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Yapılandırmacı Öğretimde Sınıf Öğretmenlerinin Öğrenme/Öğretmeye Yönelik İnançları ve Sınıf Yönetimi Uygulamaları

Yıl 2020, Sayı: 2, 328 - 351, 01.08.2020

Öz

Bu çalışmada, yapılandırmacı öğretim bağlamında sınıf öğretmenlerinin öğrenme/öğretmeye yönelik inançlarını ve bu inançların sınıf yönetimi uygulamalarına yansıma durumları incelenmiştir. Çalışma nitel araştırma perspektifinde, bir durum çalışması olarak gerçekleştirilmiştir. Bu amaçla, sınıf öğretmenlerinin pedagojik inançları ve sınıf yönetimi uygulamalarına yönelik derinlemesine bir anlayış elde etmek amacıyla seçilmiş katılımcılar ile yarı yapılandırılmış görüşmeler gerçekleştirilmiştir. Görüşmeler yoluyla toplanan verileri desteklemek adına metaforik akıl yürütme formu ile ikincil veriler de toplanmıştır. Görüşme sorularına verilen cevapların analizinde, katılımcı öğretmenlerin öğrenme/öğretmeye yönelik yapılandırmacı pedagojik inançlar taşıdığı görülmüştür. Sınıf yönetimi uygulamalarının ise yapılandırmacı pedagojik inanç sistemlerinden ciddi derecede etkilendiği ve buna göre şekillendiği tespit edilmiştir. Bu çalışmada, esas itibariyle, öğretmenlerin sınıf yönetimi uygulamalarının temel belirleyicisi, onların öğrenme ve öğretme olgusunu nasıl algıladıkları ile ilgili olduğu düşünülmektedir. Dolayısıyla bu bağlamda, öğretmen eğitimi adına çeşitli önerilerde bulunulmuştur

