EXPERIENCED K-12 TEACHERS’ OPINIONS ON BARRIERS PREVENTING SUCCESSFUL APPLICATIONS OF A CONSTRUCTIVIST CURRICULUM
Abstract
The Ministry of Education in Turkey utilizes a constructivist point of view as its philosophical framework for Curriculum. However, concerns exist among administrators, teachers, and families with regard to the successful application of the constructivist curriculum. This study investigated experienced teachers’ perceptions about these barriers. Ten K-12 teachers with between 15 and 29 years of experience were interviewed about barriers to the constructivist curriculum and suggestions for enhancing it. The collected data were transcribed, segmented, and coded. According to the results, 8 categories emerged as barriers that prevent successful implementation of a constructivist curriculum: huge content load, insufficient infrastructure, complexity of activities compared to children’s developmental stages, crowded classes, time limitation, insufficient in-service training, inappropriate parental support, and difficulty in assessment.
References
- Airasian, P. W. & Walsh, M. E. (1997). “Constructivist Cautions” Phi Delta Kappan, 78-6, (444-449).
- Bogdan, R. C., & Biklen, S. K. (1998). Qualitative Research for Education: An Introduction to Theory and Methods. Boston, MA: Allyn and Bacon.
- Brualdi, A. (1998). “Implementing Performance Assessment in the Classroom” Practical Assessment, Research & Evaluation, 6-2. Retrieved date: 15.05.2011. Retriewed from http://pareonline.net/getvn.asp?v=6&n=2
- Bruner, J. (1990). The Proper Study of Man (1-32), (Ed. J. Bruner), Acts of Meaning, Harvard University Press, Cambridge, MA.
- Draper, J., O’brien, J. & Christie, F. (2004). “First Impressions: the New Teacher Induction Arrangements in Scotland” Journal of In-Service Education, 30-2, (201-223).
- Driscoll, M. P. (2000). Constructivism (372-396), (2nd ed), Psychology of Learning for Instruction, Boston: Allyn & Bacon.
- Duffy T. M. & Cunningham (1996). Constructivism: Implications for the Design and Delivery of Instruction, (Ed. David H. Jonassen), Handbook of Research for Educational Communications and Technology. New York: Macmillan.
- Ertmer, P. & Newby, T. J. (1993). “Behaviorism, Cognitivism, Constructivism: Comparing Critical Features from an Instructional Design Perspective” Performance Improvement Quarterly, 6-4, (50-71).
- Featherstone, H. (1993). “Learning from the First Years of Classroom Teaching: The Journey in, the Journey out” Teachers Collage Record, 95-1, (93-112).
- Gibbs, J. E. (2003). An Online Professional Development Program For K-12 Teachers: Measures Of Effectiveness, Published Doctorate Thesis, The Program of Instructional Leadership in the Graduate School of The University of Alabama
- Kerr, G. (2005). “Stimulating Parent Involvement to Stimulate Student Success”, The Quest for Communities that Work: Sustaining Student Improvement, An International Symposium for Education and Community Leaders, 17-18 November, Richmond Hill, ON.
- Latour, B. (2003). The Promises of Constructivism (27-46), (ed. Don Ihde), Chasing Technology: Matrix of Materiality, Indiana Series for the Philosophy of Science, Indiana University Press.
- Orungbemi, O. (2009). “Awareness and Use of Teaching Skills among Primary School Social Studies Teachers” Sustainable Human Development Review, 1-3, (127-138).
- Tobin, K. G. (1993).The Practice of Constructivism in Science Education. New Jersey: Lawrence Earlbaum Associates Inc.
- Yanpar, T. (2006). Öğretim Teknolojileri ve Materyal Tasarımı. Ankara: Anı Yayıncılık.
