Teachers' perceptions of constructivist curriculum change as a predictor of their perceptions of the implementation of constructivist teaching-learning activities

Date

2015-12-01

Author

Yıldırım, Ali
Kasapoglu, Koray

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This study investigates the relationship between teachers' perceptions of the implementation of constructivist teaching-learning activities and of constructivist curriculum change. Data were collected from 236 primary school teachers through a questionnaire measuring the perceptions of constructivist curriculum change and of the implementation of constructivist teaching-learning activities. The questionnaire was developed by the researchers based on the related literature. It was subjected to expert review for content validity, and its reliability was established through a pilot study. The data were analyzed through bivariate correlations and linear regression analyses. Results indicated that teachers' perceptions of the implementation of constructivist teaching-learning activities are positively correlated with and predicted by their perceptions of constructivist curriculum change.

Subject Keywords

Perceptions of constructivist curriculum change, Perceptions of the implementation of constructivist teaching-learning activities, Primary school teachers

URI

https://hdl.handle.net/11511/51015

Journal

ASIA PACIFIC EDUCATION REVIEW

DOI

https://doi.org/10.1007/s12564-015-9394-5

Collections

Graduate School of Social Sciences, Article

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Citation Formats

A. Yıldırım and K. Kasapoglu, “Teachers’ perceptions of constructivist curriculum change as a predictor of their perceptions of the implementation of constructivist teaching-learning activities,” ASIA PACIFIC EDUCATION REVIEW, pp. 565–577, 2015, Accessed: 00, 2020. [Online]. Available: https://hdl.handle.net/11511/51015.