Kaynakça

  • Abdelraheem, A. Y. (2004). University faculty members’ context beliefs about technology utilization in teaching. The Turkish Online Journal of Educational Technology, 3(4), 76-84.
  • Aguiar, O.G., Mortimer, E.F., & Scott, P. (2010). Learning from and responding to students’ questions: The authoritative and dia- logic tension. Journal of Research in Science Teaching, 47(2), 174-193.
  • Åkerlind, G. S. (2003). Growing and developing as a university teacher-variation in meaning. Studies in Higher Education, 28, 375-390.
  • Åkerlind, G. S. (2004) A new dimension to understanding univer- sity teaching. Teaching in Higher Education, 9, 363-376.
  • Åkerlind, G. S. (2007). Constraints on academics’ potential for developing as a teacher. Studies in Higher Education, 32(1), 21-37.
  • Åkerlind, G. S. (2008). A phenomenographic approach to develo- ping academics’ understanding of the nature of teaching and learning. Teaching in Higher Education, 13(6), 633-644.
  • Ball, D. L., & Cohen, D. K. (1999). Developing practice, developing practitioners: Toward a practice-based theory of professional education. In L. Darling-Hammond, & G. Skyes (Eds.), Teaching as a learning profession: Handbook of policy and practice. San Francisco: Jossey-Bass.
  • Bakhtin, M. M (1934). Discourse in the novel. The dialogic imagina- tion: four essays. trans. Michael Holquist and Caryl Emerson. Austin: University of Texas.
  • Bakhtin, M. M. (1986). Speech genres & other late essays. Austin: University of Texas Press.
  • Freiberg, H. J. (1999). Beyond behaviorism. Boston: Allyn & Bacon.
  • Fosnot, C. T. (1996). “Constructivism: A psychological theory of learning.” In constructivism: theory, perspectives and practice, ed. C. T. Fosnot, 8–33. New York: Teachers College Press.
  • Fosnot, C. T. (2007). Oluşturmacılık: Teori, perspektifler ve uygula- ma (S. Durmuş, Çev.), Ankara: Nobel Yayınları (Orijinal çalışma basım tarihi 2005).
  • Fullan, M. (2000). The return of large-scale reform. Journal of Edu- cational Change, 1, 5- 28.
  • Garrett, T. (2005). Student and teacher centered classroom mana- gement: A case study of three teachers’ beliefs and practices (Unpublished doctoral dissertation). The State University of New Jersey. ProQuest Information and Learning Company. UMI Number: 3170999.
  • Glasser, W. (1998). Choice theory: A new psychology of personal freedom. New York, NY: Harper.
  • von Glasersfeld, E. (1989). Constructivism in education. In: T. Husen & T. N. Postlethwaite, (eds.) The International Encyclo- pedia of Education, Supplement Vol.1. (pp. 162–163) .Oxford/ New York: Pergamon Press
  • von Glasersfeld, E. (1995). Radical constructivism: A way of kno- wing and learning. Washington, DC: Falmer
  • von Glasersfeld, E. (2014). Piaget and the radical constructivist epistemology. Costruttivismi, 1, 94-107.
  • Haney, J., & McArthur, J. (2002). Four case studies of prospective science teachers’ beliefs concerning constructivist teaching practices. Science Education, 86, 783–802.
  • Haney, J. J., Czerniak, C. M., & Lumpe, A. T. (1996). Teacher beliefs and intentions regarding the implementation of science edu- cation reform strands. Journal of Research in Science Teaching, 33, 971–993.
  • Hanif, M.; Nawaz, M.; Tanveer, S. A. (1979). Open education versus back to basics: An analysis of the issues. Contemporary Educa- tion, 50(2), 104- 109.
  • Harcarik, M. (2009). Fifth-grade teachers’ social studies knowled- ge and beliefs and their relationship to classroom practices (Unpublished doctoral dissertation, The University of Florida, USA.
  • Hay, K.E. & Barab, S.A. (2001). Constructivism in practice: A com- parison and contrast of apprenticeship and constructionist learning environments. Journal of the Learning Sciences, 10(3), 281-322.
  • Hendry, G. D., Frommer, M., & Walker, W. A. (1999). Construc- tivism and problem-based learning. Journal of Further and Higher Education, 23(3), 359-371.
  • Jones, V. (1996). Classroom management. In J. Sikula (Ed.), Handbook of research on teacher education (2nd ed.) (pp. 503–521). New York: Simon & Schuster.
  • Kagan, D. M. (1992). Implications of research on teacher belief. Educational Psychologist, 27(1), 65- 90.
  • Kang, N. H., & Wallace, C. S. (2005). Secondary science teachers’ use of laboratory activities: Linking epistemological beliefs, goals, and practices. Science education, 89(1), 140-165.
  • Kelly, M. (1995). Turning heads: Changes in the preferred learning styles of school leaders and menager in the 1990s. School Organisation, 15, 189-201.
  • –786). Mahwah, NJ: Erlbaum.
  • Mansour, N. (2009). Science teachers’ beliefs and practices: Issu- es, Implications and Research Agenda. International Journal of Environmental & Science Education, 4(1), 25-48.
  • Marek, E. A. & Cavallo, A. M. L. (1997). The learning cycle: Elemen- tary school science and beyond (Rev. ed.). Portsmouth, NH: Heinemann.
  • Marlove B. A. & Page, M. L. (1998). Creating and sustaining the constructivisit classroom. Thousand Oaks, California, Convin Press.
