|Published online: January 28, 2015||$US5.00|
Teacher education students typically denounce learning processes or theories courses as conceptual and disconnected from real-world practice. They have difficulty relating the abstract learning concepts, principles, and processes to the real-world learning environments and students they teach. We designed the Food Think task around constructivist principles of authenticity, experiential learning, and collaborative problem solving to address this problem. Teacher candidates applied both course concepts and their own personal knowledge to a study of a food issue. In this paper, our primary intent is to describe how we designed and applied this Food Think activity in a learning theories course. We also report on teacher candidates’ initial reactions to the activity. We end the paper with a discussion of the Food Think activity’s broader implications for the training of teacher education candidates.
|Keywords:||Teacher Thinking, Educational Psychology, Constructivism, Ill Defined Problems|
The International Journal of Pedagogy and Curriculum, Volume 21, Issue 2, February 2015, pp.1-12. Article: Print (Spiral Bound). Published online: January 28, 2015 (Article: Electronic (PDF File; 712.474KB)).
Professor, Faculty of Education, University of Ottawa, Ottawa, Ontario, Canada
Elmwood School, Ottawa, Ontario, Canada