Understanding the Nepali Classroom Practices: A Constructivist Perspective

IF 1.3 4区 计算机科学 Q1 Computer Science
D. Bhattarai, H. Basnet
{"title":"Understanding the Nepali Classroom Practices: A Constructivist Perspective","authors":"D. Bhattarai, H. Basnet","doi":"10.3126/jrdn.v5i1.50093","DOIUrl":null,"url":null,"abstract":"This article concerns pedagogical practices of schools to meet objectives of the curriculum and provide learning experiences to the students. This article aims to explore teachers’ ways of carrying out classroom practices and to locate how the constructivist perspective could foster wider learning experiences of learners. We conducted an ethnographic field study - in one of the schools located in Ithaki Sub-metropolitan, Sunsari district – which involves a three-day visit to the school and continuous observation of a particular class to generate the data. Theoretically, this paper focuses on the constructivist perspective to understand the classroom practices of school teachers and locate them to conceptualize the school pedagogy. We highlight that the current school practice, the school teachers are adopting, is a traditionally dominant approach that strongly upholds “the jug to the mug concept” – the teacher as a jug that pours knowledge and information as a form of water to an empty mug as a student. We argue that teachers' traditionally based classroom practice is one of the responsible factors for not shifting Nepalese classroom practices into student-centered or reciprocal classroom practices that embrace the constructivist paradigm. This paper unveils teacher-student power-relations, which is fueling to promote the traditionally focused classroom practices that undermine the possibility of multiplicity in knowledge construction.","PeriodicalId":55034,"journal":{"name":"IBM Journal of Research and Development","volume":null,"pages":null},"PeriodicalIF":1.3000,"publicationDate":"2022-12-12","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":"1","resultStr":null,"platform":"Semanticscholar","paperid":null,"PeriodicalName":"IBM Journal of Research and Development","FirstCategoryId":"94","ListUrlMain":"https://doi.org/10.3126/jrdn.v5i1.50093","RegionNum":4,"RegionCategory":"计算机科学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":null,"EPubDate":"","PubModel":"","JCR":"Q1","JCRName":"Computer Science","Score":null,"Total":0}
引用次数: 1

Abstract

This article concerns pedagogical practices of schools to meet objectives of the curriculum and provide learning experiences to the students. This article aims to explore teachers’ ways of carrying out classroom practices and to locate how the constructivist perspective could foster wider learning experiences of learners. We conducted an ethnographic field study - in one of the schools located in Ithaki Sub-metropolitan, Sunsari district – which involves a three-day visit to the school and continuous observation of a particular class to generate the data. Theoretically, this paper focuses on the constructivist perspective to understand the classroom practices of school teachers and locate them to conceptualize the school pedagogy. We highlight that the current school practice, the school teachers are adopting, is a traditionally dominant approach that strongly upholds “the jug to the mug concept” – the teacher as a jug that pours knowledge and information as a form of water to an empty mug as a student. We argue that teachers' traditionally based classroom practice is one of the responsible factors for not shifting Nepalese classroom practices into student-centered or reciprocal classroom practices that embrace the constructivist paradigm. This paper unveils teacher-student power-relations, which is fueling to promote the traditionally focused classroom practices that undermine the possibility of multiplicity in knowledge construction.
从建构主义视角理解尼泊尔课堂实践
本文探讨了学校在满足课程目标和为学生提供学习经验方面的教学实践。本文旨在探讨教师进行课堂实践的方式,并定位建构主义视角如何促进学习者更广泛的学习体验。我们在Sunsari地区Ithaki副都市的一所学校进行了一项人种学实地研究,其中包括对学校进行为期三天的访问,并对一个特定班级进行持续观察,以生成数据。在理论上,本文着重从建构主义的视角来理解学校教师的课堂实践,并对其进行定位,从而对学校教育学进行概念化。我们要强调的是,目前的学校实践,即学校教师所采用的,是一种传统的主导方法,它强烈支持“水壶到杯子的概念”——教师就像一个水壶,把知识和信息以水的形式倒在学生的空杯子里。我们认为,教师基于传统的课堂实践是尼泊尔课堂实践未能转变为以学生为中心或拥抱建构主义范式的互惠课堂实践的负责任因素之一。本文揭示了师生权力关系,这种权力关系助长了传统的课堂实践,破坏了知识建构多样性的可能性。
本文章由计算机程序翻译,如有差异,请以英文原文为准。
求助全文
约1分钟内获得全文 求助全文
来源期刊
IBM Journal of Research and Development
IBM Journal of Research and Development 工程技术-计算机:硬件
自引率
0.00%
发文量
0
审稿时长
6-12 weeks
期刊介绍: The IBM Journal of Research and Development is a peer-reviewed technical journal, published bimonthly, which features the work of authors in the science, technology and engineering of information systems. Papers are written for the worldwide scientific research and development community and knowledgeable professionals. Submitted papers are welcome from the IBM technical community and from non-IBM authors on topics relevant to the scientific and technical content of the Journal.
×
引用
GB/T 7714-2015
复制
MLA
复制
APA
复制
导出至
BibTeX EndNote RefMan NoteFirst NoteExpress
×
提示
您的信息不完整,为了账户安全,请先补充。
现在去补充
×
提示
您因"违规操作"
具体请查看互助需知
我知道了
×
提示
确定
请完成安全验证×
copy
已复制链接
快去分享给好友吧!
我知道了
右上角分享
点击右上角分享
0
联系我们:info@booksci.cn Book学术提供免费学术资源搜索服务,方便国内外学者检索中英文文献。致力于提供最便捷和优质的服务体验。 Copyright © 2023 布克学术 All rights reserved.
京ICP备2023020795号-1
ghs 京公网安备 11010802042870号
Book学术文献互助
Book学术文献互助群
群 号:481959085
Book学术官方微信