  • Marzano, R. J., Marzano, J. S., & Pickering, D. J. (2003). Classroom management that works: Research based strategies for every teacher. Alexandria, VA: ASCD.
  • Meirink, J. A., Meijer, P. C., Verloop, N., & Bergen, T. C. M. (2009). Understanding teacher learning in secondary education: The relations of teacher activities to changed beliefs about teac- hing and learning. Teaching and Teacher Education, 25, 89-100.
  • Merriam, S. B. (1998). Qualitative research and case study appli- cations in education: Revised and expanded from case study research in education. San Francisco: Jossey-Bass.
  • Miles, M. B., & Huberman, A. M. (1994). Qualitative data analysis. Thousand Oaks, CA: Sage.
  • Milli Eğitim Bakanlığı (MEB). (2004a). Müfredat Geliştirme Süreci: Program Geliştirme Modeli Çerçevesinde Yapılan Çalışmalar. Ankara, Türkiye: MEB.
  • Mohandas, R., Meng, H. W., & Keeves, J. P. (2003). Evaluation and accountability in Asian and Pacific countries. In J. P. Keeves & R. Watanabe (Eds.), International handbook of educational research in the Asia-Pacific region (pp. 107-122). The Nether- lands: Kluwer Academic Publishers.
  • Mortimer, E. F., Scott, P., & El-Hani, C. (2012). The Heterogeneity of discourse in science classrooms: The Conceptual Profile Approach. In Fraser.
  • Murphy, P. K., & Mason, L. (2006). Changing knowledge and beli- efs. In P. A. Alexander & P. H. Winne (Eds.), Handbook of edu- cational psychology (2nd ed., pp. 305–324). London: Lawrence Erlbaum Associates.
  • Nespor, J. (1987). The role of beliefs in the practice of teaching. Journal of Curriculum Studies, 19, 317–328.
  • Pajares, M. F. (1992). Teachers’ beliefs and educational research: Cleaning up a messy construct. Review of Educational Rese- arch, 62(3), 307-332.
  • Parkay, F. W. (2006). Social foundations for becoming a teacher. Boston, MA: Pearson Education.
  • Peterson, C. C. (2003). Lifespan human development. In J. P. Kee- ves & R. Watanabe (Eds.), International handbook of educa- tional research in the Asia-Pacific region (pp. 379- 394). The Netherlands: Kluwer Academic Publishers.
  • Piaget, J. (1965) The child conception of the world. Totowa, N. J.: Littlefield, Adams & Co.
  • Piaget, J. (1970). Structuralism. New York: Basic Books.
  • Phillips, D. C. & Soltis, J. F. (2004). Perspectives on learning. New York, NY: Teachers College Press.
  • Richardson, V. (1996). The role of attitudes and beliefs in learning to teach. In Sikula J. (ed). Handbook of research in teacher education (pp. 102-119). New York, NY: Macmillan Publishing.
  • Rogers, C., & Freiberg, H. J. (1994). Freedom to learn. (3rd ed). New York: Macmillan Publishing.
  • and Education: An International Journal, 22, 222–40.
  • Ün-Açıkgöz, K. (2011). Aktif öğrenme. İzmir: Kanyılmaz Matbaası
  • Von Glaserfeld, E. (1995). Radical constructivism: A way of kno- wing and learning. London England: Falmer Press.
  • Von Glasersfeld, E. (1989). Facts and the self from a constructivist point of view. Poetics, 28(4-5), 435-44.
  • Van Dariel, J.H., Bulte, A.M.W. & Verloop, N. (2007). The relati- onships between teachers’ general beliefs about teaching and learning and their domain specific curricular beliefs. Learning and Instruction, 17, 156-161.
  • Wall, C. R. G. (2016). From student to teacher: changes in preser- vice teacher educational beliefs throughout the learning-to- teach Journey. Teacher Development, 20(3), 364-379.
  • Watt, H. M. G., & Richardson, P. W. (2008). Motivations, percep- tions and aspirations concerning teaching as a career for dif- ferent types of beginning teachers. Learning and Instruction, 18, 408-428.
  • Watt, H. M. G., & Richardson, P. W. (2011). Teachers’ profiles of professional engagement and career development in Australia and the U.S. Paper presented at the European Association for Research on Learning and Instruction (EARLI) International Conference, Exeter, UK.
  • Woolley, S.L., Benjamin, W. J.J., & Woolley, A.W. (2004). Construct validity of a self-report measure of teacher beliefs related to constructivist and traditional approaches to teaching and learning. Educational and Psychological Measurement, 64, 319-331.
  • Vygotsky, L. S. (1965). Thought and language. United States of America: The Massachusetts Institute of Technology.
  • Vygotsky, L. S. (1978). Mind in society: The development of higher psychological processes. Cambridge, MA: Harvard University Press.
  • Vygotsky, L. S. (1981). The genesis of higher mental functions. In J. W. Wertsch (Ed.), The concept of activity in Soviet psychology (pp. 144-188). Armonk, NY: Sharpe.
  • Vygotsky, L. S. (1987). Thinking and speech (N. Minick, Trans.). In R. W. Rieber & A. S. Carton (Eds.), The collected works of L. S. Vygotsky: Vol. 1. Problems of general Psychology, (pp. 39- 285). New York: Plenum Press.
  • Yıldırım, A., & Şimşek, H. (2013). Sosyal Bilimlerde Nitel Araştırma Yöntemleri. (9. Baskı). Ankara: Seçkin Yayıncılık
  • Thomson, M. M. (2015): Metaphorical images of schooling: beliefs about teaching and learning among prospective teachers from the United States displaying different motiva- tional profiles, Educational Psychology, 36(3), 502-525, DOI: 10.1080/01443410.2015.1024612

