefs and how these were perceived by the student teachers. Similarly, the initial interviews explored the espoused beliefs and congruent practices of lecturers and student teachers. These two sets of data were compared to establish their congruence or otherwise. Further interviews with the lecturers focused on the survey data and my reconstruction of what the lecturers had said previously when interviewed. Later survey and interview data were also examined against the baseline data for evidence of change over the four years of the study. The data demonstrated that the student teachers perceived the existence of moderate to strong socio-cultural constructivist-aligned classroom environments when considered at a class (group) level, and a moderate alignment with critical perspectives at the individual (personal) level. / There was a high degree of consistency between staff and student teacher views, and the student teachers' views were consistent across the year groups (first, second and third years) and throughout the four years of the study. Lecturer practice(s) congruent with constructivism were the basis for student teacher change toward understanding and their adoption of constructivist ideas and aligned practices. Specific lecturer practices were identified as particularly effective in achieving such change. These effective lecturer practices may assist in establishing the foundations of a constructivist-aligned pedagogy for teacher education. The lecturers' modeling of the practices they were promoting for student teachers' practice was identified as a key element in promoting change. Indeed, the tension between traditional and transfornative approaches was exacerbated in situations where lecturers' promotion of a preferred practice was different from that which they enacted. The continuing existence of such situations and associated tensions has the potential to limit the extent of any change.