In most studies of teachers’ beliefs about teaching, two types of beliefs are categorized: (1) subject- or teacher-oriented beliefs; and (2) constructivist-oriented beliefs (Boulton-Lewis et al., 2001; Meirink et al., 2009; Valckx et al., 2021). The former emphasizes the relevance of content and pedagogy with a more didactic approach, while the latter emphasizes inquiry-oriented learning with more constructivist teaching (Hong et al., 2019a). The constructivist-oriented belief posits student-centered teaching that involves teaching students how to learn, and focuses on the construction of knowledge by students themselves (e.g., Waeytens et al., 2002; Bolhuis and Voeten, 2004). Teachers’ beliefs influence their teaching attitudes and behaviors (Roose et al., 2019), for example, their classroom performance (Hong et al., 2019a). In line with this, the present study considered constructivist teaching beliefs as an essential factor that may affect teachers’ performance as a teaching model in classroom observations, and to investigate whether this teaching belief is an antecedent to teachers’ motivation to be observed in classroom observation activities.

learners actively create their own meaning and

understanding...

Misra, Pradeep & Vaishali. (2020). Implications of the constructivist approaches in the classrooms: The role of the teachers. 10.9734/ajess/2020/v7i430205.

Research designs in the quantitative realm outline how data will be collected and analyzed with methods like experiments and surveys. Qualitative methods complement quantitative research by focusing on non-numerical data, adding depth to understanding. Data collection methods can be qualitative or quantitative, depending on research goals. Researchers often use a combination of both approaches to gain a comprehensive understanding of phenomena.

When learning to read, we do not think about how to decipher the patterns of ink on the page (procedural memory), but we do consciously retrieve the meanings of the words (declarative memory). Maths also requires the use of procedural and declarative memory. Number fluency requires understanding of place value and the relationship between operations when solving equations (procedural memory), whereas number facts are basic equations learnt off by heart, such as 3 x 4 = 12 (declarative memory)" (Cunnington. n.d.)

Reference

Cunnington, R. (n.d.). Learning and memory: How the brain codes knowledge. IBE-Science of Learning Portal. https://solportal.ibe-unesco.org/articles/learning-and-memory-how-the-brain-codes-knowledge/#:~:text=Knowledge%20is%20thought%20to%20be,and%20associated%20memories%20or%20knowledge.