Teachers’ Pedagogical Beliefs and Classroom Management Practices in Constructivist Teaching

Yıl 2020, Sayı: 2, 328 - 351, 01.08.2020

Öz

This study explored teachers’ pedagogical learning/teaching beliefs and their reflection on classroom management practice in the context of constructivist learner-centered teaching. This study was a case study as a naturalistic inquiry. For this purpose, semi-structured interviews and metaphors were employed with purposively selected participants to gain an in-depth understanding of pedagogical learning/teaching beliefs, their reflection on classroom management practice. To support data collected through interviews, secondary data was obtained from metaphors. The analysis of the interviews with the teachers showed that the participant teachers were constructive pedagogical beliefs about learning/teaching. Classroom management practices were considerably affected by constructive pedagogical belief systems, and it was shaped accordingly. Essentially, teachers’ perception of learning and teaching is one of the most valuable determinants of teachers’ classroom management practices. Therefore, various recommendations were offered in teacher education in the context of teacher training

Kaynakça

  • Abdelraheem, A. Y. (2004). University faculty members’ context beliefs about technology utilization in teaching. The Turkish Online Journal of Educational Technology, 3(4), 76-84.
  • Aguiar, O.G., Mortimer, E.F., & Scott, P. (2010). Learning from and responding to students’ questions: The authoritative and dia- logic tension. Journal of Research in Science Teaching, 47(2), 174-193.
  • Åkerlind, G. S. (2003). Growing and developing as a university teacher-variation in meaning. Studies in Higher Education, 28, 375-390.
  • Åkerlind, G. S. (2004) A new dimension to understanding univer- sity teaching. Teaching in Higher Education, 9, 363-376.
  • Åkerlind, G. S. (2007). Constraints on academics’ potential for developing as a teacher. Studies in Higher Education, 32(1), 21-37.
  • Åkerlind, G. S. (2008). A phenomenographic approach to develo- ping academics’ understanding of the nature of teaching and learning. Teaching in Higher Education, 13(6), 633-644.
  • Ball, D. L., & Cohen, D. K. (1999). Developing practice, developing practitioners: Toward a practice-based theory of professional education. In L. Darling-Hammond, & G. Skyes (Eds.), Teaching as a learning profession: Handbook of policy and practice. San Francisco: Jossey-Bass.
  • Bakhtin, M. M (1934). Discourse in the novel. The dialogic imagina- tion: four essays. trans. Michael Holquist and Caryl Emerson. Austin: University of Texas.
  • Bakhtin, M. M. (1986). Speech genres & other late essays. Austin: University of Texas Press.
  • Freiberg, H. J. (1999). Beyond behaviorism. Boston: Allyn & Bacon.
  • Fosnot, C. T. (1996). “Constructivism: A psychological theory of learning.” In constructivism: theory, perspectives and practice, ed. C. T. Fosnot, 8–33. New York: Teachers College Press.
  • Fosnot, C. T. (2007). Oluşturmacılık: Teori, perspektifler ve uygula- ma (S. Durmuş, Çev.), Ankara: Nobel Yayınları (Orijinal çalışma basım tarihi 2005).
  • Fullan, M. (2000). The return of large-scale reform. Journal of Edu- cational Change, 1, 5- 28.
  • Garrett, T. (2005). Student and teacher centered classroom mana- gement: A case study of three teachers’ beliefs and practices (Unpublished doctoral dissertation). The State University of New Jersey. ProQuest Information and Learning Company. UMI Number: 3170999.
  • Glasser, W. (1998). Choice theory: A new psychology of personal freedom. New York, NY: Harper.
  • von Glasersfeld, E. (1989). Constructivism in education. In: T. Husen & T. N. Postlethwaite, (eds.) The International Encyclo- pedia of Education, Supplement Vol.1. (pp. 162–163) .Oxford/ New York: Pergamon Press
