erdoğan, ibrahim muş alparslan üniversitesi - eğitim fakültesi - matematik ve fen bilimleri eğitimi bölümü, turkey , polat, murat muş alparslan üniversitesi - eğitim fakültesi - eğitim bilimleri bölümü, turkey

How Much Do Our Schools Have Constructivist Learning Environments? A Longitudinal View on Middle School Students’ Perceptions

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The main purpose of this research is to make a longitudinal analysis of how much our schools have in the constructivist learning environments according to the perceptions of secondary school students. The research was carried out in the form of a longitudinal Panel Survey. The sample group of the study consisted of n=2526 (girl=1263, boy=1263) secondary school students studying in different middle schools connected to Muş province center between 2011 and 2014. As a data collection tool; a data collection inventory form consisting of one personal information form and a 20-item Constructivist Learning Environment Survey (CLES) adapted into Turkish by Yılmaz-Tüzün, Çakıroğlu and Boone (2006) were used. The data collection inventory form has a return rate of 90.2%. Leven s test, t-test, one way variance analysis (ANOVA) and Post-hoc tests (Dunnett C, Tukey and Scheffe) were performed on the study data. At the end of the research; girl students have a higher perception than boy students about to have a constructivist learning environment of the their school, in addition, 5th and 6th grade students stated that they had a constructive learning environment in their schools at a higher level than the 7th and 8th grade students. In terms of the year in which students learn, it turns out that the perceptions point to a contrary to what is predicted in 2011 as a more constructive learning environment than in the following years.

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Constructivism , constructivist learning environment , middle school students , constructivism perception , longitudinal research

Dicle University Journal Of Ziya Gökalp Faculty Of Education

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