Abstract
Bu çalışmanın amacı, yapılandırmacı öğrenme yaklaşımının eğitim programları üzerindeki etkilerini incelemektedir. Bu amaç doğrultusunda kuramsal bağlamda güncel literatür taranarak problem durumu ortaya konmaya çalışılmıştır. Dewey’in deneyim temelli öğrenme anlayışı ve Bruner’ın keşfetme ve problem çözme etkinliklerine verdiği önem, yapılandırmacı öğrenme ortamlarının öğrenci merkezli ve aktif hale gelmesini sağlamaktadır. Araştırmalar, yapılandırmacı öğrenme yöntemlerinin öğrencilerin eleştirel düşünme, problem çözme ve yaratıcı düşünme becerilerini geliştirdiğini göstermektedir. Çalışma ayrıca, öğretmenlerin yapılandırmacı yaklaşımı benimsemeleri ve sınıf ortamında etkili bir şekilde uygulamaları için gerekli destek ve mesleki gelişim fırsatlarının sağlanmasının önemine değinmektedir. Sonuç olarak, yapılandırmacı öğrenme yaklaşımı, modern eğitim programlarının merkezinde yer almalı ve bu yaklaşımın etkin bir şekilde uygulanması için gerekli adımlar atılmalıdır. Öğrencilerin bilgiye aktif katılımlarını sağlayan, eleştirel ve yaratıcı düşünme becerilerini geliştiren bu yaklaşım, eğitimde kaliteyi artırmanın ve öğrencileri geleceğe daha iyi hazırlamanın anahtarıdır.
References
- Akpınar, Y., & Ergin, A. (2020). Öğretmenlerin yapılandırmacı öğrenme yöntemlerini uygulama konusundaki algıları. Eğitim Bilimleri Araştırmaları Dergisi, 10(2), 56-72. https://doi.org/10.3390/edu10020056
- Anderson, T. (2020). The theory and practice of online learning. AU Press. https://doi.org/10.15215/aupress/9781771992329.01
- Black, P., & Wiliam, D. (1998). Assessment and classroom learning. Assessment in Education: Principles, Policy and Practice, 5(1), 7-74. https://doi.org/10.1080/0969595980050102
- Bloom, B. S. (1956). Taxonomy of educational objectives: The classification of educational goals. Handbook I: Cognitive domain. David McKay Company.
- Bruner, J. S. (1966). Toward a theory of instruction. Harvard University Press.
- Cizek, G. J., Fitzgerald, S. M., & Rachor, R. E. (1995). Teachers’ assessment practices: Preparation, isolation, and the kitchen sink. Educational Assessment, 3(2), 159-179. https://doi.org/10.1207/s15326977ea0302_3
- Darling-Hammond, L. (2017). Empowered educators: How high-performing systems shape teaching quality around the world. John Wiley and Sons.
- Darling-Hammond, L., Hyler, M. E., & Gardner, M. (2017). Effective teacher professional development. Learning Policy Institute.
- Demir, M., & Akın, A. (2020). Constructivist assessment methods: Effects on self-assessment skills and academic self-confidence. International Journal of Educational Research, 99, 101524. https://doi.org/10.1016/j.ijer.2019.101524
- Desimone, L. M., & Garet, M. S. (2015). Best practices in teacher’s professional development in the United States. Psychology, Society and Education, 7(3), 252-263. https://doi.org/10.25115/psye.v7i3.515
- Dewey, J. (1938). Experience and education. Kappa Delta Pi.
- Doğan, Y., & Demirtaş, H. (2019). Öğretmenlerin yapılandırmacı öğrenme yaklaşımını uygulama sürecindeki zorlukları. Eğitim ve Bilim, 44(1), 73-92. https://doi.org/10.15390/EB.2019.12345
- Ertmer, P. A., & Newby, T. J. (2019). Behaviorism, cognitivism, constructivism: Comparing critical features from an instructional design perspective. Performance Improvement Quarterly, 26(2), 43-71. https://doi.org/10.1002/piq.21143
- Guskey, T. R. (2020). Does it make a difference? Evaluating professional development. Educational Leadership, 59(6), 45-51.