  • von Glasersfeld, E. (1995). Radical constructivism: A way of kno- wing and learning. Washington, DC: Falmer
  • von Glasersfeld, E. (2014). Piaget and the radical constructivist epistemology. Costruttivismi, 1, 94-107.
  • Haney, J., & McArthur, J. (2002). Four case studies of prospective science teachers’ beliefs concerning constructivist teaching practices. Science Education, 86, 783–802.
  • Haney, J. J., Czerniak, C. M., & Lumpe, A. T. (1996). Teacher beliefs and intentions regarding the implementation of science edu- cation reform strands. Journal of Research in Science Teaching, 33, 971–993.
  • Hanif, M.; Nawaz, M.; Tanveer, S. A. (1979). Open education versus back to basics: An analysis of the issues. Contemporary Educa- tion, 50(2), 104- 109.
  • Harcarik, M. (2009). Fifth-grade teachers’ social studies knowled- ge and beliefs and their relationship to classroom practices (Unpublished doctoral dissertation, The University of Florida, USA.
  • Hay, K.E. & Barab, S.A. (2001). Constructivism in practice: A com- parison and contrast of apprenticeship and constructionist learning environments. Journal of the Learning Sciences, 10(3), 281-322.
  • Hendry, G. D., Frommer, M., & Walker, W. A. (1999). Construc- tivism and problem-based learning. Journal of Further and Higher Education, 23(3), 359-371.
  • Jones, V. (1996). Classroom management. In J. Sikula (Ed.), Handbook of research on teacher education (2nd ed.) (pp. 503–521). New York: Simon & Schuster.
  • Kagan, D. M. (1992). Implications of research on teacher belief. Educational Psychologist, 27(1), 65- 90.
  • Kang, N. H., & Wallace, C. S. (2005). Secondary science teachers’ use of laboratory activities: Linking epistemological beliefs, goals, and practices. Science education, 89(1), 140-165.
  • Kelly, M. (1995). Turning heads: Changes in the preferred learning styles of school leaders and menager in the 1990s. School Organisation, 15, 189-201.
  • –786). Mahwah, NJ: Erlbaum.
  • Mansour, N. (2009). Science teachers’ beliefs and practices: Issu- es, Implications and Research Agenda. International Journal of Environmental & Science Education, 4(1), 25-48.
  • Marek, E. A. & Cavallo, A. M. L. (1997). The learning cycle: Elemen- tary school science and beyond (Rev. ed.). Portsmouth, NH: Heinemann.
  • Marlove B. A. & Page, M. L. (1998). Creating and sustaining the constructivisit classroom. Thousand Oaks, California, Convin Press.
  • Marzano, R. J., Marzano, J. S., & Pickering, D. J. (2003). Classroom management that works: Research based strategies for every teacher. Alexandria, VA: ASCD.
  • Meirink, J. A., Meijer, P. C., Verloop, N., & Bergen, T. C. M. (2009). Understanding teacher learning in secondary education: The relations of teacher activities to changed beliefs about teac- hing and learning. Teaching and Teacher Education, 25, 89-100.
  • Merriam, S. B. (1998). Qualitative research and case study appli- cations in education: Revised and expanded from case study research in education. San Francisco: Jossey-Bass.
  • Miles, M. B., & Huberman, A. M. (1994). Qualitative data analysis. Thousand Oaks, CA: Sage.
  • Milli Eğitim Bakanlığı (MEB). (2004a). Müfredat Geliştirme Süreci: Program Geliştirme Modeli Çerçevesinde Yapılan Çalışmalar. Ankara, Türkiye: MEB.
  • Mohandas, R., Meng, H. W., & Keeves, J. P. (2003). Evaluation and accountability in Asian and Pacific countries. In J. P. Keeves & R. Watanabe (Eds.), International handbook of educational research in the Asia-Pacific region (pp. 107-122). The Nether- lands: Kluwer Academic Publishers.
  • Mortimer, E. F., Scott, P., & El-Hani, C. (2012). The Heterogeneity of discourse in science classrooms: The Conceptual Profile Approach. In Fraser.
  • Murphy, P. K., & Mason, L. (2006). Changing knowledge and beli- efs. In P. A. Alexander & P. H. Winne (Eds.), Handbook of edu- cational psychology (2nd ed., pp. 305–324). London: Lawrence Erlbaum Associates.
