The role of constructivist pedagogy in teaching the content of place-based courses (Case study: Geography students)

Document Type : Research Paper

Author

Faculty Member, Geography Education Department, Farhangian University, PO Box 889-14665, Tehran, Iran

Abstract

This research has investigated the constructivist approach to the teaching of location-based course with a descriptive-explanatory research method with an applied nature. The sample of the research was 3rd and 4th year geography students of Zanjan universities with sample size of 100 cases. The indicators used in explaining the constructivist approach are derived from Lebo's five-value theory with eight main indicators, which are characterized by the spatial-spatial diversity of the class. The method of data collection using questionnaires and data analysis mainly descriptive tests (mean, standard deviation and variance) and inferential statistics based on t-test of paired samples (dependent or correlated), multivariate linear regression, direct effect model It is a structural and trend average chart (with coefficient of determination). The results of the study show that the use of the constructivist approach compared to before its use, has a significant average difference (with a value of 0.8) in favorability. Also, the indicators of collectivism and participation have had the greatest impact on the constructivist approach of place-based courses. The constructivist approach of place-based geography courses in the classroom based on workshop tools open space (field) and combined space have the greatest effect on the constructivist approach of the aforementioned subjects.

Keywords

References

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