engleski

Problems in the process of construstivist curriculum implementation

School physics curiculum based on ideas of moderate constructivism is in Croatia officcialy accepted as one of two equally validated choices. It started in 1985. in primary schools (7th and 8th class) and in 1992. in gymnasium (9th-12th classes). Here we report about its development, some specific characterictics, teachers attitudes and its present status in school teaching. It turned out that constructivisticaly oriented approach give fascinating results in those cases where it is applied. But its implementation in school practice on a broader scale is a long lasting process. It is mainly due to a large percentage of older (already existing) teachers who have not been trained in constructivist teaching during their study, and who already addapted some of traditional ways of teaching. Switching to constructivist philosophy represent a conceptual change for them, with all difficulties which such change contains. Some efforts which are made in order to make this change of paradigm easier for teachers are disscused (developing of constructivist oriented textbooks, bianual national symposia in physics education with active participation of teachers etc.).Younger teachers, who were acquainted with constructivist ideas and were using them in teaching practice during their study, have not such problems. The great majority of them is strongly inclined to constructivist approach and use it in their teaching. teacher, traditional teaching, conceptual change, paradigmatic change.

constructivist curriculum; development; implementation; teacher; traditional teaching; conceptual change; paradigmatic change.

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