  • Nespor, J. (1987). The role of beliefs in the practice of teaching. Journal of Curriculum Studies, 19, 317–328.
  • Pajares, M. F. (1992). Teachers’ beliefs and educational research: Cleaning up a messy construct. Review of Educational Rese- arch, 62(3), 307-332.
  • Parkay, F. W. (2006). Social foundations for becoming a teacher. Boston, MA: Pearson Education.
  • Peterson, C. C. (2003). Lifespan human development. In J. P. Kee- ves & R. Watanabe (Eds.), International handbook of educa- tional research in the Asia-Pacific region (pp. 379- 394). The Netherlands: Kluwer Academic Publishers.
  • Piaget, J. (1965) The child conception of the world. Totowa, N. J.: Littlefield, Adams & Co.
  • Piaget, J. (1970). Structuralism. New York: Basic Books.
  • Phillips, D. C. & Soltis, J. F. (2004). Perspectives on learning. New York, NY: Teachers College Press.
  • Richardson, V. (1996). The role of attitudes and beliefs in learning to teach. In Sikula J. (ed). Handbook of research in teacher education (pp. 102-119). New York, NY: Macmillan Publishing.
  • Rogers, C., & Freiberg, H. J. (1994). Freedom to learn. (3rd ed). New York: Macmillan Publishing.
  • and Education: An International Journal, 22, 222–40.
  • Ün-Açıkgöz, K. (2011). Aktif öğrenme. İzmir: Kanyılmaz Matbaası
  • Von Glaserfeld, E. (1995). Radical constructivism: A way of kno- wing and learning. London England: Falmer Press.
  • Von Glasersfeld, E. (1989). Facts and the self from a constructivist point of view. Poetics, 28(4-5), 435-44.
  • Van Dariel, J.H., Bulte, A.M.W. & Verloop, N. (2007). The relati- onships between teachers’ general beliefs about teaching and learning and their domain specific curricular beliefs. Learning and Instruction, 17, 156-161.
  • Wall, C. R. G. (2016). From student to teacher: changes in preser- vice teacher educational beliefs throughout the learning-to- teach Journey. Teacher Development, 20(3), 364-379.
  • Watt, H. M. G., & Richardson, P. W. (2008). Motivations, percep- tions and aspirations concerning teaching as a career for dif- ferent types of beginning teachers. Learning and Instruction, 18, 408-428.
  • Watt, H. M. G., & Richardson, P. W. (2011). Teachers’ profiles of professional engagement and career development in Australia and the U.S. Paper presented at the European Association for Research on Learning and Instruction (EARLI) International Conference, Exeter, UK.
  • Woolley, S.L., Benjamin, W. J.J., & Woolley, A.W. (2004). Construct validity of a self-report measure of teacher beliefs related to constructivist and traditional approaches to teaching and learning. Educational and Psychological Measurement, 64, 319-331.
  • Vygotsky, L. S. (1965). Thought and language. United States of America: The Massachusetts Institute of Technology.
  • Vygotsky, L. S. (1978). Mind in society: The development of higher psychological processes. Cambridge, MA: Harvard University Press.
  • Vygotsky, L. S. (1981). The genesis of higher mental functions. In J. W. Wertsch (Ed.), The concept of activity in Soviet psychology (pp. 144-188). Armonk, NY: Sharpe.
  • Vygotsky, L. S. (1987). Thinking and speech (N. Minick, Trans.). In R. W. Rieber & A. S. Carton (Eds.), The collected works of L. S. Vygotsky: Vol. 1. Problems of general Psychology, (pp. 39- 285). New York: Plenum Press.
  • Yıldırım, A., & Şimşek, H. (2013). Sosyal Bilimlerde Nitel Araştırma Yöntemleri. (9. Baskı). Ankara: Seçkin Yayıncılık
  • Thomson, M. M. (2015): Metaphorical images of schooling: beliefs about teaching and learning among prospective teachers from the United States displaying different motiva- tional profiles, Educational Psychology, 36(3), 502-525, DOI: 10.1080/01443410.2015.1024612
Toplam 64 adet kaynakça vardır.

