Abstract
<p style="text-align:justify">The aim of this research is to evaluate the constructivist learning environments of physical education and sport teacher candidates. For this purpose, 928 students (523 male, 405 female) selected by the appropriate sampling method from the Physical Education and Sport Teaching Department of 17 universities consisted the sample of the research. In the study; "Constructivist Learning Environments Evaluation Scale" developed by Arkun and Askar (2010) was used in order to reveal the opinions of the students about the constructivist learning environment. The scale consists of 7 Likert type, 6 sub dimensions and 28 items. The Cronbach alpha reliability coefficient for this study was found to be .93. The lowest score that can be taken from the scale is 28 and the highest score is 196. Kruskal Wallis Variance Analysis and Mann Whitney U test were used because the obtained data did not show normal distribution (Kolmogorov-Smirnov), and the significance level was taken as 0.05. As a result of the research, the constructivist learning environments of 17th universities 3rd and 4th grade teacher candidates were evaluated in terms of age, gender and grade variables. According to this, there was no significant difference when the average scores of constructivist learning environments were compared in terms of age and class levels of physical education and sports teacher candidates. In comparison with gender, female teacher candidates were found to have a more constructive learning environment.</p>
Highlights
In 1980s, the research of Dewey and Vygotskij had blended with Piaget's work in developmental psychology into the broad approach of constructivism
It is evaluated in this study that, the constructivist learning environment of the candidates studying at 3rd and 4th grades of the physical education and sports teacher training programs from 17 different universities of Turkey according to some variables
Oguz, Uredi and Akbasli (2015) stated that in evaluating the constructivist learning environments of the age variable in a group of 306 people, it did not show any significant difference in their study
Summary
In 1980s, the research of Dewey and Vygotskij had blended with Piaget's work in developmental psychology into the broad approach of constructivism. Students bring prior knowledge into a learning situation in which they must critique and re-evaluate their understanding of it. If you want to learn how to ride a bike, you don't pick a book on bicycle theory - you get on the bike and practice it until you get it right. It is this repetition of practice and review that leads to the greatest retention of knowledge (Dewey, 1916; Vygotskij et al, 1987)
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