Abstract
It is a scientifically and developmentally undeniable reality that the educational activities that guide education and training activities and aim to raise the nation according to the requirements of the age and keep up with the necessary arrangements for this purpose. With the periodic developments in the world, the transformation in the philosophy of education and understanding of education has brought along the application of new approaches and understandings in education. The constructivist approach that started to be applied in education with these developments is also one of the new educational approaches. Constructivist understanding is defined as a process in which students are actively involved in educational activities and new information is built on pre-learning. Constructivism is a contemporary understanding that covers all kinds of practices that the student can actively engage in the learning process, and it emphasizes that education can be successful to the extent that it can serve individual differences. It has been fifteen years since the practices on constructivism started to be implemented in our country. During this period and as a point reached, it is a question of how much this understanding is applied. With this research, it is aimed to examine the self-efficacy beliefs of Turkish language and literature teachers towards applying constructivist approach in terms of various variables.
Highlights
1.1 Constructivist Approach and LearningThe theoretical foundations laid by Lev S
Altun and Çolak (2011) define constructivism within the framework of learning theories as “A learning theory based on the view that individuals are the directors of their own learning processes and learn by building bridges between new information about their prior knowledge.”
In this study, which examines the self-efficacy perceptions of Turkish language and literature teachers on implementing the constructivist approach, it was determined that the gender variable significantly affects the self-efficacy perception about implementing the constructivist approach in terms of guiding, activating student and alternative assessment dimensions
Summary
The theoretical foundations laid by Lev S. Considering the views of constructivism about the individual’s learning process, the course process can be examined in three parts: exploring knowledge basically, creating concepts and applying The implementation of this plan in the lesson can be realized by following learning models such as 3E, 5E, 7E (Akınoğlu, 2012). Constructivism opposes the views that emphasizes that only the environment is effective on the person in the learning processes and at the same time learning is realized only in the mind and the environment is not effective in this process Considering these opinions, the constructivist approach proposes to educators that students should actively participate in their own learning processes and they should offer experiences that stimulate students’ thoughts (Schunk, 2014)
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