DENEYİMLİ K-12 OKUL ÖĞRETMENLERİNİN YAPILANDIRMACI MÜFREDATIN BAŞARILI BİR ŞEKİLDE UYGULANMASINI ENGELLEYEN FAKTÖRLERLE İLGİLİ DÜŞÜNCELERİ
Abstract
Türkiye Cumhuriyeti Milli Eğitim Bakanlığı müfredat için yapılandırmacı bakış açısını filozofik çerçeve olarak belirlemiştir. Ancak, yapılandırmacı yaklaşımın başarılı bir şekilde uygulanması konusunda yöneticiler, öğretmenler ve veliler arasında büyük bir endişe bulunmaktadır. Bu çalışma, deneyimli K-12 öğretmenlerinin yapılandırmacı müfredatın başarılı bir şekilde uygulanmasının önündeki engellerle ilgili düşüncelerini araştırmaktadır. 10 tane 15 ila 29 yıl arasında öğretmenlik deneyimi olan K-12 okul öğretmeni ile yapılandırmacı müfredatın uygulanması önündeki engeller hakkında ve daha iyi uygulamalar yapılabilmesi için neler önerdikleri ile ilgili görüşülmüştür. Veriler, transkript edilmiş, bölümlenmiş ve kodlanmıştır. Çalışmanın sonuçlarına göre yapılandırmacı müfredatın başarılı bir şekilde uygulanmasının önündeki engeller olarak 8 kategori ortaya çıkmıştır. Bu kategoriler, içerik yoğunluğu, yetersiz altyapı, aktivitelerin öğrenci düzeylerine göre karmaşık olması, kalabalık sınıflar, zaman kısıtlılığı, yetersiz hizmet içi eğitim, yanlış aile desteği ve değerlendirme zorluğudur.
References
- Airasian, P. W. & Walsh, M. E. (1997). “Constructivist Cautions” Phi Delta Kappan, 78-6, (444-449).
- Bogdan, R. C., & Biklen, S. K. (1998). Qualitative Research for Education: An Introduction to Theory and Methods. Boston, MA: Allyn and Bacon.
- Brualdi, A. (1998). “Implementing Performance Assessment in the Classroom” Practical Assessment, Research & Evaluation, 6-2. Retrieved date: 15.05.2011. Retriewed from http://pareonline.net/getvn.asp?v=6&n=2
- Bruner, J. (1990). The Proper Study of Man (1-32), (Ed. J. Bruner), Acts of Meaning, Harvard University Press, Cambridge, MA.
- Draper, J., O’brien, J. & Christie, F. (2004). “First Impressions: the New Teacher Induction Arrangements in Scotland” Journal of In-Service Education, 30-2, (201-223).
- Driscoll, M. P. (2000). Constructivism (372-396), (2nd ed), Psychology of Learning for Instruction, Boston: Allyn & Bacon.
- Duffy T. M. & Cunningham (1996). Constructivism: Implications for the Design and Delivery of Instruction, (Ed. David H. Jonassen), Handbook of Research for Educational Communications and Technology. New York: Macmillan.
- Ertmer, P. & Newby, T. J. (1993). “Behaviorism, Cognitivism, Constructivism: Comparing Critical Features from an Instructional Design Perspective” Performance Improvement Quarterly, 6-4, (50-71).
- Featherstone, H. (1993). “Learning from the First Years of Classroom Teaching: The Journey in, the Journey out” Teachers Collage Record, 95-1, (93-112).
- Gibbs, J. E. (2003). An Online Professional Development Program For K-12 Teachers: Measures Of Effectiveness, Published Doctorate Thesis, The Program of Instructional Leadership in the Graduate School of The University of Alabama
- Kerr, G. (2005). “Stimulating Parent Involvement to Stimulate Student Success”, The Quest for Communities that Work: Sustaining Student Improvement, An International Symposium for Education and Community Leaders, 17-18 November, Richmond Hill, ON.
- Latour, B. (2003). The Promises of Constructivism (27-46), (ed. Don Ihde), Chasing Technology: Matrix of Materiality, Indiana Series for the Philosophy of Science, Indiana University Press.
- Orungbemi, O. (2009). “Awareness and Use of Teaching Skills among Primary School Social Studies Teachers” Sustainable Human Development Review, 1-3, (127-138).
- Tobin, K. G. (1993).The Practice of Constructivism in Science Education. New Jersey: Lawrence Earlbaum Associates Inc.
- Yanpar, T. (2006). Öğretim Teknolojileri ve Materyal Tasarımı. Ankara: Anı Yayıncılık.
Details
| Primary Language | Turkish |
|---|---|
| Journal Section | Articles |
| Authors | |
| Publication Date | September 1, 2011 |
| Published in Issue | Year 2011 Volume: 2011 Issue: 3 |
