Turkish Science Teachers’ Attitudes towards the Constructivist Approach

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Ayşem Seda Önen Canan Altundağ Merve Mustafaoğlu


In this study, the attitudes of physics, chemistry and biology teachers towards constructivist approach were investigated in terms of participants’ demographic information (e.g. subject area, professional seniority, education, participation to in-service training or not…). In total, 1958 teachers, who are working at high schools of Turkish Ministry of National Education in different cities, from all aforementioned subject areas participated in the study. The constructivist approach questionnaire used in the study was developed by Balım, Kesercioğlu, İnel and Evrekli (2002). Aforementioned questionnaire is designed in 5-point Likert type and consists of 20 items, which are divided into three factors. The Cronbach-Alpha reliability of sub-factors of the questionnaire is 0.93, 0.91 and 0.90 respectively. Demographic information used in the study was formed by the participants. The results of the study revealed that there is a positive correlation between the attitudes of the teachers towards constructivist approach and their demographic information, and the findings have been reported. 

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How to Cite
ÖNEN, Ayşem Seda; ALTUNDAĞ, Canan; MUSTAFAOĞLU, Merve. Turkish Science Teachers’ Attitudes towards the Constructivist Approach. MOJES: Malaysian Online Journal of Educational Sciences, [S.l.], v. 5, n. 3, p. 69-82, july 2018. ISSN 2289-3024. Available at: <https://mojes.um.edu.my/article/view/12626>. Date accessed: 16 oct. 2019.