- Hmelo-Silver, C. E., Duncan, R. G., & Chinn, C. A. (2015). Scaffolding and achievement in problem-based and inquiry learning: A response to Kirschner, Sweller, and Clark. Educational Psychologist, 42(2), 99-107. https://doi.org/10.1080/00461520701263368
- Hodges, C., Moore, S., Lockee, B., Trust, T., & Bond, A. (2020). The difference between emergency remote teaching and online learning. Educause Review, 27. https://doi.org/10.1016/j.iheduc.2020.100306
- Hogan, D., & Gopinathan, S. (2008). Knowledge management, sustainable innovation, and preservice teacher education in Singapore. Teachers and Teaching: Theory and Practice, 14(4), 369-384. https://doi.org/10.1080/13540600802037751
- Jonassen, D. H. (1999). Designing constructivist learning environments. Instructional Design Theories and Models: A New Paradigm of Instructional Theory, 2, 215-239. https://doi.org/10.4324/9781410603784
- Kılıç, A., & Demir, E. (2021). The effects of constructivist learning approach on critical thinking skills. Journal of Education and Learning, 10(2), 95-107. https://doi.org/10.5539/jel.v10n2p95
- Means, B., Bakia, M., & Murphy, R. (2021). Learning online: What research tells us about whether, when and how. Routledge. https://doi.org/10.4324/9781003093705
- Milli Eğitim Bakanlığı (MEB). (2018). Öğretmen akademisi programı. https://ogretmenakademisi.meb.gov.tr
- Milli Eğitim Bakanlığı (MEB). (2024). Yeni Maarif Programı. Ankara.
- Partnership for 21st Century Skills. (2009). P21 framework definitions. https://www.battelleforkids.org/networks/p21
- Sahlberg, P. (2011). Finnish lessons: What can the world learn from educational change in Finland?. Teachers College Press. https://doi.org/10.1111/j.1751-9020.2011.00306.x
- Sawyer, R. K. (2014). The Cambridge handbook of the learning sciences. Cambridge University Press. https://doi.org/10.1017/CBO9781139519526
- Trilling, B., & Fadel, C. (2009). 21st century skills: Learning for life in our times. John Wiley and Sons.
- Wiliam, D. (2011). Embedded formative assessment. Solution Tree Press.
- Yılmaz, E. (2020). The impact of constructivist learning environments on students' academic achievement and motivation. Journal of Education and Learning, 9(3), 100-112. https://doi.org/10.5539/jel.v9n3p100
Abstract
The purpose of this study is to examine the effects of the constructivist learning approach on educational programs. For this purpose, the problem situation was identified by reviewing the current literature in a theoretical context. Dewey's experience-based learning perspective and Bruner's emphasis on discovery and problem-solving activities make constructivist learning environments student-centered and active. Research shows that constructivist learning methods improve students' critical thinking, problem-solving, and creative thinking skills. The study also emphasizes the importance of providing the necessary support and professional development opportunities for teachers to adopt the constructivist approach and effectively implement it in the classroom. In conclusion, the constructivist learning approach should be at the center of modern educational programs, and the necessary steps should be taken to ensure its effective implementation. This approach, which ensures students' active participation in knowledge acquisition and enhances their critical and creative thinking skills, is key to improving the quality of education and better preparing students for the future.
References
- Akpınar, Y., & Ergin, A. (2020). Öğretmenlerin yapılandırmacı öğrenme yöntemlerini uygulama konusundaki algıları. Eğitim Bilimleri Araştırmaları Dergisi, 10(2), 56-72. https://doi.org/10.3390/edu10020056
- Anderson, T. (2020). The theory and practice of online learning. AU Press. https://doi.org/10.15215/aupress/9781771992329.01
- Black, P., & Wiliam, D. (1998). Assessment and classroom learning. Assessment in Education: Principles, Policy and Practice, 5(1), 7-74. https://doi.org/10.1080/0969595980050102
- Bloom, B. S. (1956). Taxonomy of educational objectives: The classification of educational goals. Handbook I: Cognitive domain. David McKay Company.
- Bruner, J. S. (1966). Toward a theory of instruction. Harvard University Press.
- Cizek, G. J., Fitzgerald, S. M., & Rachor, R. E. (1995). Teachers’ assessment practices: Preparation, isolation, and the kitchen sink. Educational Assessment, 3(2), 159-179. https://doi.org/10.1207/s15326977ea0302_3
- Darling-Hammond, L. (2017). Empowered educators: How high-performing systems shape teaching quality around the world. John Wiley and Sons.
