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

2015-12-01
Yıldırım, Ali
Kasapoglu, Koray
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.

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, vol. 16, no. 4, pp. 565–577, 2015, Accessed: 00, 2020. [Online]. Available: https://hdl.handle.net/11511/51015.