NEF-EFMED - Necatibey Eğitim Fakültesi - Balıkesir Üniversitesi

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ÖNEN,F., ERDEM, A., UZAL, G. & GÜRDAL, A. 117 answers given to the questions in survey form. Open-ended questions were prepared according to the views of specialists in order to maintain scope validity. The process of detecting the view of teachers on constructivist approach and teaching materials they used require the analysis of current view in details. Therefore the analysis of open-ended questions directed were evaluated using “content analysis” which is one of the qualitative analysis methods. According to this, first of all coding was done while doing the analysis of data then data was identified by grouping the codes under common themes. In order to maintain the validity of research data, data were coded by a specialist. After coding the data, current data were grouped under specific themes. After the themes were created frequency of themes were determined and results were interpreted. Results According to the results obtained from the study, it was detected that the view of teachers on constructivist teaching approach and teaching materials were generally positive. On the contrary, they also think there are various deficiencies about both constructivist approach and teaching materials. According to the results teacher think that both constructivist and traditional teaching approaches have positive contributions on teaching process. However according to the explanations they gave, it was detected that they think constructivist approach has more contribution on teaching process. Moreover they also think that constructivist approach is more effective than traditional approach. Despite the positive contributions of both approaches teachers stated that both approaches have different disadvantages as well. Teachers stated that there are deficiencies in the curriculum prepared according to constructivist approach like the one prepared according to traditional method; moreover they have stated the necessity of regulating in-service education studies and workshops. Apart from these results most of the teachers think that course books designed with constructivist approach are more efficient than the books designed with traditional method though they think there are some deficiencies in these books. Suggestions Parallel to the studies obtained from the study, the necessity of teachers/pre-service teachers’ graduation from university being full-equipped on the issue of constructivism was expressed and suggestions were offered on the point that in-service education studies to be organized for this issue. The following recommendations were in line with the results obtained from the research. Necatibey Eğitim Fakültesi Elektronik Fen ve Matematik Eğitimi Dergisi Necatibey Faculty of Education, Electronic Journal of Science and Mathematics Education
118 ÖĞRETMENLERİN YAPILANDIRMACI ÖĞRETİM PROGRAMININ… TEACHERS’ VIEWS ON THE APPLICABILITY OF CONSTRUCTIVIST … Various physical conditions such as class size, material support and teaching hours should be regulated in order to implement the constructivist approach in an effective way. It should be aimed that the teachers in the field graduate fully equipped from their related departments. In the Teaching Methods I-II courses, constructivist approach methods should be carried out. In-service training should be given by analyzing the teachers’ needs and during this process a good communication between universities and the Ministry of Education should be aimed. In order to implement the constructivist approach effectively, parents will be informed about this process and a collaborative work environment should be provided. NEF-EFMED Cilt 5, Sayı 2, Aralık 2011/ NFE-EJMSE Vol. 5, No. 2, December 2011
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Necatibey Faculty of Education, Ele
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Assist.Prof. Dr. Gökhan Demircioğ
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İlköğretim Öğretmenlerinin Kul
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Necatibey Eğitim Fakültesi Elektr
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IŞILDAK, R.S. 3 Phase 1 Phase 2 Fi
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IŞILDAK, R.S. 5 Figure 7 The force
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7 EXPLORING NATURE OF SCIENCE UNDER
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9 EXPLORING NATURE OF SCIENCE UNDER
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11 EXPLORING NATURE OF SCIENCE UNDE
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19 UNDERSTANDING THE IMPACT OF FORM
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43 BİTKİLERDE TAŞIMA SİSTEMİ K
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59 FEN ÖĞRETİMİNDE KAVRAM KARİ
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Page 74 and 75: 67 FEN ÖĞRETİMİNDE KAVRAM KARİ
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167 11. SINIF ÖĞRENCİLERİNİN
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179 OKUL DIŞI BİLİMSEL ETKİNLİ
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ÜLTAY, N. & ÇALIK, M. 201 The mat
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ÜLTAY, N. & ÇALIK, M. 203 yapıla
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ÜLTAY, N. & ÇALIK, M. 205 içerme
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ÜLTAY, N. & ÇALIK, M. 207 ‘Asit
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ÜLTAY, N. & ÇALIK, M. 209 Şekil
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ÜLTAY, N. & ÇALIK, M. 215 5E mode
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ÜLTAY, N. & ÇALIK, M. 217 zorunlu
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ÜLTAY, N. & ÇALIK, M. 219 Demirci
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AYKUTLU, I. & ŞEN, A.İ. 223 The r
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AYKUTLU, I. & ŞEN, A.İ. 225 kavra
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AYKUTLU, I. & ŞEN, A.İ. 227 gör
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AYKUTLU, I. & ŞEN, A.İ. 229 üç
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AYKUTLU, I. & ŞEN, A.İ. 231 kulla
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AYKUTLU, I. & ŞEN, A.İ. 233 Test
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AYKUTLU, I. & ŞEN, A.İ. 235 Öğr
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AYKUTLU, I. & ŞEN, A.İ. 237 A: Se
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AYKUTLU, I. & ŞEN, A.İ. 239 Tablo
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AYKUTLU, I. & ŞEN, A.İ. 241 Tablo
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AYKUTLU, I. & ŞEN, A.İ. 243 kavra
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AYKUTLU, I. & ŞEN, A.İ. 245 Berbe
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AYKUTLU, I. & ŞEN, A.İ. 247 Duit,
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AYKUTLU, I. & ŞEN, A.İ. 249 Pına
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KÖSE, N. Y. &TANIŞLI, D. 253 stan
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KÖSE, N. Y. &TANIŞLI, D. 255 İlk
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KÖSE, N. Y. &TANIŞLI, D. 257 (Fal
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KÖSE, N. Y. &TANIŞLI, D. 259 1 2
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KÖSE, N. Y. &TANIŞLI, D. 265 Kita
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KÖSE, N. Y. &TANIŞLI, D. 267 veri
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KÖSE, N. Y. &TANIŞLI, D. 269 Şek
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KÖSE, N. Y. &TANIŞLI, D. 271 yoğ
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KÖSE, N. Y. &TANIŞLI, D. 273 Sonu
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KÖSE, N. Y. &TANIŞLI, D. 275 McNe
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KÖSE, N. Y. &TANIŞLI, D. 277 EK-2
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279 MATEMATİK TARİHİNİN KULLANI
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313 TÜRKİYE VE MALEZYA FİZİK Ö
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NEF-EFMED - Necatibey Eğitim Fakültesi - Balıkesir Üniversitesi

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