TY  - JOUR
T1  - Evaluation Of Constructivist Learning Approach Through Experimental Studies
AU  - Ocak, Gürbüz
AU  - Ocak, İjlal
AU  - Boyraz, Serkan
PY  - 2016
DA  - June
Y2  - 2016
JF  - Participatory Educational Research
JO  - PER
PB  - Özgen KORKMAZ
WT  - DergiPark
SN  - 2148-6123
SP  - 1
EP  - 8
VL  - 4
IS  - 1
LA  - en
AB  - The aim of this study is to provide some findings about inclinations, number of studies,study, data analysis, sampling methods and so on, and to summarize the results of thestudies: i) which were published between 2005 when new curricula were introduced and2016 (until March when data collection was done); ii) were published in a journalindexed in Turkish National Academic Network and Information Center (Ulakbim); iii)that consist one of the following keywords in its title: “constructivism”, “constructivistlearning/teaching”, “constructive approach”, and iv) that employed experimentalmethod. This study employs the descriptive method which aims to represent a situationas it is, and documentary analysis will be used as data analysis method. A total of 37studies that employed the experimental method were published between 2006 and 2016with one of the keywords in its title and could be reached in a journal indexed inUlakbim. They will be used as the data source. These studies will be examined on manydifferent aspects in order to find out inclinations and changes about constructivelearning and teaching experiences and understand how effective they have been. Theyear with the most number of studies is 2009 with 6 studies and there are 5 studies inboth 2011 and 2012. The samples used in these studies are from all grade levels. Studiesexamine the impact of some teaching and learning theories and methods that are used inconstructive approach and compare them with traditional teaching applications,especially through pre and post-test experimental design with a control group. 
KW  - constructivism
KW  - experimental design
CR  - Beerenwinkel, A., & Arx, M. v. (2016). Constructivism in Practice: an Exploratory Study of Teaching Patterns and Student Motivation in Physics Classrooms in Finland, Germany and Switzerland. Research in Science Education. doi:10.1007/s11165-015-9497-3
CR  - Campbell, R., Kyriakides, L., Muijs, R., & Robinson, W. (2003). Differential teacher effectiveness: towards a model for research and teacher appraisal. Oxford Review of
Education, 29(3), 347-362.
CR  - Cohen, L., Manion, L., & Morrison, K. (2007). Research Methods in Education (6. b.). London: Routledge.
CR  - Gijbels, D., Watering, G. V., Dochy, F., & Bossche, P. V. (2006). New learning environments and constructivism: The students’ perspective. Instructional Science, 34, 213-226.
doi:10.1007/s11251-005-3347-z
Karagiorgi, Y., & Symeou, L. (2005). Translating constructivism into instructional design: potential and limitations. Educational Technology & Society, 8(1), 17-27.
CR  - Kroesbergen, E. H., & Luit, J. E. (2005). Constructivist mathematics education for students
with mild mental retardation. European Journal of Special Needs Education, 20(1), 107-
116. doi:10.1080/0885625042000319115
CR  - Matthews, W. J. (2003). Constructivism in the Classroom: Epistemology, History, and
Empirical Evidence. Teacher Education Quarterly, 51-64.
CR  - Miles, M., & Huberman, A. (1994). Qualitative Data Analysis (2. b.). Thousand Oaks, CA:
Sage Publications.
CR  - Schmidt, H. G., Molen, H. T., Winkel, W. W., & Wijnen, W. H. (2009). Constructivist, problem-based learning does work: a meta-analysis of curricular comparisons ınvolving
a single medical school. Educational Psychologist, 44(4), 227-249. doi:10.1080/00461520903213592
CR  - Smeda, N. (2014). Creating Constructivist Learning Environments with Digital Storytelling (PhD. Dissertation). Victoria University.
CR  - Yıldırım, A., & Şimşek, H. (2005). Sosyal Bilimlerde Nitel Araştırma Yöntemleri (Extended 5th ed.). Ankara: Seçkin Yayıncılık.
UR  - https://dergipark.org.tr/en/pub/per/issue//600157
L1  - https://dergipark.org.tr/en/download/article-file/776613
ER  -