Lise Öğrencilerin Bilgiyi Oluşturma Süreçlerinde Öğretmen Etkisi

Abstract

In this study, it is aimed to investigate the effect of teacher on constructing knowledge process of high school students. A case study was used in this qualitative study. The study was carried out with 2 mathematics teachers selected using maximum diversity sampling from purposeful sampling methods. In addition, 32 students in traditional learning group and 27 students in constructivist learning group participated in the study. The research data was collected through unstructured observations and student products. Descriptive and content analysis techniques were used in the analysis of data. The processes of constructing knowledge have been examined with reference to RBC+C model. The research has reached the results that the process of constructing knowledge is specific to individual and pre-knowledge is important in this process, students can construct knowledge themselves using tips and guidance of the teacher when opportunity is given. Student-student interactions, discussion environments, ability to discover knowledge and express themselves positively affects students' processes of constructing knowledge. However, teacher interventions and teacher centered learning environments are obstacles for students' constructing knowledge. At the end of the study, it has been proposed to carry out the studies on teacher behaviors that prevent the students' constructing knowledge.