Son yıllarda fen eğitimi alanında yapılan birçok çalışmada yapılandırıcı yaklaşımın geleneksel öğretim metodundan daha etkili olduğu ortaya konulmuş ve yapılandırıcı yaklaşımın öğrencilerin anlamlı öğrenme gerçekleştirmesine yardımcı olduğu kanıtlanmıştır. Bu çalışmaların çoğu fen sınıflarında öğretmenlerin rolleri üzerine odaklanmış fakat yapılandırıcı yaklaşım metodu için genel bir öğretim stratejisi sunulmamıştır. Yapılandırıcı yaklaşımın fen sınıflarında uygulanabilmesi için bir öğretim stratejisi sunmayı amaçlayan bu çalışmada bir dersin altı basamaktan oluşması gerektiği savunulmuştur. Bunlar; olayın sunumu, ön bilgilerin hatırlatılması ve alternatif kavramların belirlenmesi, hipotez kurma, veri toplama, hipotezlerin test edilmesi ve kavram oluşturma, genelleme yapma olarak tanımlanmıştIn recent years in numerous studies conducted on the field of science education it has been brought forward that constructivist approach has been more effective than the traditional teaching method and that constructivist approach was helpful to students for their realization of meaningful learning has been proved. Great majority of these studies have been focused on roles of teachers in science classes, but a general teaching strategy for the constructivist approach method has not been introduced. In this study which aims to introduce a teaching strategy for the purpose of implementing constructivist approach in science classes it has been defended that a course should consist of six stages. There are defined as presentation of the incident, remembrance of pre-information and determination of alternative concepts, establishment of hypothesis, gathering of data, testing of hypothesis anYapılandırıcı yaklaşım, fen eğitimi, öğretim modellericonstructivist approach, science education, teaching model Tam Metin

In recent years in numerous studies conducted on the field of science education it has been brought forward that constructivist approach has been more effective than the traditional teaching method and that constructivist approach was helpful to students for their realization of meaningful learning has been proved. Great majority of these studies have been focused on roles of teachers in science classes, but a general teaching strategy for the constructivist approach method has not been introduced. In this study which aims to introduce a teaching strategy for the purpose of implementing constructivist approach in science classes it has been defended that a course should consist of six stages. There are defined as presentation of the incident, remembrance of pre-information and determination of alternative concepts, establishment of hypothesis, gathering of data, testing of hypothesis anYapılandırıcı yaklaşım, fen eğitimi, öğretim modellericonstructivist approach, science education, teaching model Tam Metin