The application of constructivist learning theory to homework practice: a case study of a trial of pencil-free approaches to home-learning in Key Stage Two Science

摘要

This case study, based in one primary school in Gloucestershire, explores theudexperiences and perceptions of children, parents and teachers in relation toudhomework; innovative, discussion-based science homework tasks are trialled.udA review of the existing literature reveals that primary homework is largely ineffectiveudin enhancing children's learning, and can often cause or contribute to stress forudchildren and parents; this stress often contributes to arguments in the home. Audreview of constructivist learning theory suggests that traditional models of homeworkudtake little account of children's learning needs, which can lead to task-oriented ratherudthan learning-oriented approaches being adopted.udSemi-structured interviews were utilised in order to explore the perceptions of fourudindividual teachers, and six children and six parents. Each child was interviewedudwith their parent, creating an ethical, dynamic and revealing research context inudwhich the researcher was able to explore issues in some depth; a diverse range ofudperceptions were identified, with many participants, including teachers, expressingudmixed feelings about homework.ud'Pencil-free', discussion-based science homework tasks were trialled for one half-termudin two classes in Key Stage Two. The researcher observed two class-basedudfeedback discussions following children's engagement with pencil-free homeworkudtasks. Following the trial of innovative homework tasks, children and parents wereudonce again interviewed to explore their experiences and perceptions of the pencil-freeudtasks. Analysis of the observation notes and the interview transcripts suggestsudthat, for most but not all children, there were benefits associated with the innovativeudapproaches in relation to learning and stress-levels.udThe research methods enabled the research objectives to be met. Further researchudin this area could explore the range of ways in which teachers are making homeworkudmore interesting and meaningful for children, whether this is positive in terms of theudchildren's affective responses, and how teachers close the assessment loop onudhomework to provide meaningful feedback to children on their homework.