The Methods of Teaching Course Based on Constructivist Learning Approach: An Action Research

Abstract

This purpose of this study is to investigate how the course designed based on constructivist principles has been implemented, what actions have been taken to solve problems and what thoughts have arisen in the minds of teacher candidates with regard to the constructivist learning approach. In this study, an action research was employed which emanated from qualitative research designs. The participants in this study consisted of 55 science teacher candidates from the fields of biology, physics and chemistry for secondary education enrolled on the Teacher Training Certificate Program at one of large state university in Turkey. So as to collect necessary data for the study, reflection notes written by the teacher candidates, their products and a questionnaire to elicit opinions were used. The data obtained were then analyzed by using descriptive and content analysis methods. The acquired results demonstrated that on account of teacher candidates' increased exposure to the constructivist learning environment, their knowledge and professional skills increased over time. The teacher candidates outlined in their reflections on the process that becoming better acquainted with the approach did indeed make valuable contributions to their cognitive, academic and affective development. However, they indicated that factors such as inadequate provision of equipment in classrooms, oversized classes, individual differences in academic abilities of students and the centralized examination system prevented the successful implementation of this approach in the schools.

Participatory Action Research in Higher Education Training

“…The implementation of PAR in the higher education context, even considering the need for a more successful, effective and efficient teaching, through a perspective of student-centred constructivist learning (Altun & Yücel-Toy, 2015;Strode, 2013), is a very complex process that challenges the more traditional perspectives of teaching: "The knowledge construction and interpersonal interaction of PAR in university education is socially and politically complicated, just as it is in any 'field work'. Incorporating PAR into our teaching and graduate supervision can add further ethical, political and logistical challenges" (Kindon & Elwood, 2009, pp.…”

“…Concerning students' assessment and self-assessment (Altun & Yücel-Toy, 2015;Strode, 2013), in a culture centred on "cultures of valuation" (Downs, 2017), the assessment of the process and outcome of PAR, even when contributing to the improvement of the teaching practice (Strode, 2013), has its own specificities that may translate into increased difficulties in the context of the implementation of PAR.…”

“…From all the above, it is necessary to have enough time, both to change the preconceived concepts and to implement and see results of this training process (Altun & Yücel-Toy, 2015), although this methodology may promote conscious, intentional and motivated autonomy of students in their pedagogical practice.…”

“…All this implies that teachers may be able, on the one hand, to explain and explicit the process and, on the other hand, to motivate students to participate actively, while simultaneously recognising the authority of the teacher, as well as their limitations (Altun & Yücel-Toy, 2015). Although these actions reinforce the role of teachers as instigators of this PAR process (Gibbs et al, 2017), it is also critical that the institutional context provides the necessary conditions and resources (Jacobs, 2016) that allow the path to be corrected during its implementation (Strode, 2013).…”

“…This process also implies that institutions rethink their own conditions of implementation and control, considering aspects such as the provision of the necessary time and resources (Jacobs, 2016;Altun & Yücel-Toy, 2015), that they rethink the organisation and the coherence of the program (Strode, 2013) or that they consider the number of students per class in an appropriate way (Altun & Yücel-Toy, 2015), insofar that, according to PAR features, this number cannot be too high. All of the elements mentioned are critical in creating an environment conducive to training through PAR.…”