Science Teachers\\\' Opinions On The Constructive Learning Approach: A Longitudinal Qualitative Study

Authors : Mehmet Ali Pınar, Esin Kaya

Pages : 1-14

View : 23 | Download : 15

Publication Date : 2025-04-30

Article Type : Research Paper

Abstract :The primary aim of this study is to compare the classroom practices of science teachers regarding the constructivist learning approach in 2012 and 2022. The research involved 30 teachers working in Diyarbakır in 2012 and 22 of the same teachers reached in 2022. Data were collected through semi-structured interview forms and analyzed using descriptive analysis. According to the analysis results, the main factors hindering the implementation of the constructivist learning approach in 2012 were inadequate physical conditions, low student readiness levels, geographical factors, lack of parental interest, and insufficient teacher experience. In 2022, new challenges related to distance education, time management issues, interaction limitations, and curriculum density emerged. In 2012, teachers primarily used lecture methods due to large class sizes and low student readiness levels. However, in 2022, efforts to diversify teaching methods were observed. Regarding laboratory use, 2012 saw inadequate facilities and difficulties in student control, whereas in 2022, there was greater access to laboratory materials. In terms of assessment tools, written exams were preferred in 2012, while in 2022, there was increased diversity in teachers\\\' assessment methods.
Keywords : Fen bilimleri öğretmeni, yapılandırmacı öğrenme yaklaşımı, öğretmen görüşleri