An analysis of Turkish prospective teachers’ perception of constructivist view of learning and teaching

Bu çalışmada, öğretmen adaylarının yapılandırmacı öğrenme ve öğretme anlayışını nasılalgıladıkları araştırılmıştır. Araştırma, bir vaka incelemesi olarak dizayn edilmiştir. Sınıf Öğretmenliği veKimya Öğretmenliği son sınıf öğretmen adayları (n=226) araştırmanın çalışma grubunu oluşturmuştur.Öğretmen adaylarına davranışçı anlayışı simgeleyen bir karikatür verilmiş ve onlardan yapılandırmacıöğrenme ve öğretme anlayışını simgeleyen bir karikatür çizmeleri istenmiştir. Ayrıca öğretmenadaylarından çizdikleri karikatürü bir kez de yazılı olarak açıklamaları istenmiştir. Araştırmada hemkarikatürler hem de açıklamaları analize tabi tutulmuştur. Araştırma sonuçları, öğretmen adaylarınınbüyük bölümünün yapılandırmacı öğrenmeyi, öğrenenin bilgiyi aktif olarak yapılandırdığı bir süreçolarak gördüğünü ortaya koymaktadır. Karikatürler ve açıklamalarında yapılandırmacılığa ilişkin beşana boyut ortaya çıkmıştır. Bunlar; yapılandırmacılık bağlamında öğrenenin rolü, öğretmenin rolü,yapılandırmacı öğrenmenin felsefi boyutu, eğitim materyallerinin kullanımı ile öğrenenin elde ettiğikazanımlar/beceriler boyutlarıdır. Öğretmen ve öğrenenin rollerine ilişkin boyutlar, karikatürlerinbüyük bölümünde vurgulanmıştır. Buna karşılık yapılandırmacı öğrenmede öğretmen ve öğreneninrollerinin, öğretmen adayının sahip olduğu yapılandırmacılık anlayışına göre (sözgelimi “bilişselyapılandırmacılık” ya da “sosyokültürel yapılandırmacılık” gibi) değiştiği ortaya çıkmıştır.

Öğretmen adaylarının yapılandırmacı öğrenme ve öğretim anlayışına ilişkin algılarının analizi

The present study investigated prospective teachers’ perception of constructivist view of learningand teaching. A case study design was adopted in the study. Elementary and Science prospectiveteachers (4th grade) participated (n=226) in the study. After having provided a caricature thatrepresented the transmission view of teaching and learning prospective teachers were asked to makea caricature to represent the constructivist view of learning and teaching. They were also required toprovide an explanation for their drawings. The drawing and its explanation were analysed togetherideographically. The results of this analysis showed that the majority of the prospective teachers’described the constructivist view where the learner actively constructs the knowledge. Five majorelements were detected in their perception. These were; learner’s role, teacher’s role, philosophy ofconstructivist view, instructional materials and learner’s acquirements. Teacher and learner’s role existedin all of the prospective teachers’ drawing. Yet, the role of the teacher and the learner seem to differ innature depending on the prospective teacher’s perception of the constructivist view and preference of itsbrands as cognitive or socio-cultural.

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