Ayrıntılar

Birincil Dil Türkçe
Bölüm Research Article
Yazarlar

Somayyeh Radmard Bu kişi benim

Yayımlanma Tarihi 1 Ağustos 2020
Yayımlandığı Sayı Yıl 2020 Sayı: 2

Kaynak Göster

APA Radmard, S. (2020). Yapılandırmacı Öğretimde Sınıf Öğretmenlerinin Öğrenme/Öğretmeye Yönelik İnançları ve Sınıf Yönetimi Uygulamaları. Yükseköğretim Ve Bilim Dergisi(2), 328-351.
AMA Radmard S. Yapılandırmacı Öğretimde Sınıf Öğretmenlerinin Öğrenme/Öğretmeye Yönelik İnançları ve Sınıf Yönetimi Uygulamaları. J Higher Edu Sci. Ağustos 2020;(2):328-351.
Chicago Radmard, Somayyeh. “Yapılandırmacı Öğretimde Sınıf Öğretmenlerinin Öğrenme/Öğretmeye Yönelik İnançları Ve Sınıf Yönetimi Uygulamaları”. Yükseköğretim Ve Bilim Dergisi, sy. 2 (Ağustos 2020): 328-51.
EndNote Radmard S (01 Ağustos 2020) Yapılandırmacı Öğretimde Sınıf Öğretmenlerinin Öğrenme/Öğretmeye Yönelik İnançları ve Sınıf Yönetimi Uygulamaları. Yükseköğretim ve Bilim Dergisi 2 328–351.
IEEE S. Radmard, “Yapılandırmacı Öğretimde Sınıf Öğretmenlerinin Öğrenme/Öğretmeye Yönelik İnançları ve Sınıf Yönetimi Uygulamaları”, J Higher Edu Sci, sy. 2, ss. 328–351, Ağustos 2020.
ISNAD Radmard, Somayyeh. “Yapılandırmacı Öğretimde Sınıf Öğretmenlerinin Öğrenme/Öğretmeye Yönelik İnançları Ve Sınıf Yönetimi Uygulamaları”. Yükseköğretim ve Bilim Dergisi 2 (Ağustos 2020), 328-351.
JAMA Radmard S. Yapılandırmacı Öğretimde Sınıf Öğretmenlerinin Öğrenme/Öğretmeye Yönelik İnançları ve Sınıf Yönetimi Uygulamaları. J Higher Edu Sci. 2020;:328–351.
MLA Radmard, Somayyeh. “Yapılandırmacı Öğretimde Sınıf Öğretmenlerinin Öğrenme/Öğretmeye Yönelik İnançları Ve Sınıf Yönetimi Uygulamaları”. Yükseköğretim Ve Bilim Dergisi, sy. 2, 2020, ss. 328-51.
Vancouver Radmard S. Yapılandırmacı Öğretimde Sınıf Öğretmenlerinin Öğrenme/Öğretmeye Yönelik İnançları ve Sınıf Yönetimi Uygulamaları. J Higher Edu Sci. 2020(2):328-51.