Relations between classroom teachers attitudes toward change, perceptions of "constructivist" curriculum change and implementation of constructivist teaching and learning activities in class at primary school level

Download

index.pdf

Date

2010

Author

Kasapoğlu, Koray

Metadata

Show full item record

Item Usage Stats

513
views

247
downloads

This study aimed at determining whether classroom teachers‘ attitudes toward change correlate with their perceptions of constructivist curriculum change and implementation of constructivist teaching and learning activities in class at primary school level. Through a questionnaire, data were collected from 236 classroom teachers teaching in all public primary schools in the city center of Afyonkarahisar, Turkey. Demographical data of the participants, their attitudes toward change, perceptions of constructivist curriculum change, and implementation of constructivist teaching and learning activities were reported in terms of frequencies, percentages, and means. Bivariate correlations were employed to understand the relations among classroom teachers‘ attitudes toward change, perceptions of constructivist curriculum change and implementation of constructivist teaching and learning activities at primary school level. The results revealed that classroom teachers were open to change and often implemented constructivist teaching and learning activities in class whereas they had mixed perceptions about constructivist curriculum change carried out in Turkey in 2004-2005 academic year. Classroom teachers‘ attitudes toward change were significantly but moderately correlated with their perceptions of constructivist curriculum change and implementation of constructivist teaching and learning activities at primary school level. Besides, classroom teachers‘ perceptions of constructivist curriculum change were significantly but moderately related to their implementation of constructivist teaching and learning activities.

Subject Keywords

Learning models.

URI

http://etd.lib.metu.edu.tr/upload/12612186/index.pdf
https://hdl.handle.net/11511/20238

Collections

Graduate School of Social Sciences, Thesis

Suggestions

OpenMETU
Core

Professional development of preservice biology teachers through reflective thinking Savran Gencer, Ayşe; Çakıroğlu, Jale; Department of Secondary Science and Mathematics Education (2008) The study aims to explore preservice biology teachers’ reflective thinking content and levels by examining the use of a reflective framework integrated into one semester Practice Teaching course. More specifically, this study focused on the development of reflective thinking skills of preservice teachers and their metaphorical images about learning and teaching process. Data were collected through both qualitative and quantitative approaches. The written documents and audiotaped debriefings taken during the...
Teachers' perceptions of constraints on improving student thinking in high schools Akan (Özkan), Şule; Yıldırım, Ali; Department of Educational Sciences (2003) The aim of this study is to investigate teachers' perceptions of constraints on improving student thinking skills in schools, and to find out whether there are differences in teachers' perceptions of constraints in terms of subject area, educational background, teaching experience, gender, geographical area, and school location. A survey design was used in this study. The questionnaire used in the study was developed by making use of the related literature, and it was administered to 522 teachers working in...
Relation of cognitive variables with students' human circulatory system achievements in traditional and learning cycle classrooms SADİ, ÖZLEM; Çakıroğlu, Jale (2012-02-05) This study aimed to investigate the relationship among students' prior knowledge, meaningful learning orientation (MLO), reasoning ability (RA) and achievement in human circulatory system in learning cycle (LC) and traditional classrooms (TC). In this study, Human Circulatory System Achievement Test was applied twice as pre-test and after treatment period as a post-test to both experimental and control groups. Two teachers and four classes and total of 60 11th grade students were participated in this em stu...
Problems that Preschool Teachers Face in teh Curriculum Implementation Yıldırım, Emine; Engin Demir, Cennet (2016-01-01) This cross-sectional survey study aimed at finding the challenges faced by preschool teachers during curriculum implementation and if these challenges differed with respect to teachers’ background characteristics. Possible reasons behind the problems that were highly ranked by the participating preschool teachers in curriculum implementation were also investigated through interviews after the results of the quantitative data were revealed. Interviews were made with volunteered teachers to support the quant...
Implementation of the New Eighth Grade English Language Curriculum from the Perspectives of Teachers and Students Gunal, Ozge Donmez; Engin Demir, Cennet (2012-02-11) This study aimed to reveal the perceptions of teachers and students about the implementation of the new 8th grade English language curriculum (NELC) and the challenges faced by them in the implementation process. The participants were 10 English language teachers and 73 8th grade students of public primary schools in analyzed through content analysis. It was revealed that NELC was not implemented effectively due to the lack of necessary materials, crowded classes, insufficient class hours, lack of gradual i...

Citation Formats

K. Kasapoğlu, “Relations between classroom teachers attitudes toward change, perceptions of “constructivist” curriculum change and implementation of constructivist teaching and learning activities in class at primary school level,” M.S. - Master of Science, Middle East Technical University, 2010.