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For pupils to obtain high-quality and permanent knowledge, it is important that the teaching of scientific and technical contents is based on cognitive constructivist approach. We carried out a research, during which we asked three research questions, on a sample of 167 class teachers in the Republic of Slovenia. We wanted to find out: how often class teachers included elements typical of cognitive constructivist approach; was the frequency of using elements of cognitive constructivist teaching model linked to the teacher’s concern for their own professional development, and was the frequency of using elements of cognitive constructivist teaching model linked to the factors, such as the teacher’s estimated importance, difficulty and necessity of Science and Technics, the assessment of their own competence and professional enthusiasm. Data were collected with three scales: ways of teaching scientific and technical contents; attitude to scientific and technical contents and teaching and components of professional development. Data were processed according to descriptive and inferential statistics. The research showed that the formulation and verification of hypotheses, two important elements in view of cognitive constructivist teaching model, were less often represented. With statistically significant higher frequency they were organized by teachers, who rated their competence higher, were more enthusiastic and cared more about their professional development.

Cognitive Constructivist Way of Teaching Scientific and Technical Contents