- Darling-Hammond, L., Hyler, M. E., & Gardner, M. (2017). Effective teacher professional development. Learning Policy Institute.
- Demir, M., & Akın, A. (2020). Constructivist assessment methods: Effects on self-assessment skills and academic self-confidence. International Journal of Educational Research, 99, 101524. https://doi.org/10.1016/j.ijer.2019.101524
- Desimone, L. M., & Garet, M. S. (2015). Best practices in teacher’s professional development in the United States. Psychology, Society and Education, 7(3), 252-263. https://doi.org/10.25115/psye.v7i3.515
- Dewey, J. (1938). Experience and education. Kappa Delta Pi.
- Doğan, Y., & Demirtaş, H. (2019). Öğretmenlerin yapılandırmacı öğrenme yaklaşımını uygulama sürecindeki zorlukları. Eğitim ve Bilim, 44(1), 73-92. https://doi.org/10.15390/EB.2019.12345
- Ertmer, P. A., & Newby, T. J. (2019). Behaviorism, cognitivism, constructivism: Comparing critical features from an instructional design perspective. Performance Improvement Quarterly, 26(2), 43-71. https://doi.org/10.1002/piq.21143
- Guskey, T. R. (2020). Does it make a difference? Evaluating professional development. Educational Leadership, 59(6), 45-51.
- Hmelo-Silver, C. E., Duncan, R. G., & Chinn, C. A. (2015). Scaffolding and achievement in problem-based and inquiry learning: A response to Kirschner, Sweller, and Clark. Educational Psychologist, 42(2), 99-107. https://doi.org/10.1080/00461520701263368
- Hodges, C., Moore, S., Lockee, B., Trust, T., & Bond, A. (2020). The difference between emergency remote teaching and online learning. Educause Review, 27. https://doi.org/10.1016/j.iheduc.2020.100306
- Hogan, D., & Gopinathan, S. (2008). Knowledge management, sustainable innovation, and preservice teacher education in Singapore. Teachers and Teaching: Theory and Practice, 14(4), 369-384. https://doi.org/10.1080/13540600802037751
- Jonassen, D. H. (1999). Designing constructivist learning environments. Instructional Design Theories and Models: A New Paradigm of Instructional Theory, 2, 215-239. https://doi.org/10.4324/9781410603784
- Kılıç, A., & Demir, E. (2021). The effects of constructivist learning approach on critical thinking skills. Journal of Education and Learning, 10(2), 95-107. https://doi.org/10.5539/jel.v10n2p95
- Means, B., Bakia, M., & Murphy, R. (2021). Learning online: What research tells us about whether, when and how. Routledge. https://doi.org/10.4324/9781003093705
- Milli Eğitim Bakanlığı (MEB). (2018). Öğretmen akademisi programı. https://ogretmenakademisi.meb.gov.tr
- Milli Eğitim Bakanlığı (MEB). (2024). Yeni Maarif Programı. Ankara.
- Partnership for 21st Century Skills. (2009). P21 framework definitions. https://www.battelleforkids.org/networks/p21
- Sahlberg, P. (2011). Finnish lessons: What can the world learn from educational change in Finland?. Teachers College Press. https://doi.org/10.1111/j.1751-9020.2011.00306.x
- Sawyer, R. K. (2014). The Cambridge handbook of the learning sciences. Cambridge University Press. https://doi.org/10.1017/CBO9781139519526
- Trilling, B., & Fadel, C. (2009). 21st century skills: Learning for life in our times. John Wiley and Sons.
- Wiliam, D. (2011). Embedded formative assessment. Solution Tree Press.
- Yılmaz, E. (2020). The impact of constructivist learning environments on students' academic achievement and motivation. Journal of Education and Learning, 9(3), 100-112. https://doi.org/10.5539/jel.v9n3p100
Details
| Primary Language | Turkish |
|---|---|
| Subjects | Curriculum Development in Education |
| Journal Section | Makaleler |
| Authors | |
| Early Pub Date | October 30, 2024 |
| Publication Date | October 30, 2024 |
| Submission Date | July 30, 2024 |
| Acceptance Date | September 24, 2024 |
| Published in Issue | Year 2024 Volume: 8 Issue: 2 |
