CONSTRUCTIVISM IN THEORY AND PRACTICE

Hatice MERTOÄžLU (), Ayla GÃœRDAL () and Esra MACAROÄžLU AKGÃœL ()
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Hatice MERTOÄžLU: Marmara Ãœniversitesi
Ayla GÃœRDAL: Marmara Ãœniversitesi
Esra MACAROĞLU AKGÜL: Fatih Sultan Mehmet Vakıf Üniversitesi

Eurasian Academy Of Sciences Social Sciences Journal, 2019, vol. 27, issue 27, 145-165

Abstract: Science and technology teachers’ perceptions and self evaluations about constructivist teaching and learning environments are the foci of this research study. 137 teachers participated in this mixed methd study. Constructivist learning environment scale and constructivist self evaluation questionnaire were applied in quantitative part of the research. In the qualitative part, observations and semi-structured interviews with 5 of the participants created data. Quantitative data display that participating science and technology teachers have above average constructive perspective. Almost all participants reported that they had training on constructivism and they knew all techniques and instructional models of constructivist teaching and additionally they applied all they knew about the paradigm. Although they reported about a trainig on constructivist learning and teaching they also underline the necessity of additional inservice training which will increase their practice and understanding. Not surprisingly the qualitative data gathered with observations and interviews display an inconsistency between particiants’ perceptions, self evaluations and teaching experiences. Those who seem to be more constructivist turned to be least practitioners and those who were weak on the paradigm turned to be most practising participants. None of the participants reported high perception about constructivism. Data also displayed participants’ lack of knowledge and practice about alternative measurement and evaluation.

Date: 2019
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Persistent link: https://EconPapers.repec.org/RePEc:eas:journl:v:27:y:2019:i:27:p:145-165

DOI: 10.17740/eas.soc.2019.V27-13

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