Assessing the attainments of elementary school science and technology program according to the principles of constructivism
Keywords:
Constructivism, program, attainments, Science and Technology
Abstract
The aim of the study was to assess the attainments of the elementary school science and technology course program according to the principles of constructivisim. The principles of attainments of the program based on constructivism were identified by investigating the related literature on constructivisim. The five principles identified were used as a criterion in the study. All of the attainments of the elementary school science and technology course program were analyzed and evaluated according to the principles of constructivism. The results of the study indicated that the attainments of the elementary school science and technology course program were generally not appropriate structured according to identified principles of constructivism. It was suggested that the elementary school science and technology course program attainments should be design according to the principles of constructivism.
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References
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Switzer, J. S. (2004). Teaching computer-mediated visual communication to a large section: A constructivist approach. Innovative Higher Education, 29(2), 89-101.
Terwel, J. (1999). Constructivism and its implications for curriculum theory and practice. Journal of Curriculum Studies, 31(2), 195-199.
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Biggs, J. (1996). Enhancing teaching throught constructive alignment. Higher Education, 32, 347-364.
Bloom, B. S. (1957). Taxonomy of educational objectives: The classification of educational goals. Handbook 1. Cognitive domain. New York: Mc. Kay, Inc.
Brooks, M. (1987). Curriculum development from a constructivist perspective. Educational Leadership, 44(4), 63-67.
Demirel, Ö. (2006). Eğitimde Program Geliştirme. Ankara: PegemA Yayıncılık.
Driscoll, M. P. (1994). Psychology of Learning for Instruction: Boston: Allyna & Bacon Inc.
Duban, N. (2008). Analysing the elementary science and technology coursebook and student workbook in terms of constructivism. Proceedings of Word Academy of Science, Engineering and Technology, 28, 430-434.
Ediger, M. (1999). Who should select objectives? Journal of Instructional Psychology. 26 (3), 149-151.
Geelan, D. R. (1995). A constructivist approach to curriculum development in science. Australian Science Teachers Journal, 41(3), 32-35.
Gronlund, E. N. (1991). How to Write and Use Insturctional Objectives (4th Edition). New York: Macmillan Publishing Company.
Howard, B. C., McGee, S., Schwartz, N., & Purcell, S. (2000). The experience of constructivism: Transforming teacher epistemology. Journal of Research on Computing in Education, 32(4), 455-465.
Karadağ, E., Deniz, S., Korkmaz, T. ve Deniz, G.(2008). Yapılandırmacı öğrenme yaklaşımı: Sınıf öğretmenlerinin görüşleri kapsamında bir araştırma. Uludağ Üniversitesi Eğitim Fakültesi Dergisi, 21(2), 383-402.
Maharg, P. (2000). Rogers, constructivism and jurisprudence: Educational critique and the legal curriculum. International Journal of the Legal Profession, 7(3), 189-203.
Mayer, R. (2003). Memory and information process. In W.M. Reynolds and G.E., Miller. (Eds.), Handbook of Psychology, Volume 7 (pp. 47-58). John Wiley& Sons Inc.
MEB (2005). İlköğretim Fen ve Teknoloji Dersi Öğretim Programı. Ankara: Milli Eğitim Basımevi.
Özden, Y. (2003). Öğrenme ve Öğretme (5. Baskı). Ankara: PegemA Yayıncılık.
Senemoğlu, N. (2009). Gelişim, Öğrenme ve Öğretme (14. Baskı). Ankara: PegemA Yayıncılık.
Sert, N. (2008). Constructivism in the elementary school curricula. Journal of Theory and Practice in Education, 4(2), 291-316.
Sönmez, V. (1998). Eğitim Felsefesi (5. Baskı). Ankara: Anı Yayıncılık.
Sönmez, V. (2007). Öğretim İlke ve Yöntemleri. Ankara: Anı Yayıncılık.
Switzer, J. S. (2004). Teaching computer-mediated visual communication to a large section: A constructivist approach. Innovative Higher Education, 29(2), 89-101.
Terwel, J. (1999). Constructivism and its implications for curriculum theory and practice. Journal of Curriculum Studies, 31(2), 195-199.
Ünal, G. ve Akpınar, E. (2006). To what extent science teachers are constructivist in their classrooms? Journal of Baltic Science Education, 2(10), 40-50.
Yurdakul, B. (2005). Yapılandırmacılık. Eğitimde Yeni Yönelimler. Ö. Demirel (Editör). Eğitimde Yeni Yönelimler. (Sayfa 39-64) (1. Baskı). Ankara: PegemA Yayıncılık..
Yurdakul, B. (2008). Yapılandırmacı öğrenme yaklaşımının sosyal bilişsel bağlamda bilgiyi oluşturmaya katkısı. Balıkesir Üniversitesi Sosyal Bilimler Dergisi, 11(20), 39-67.
Published
2012-12-01
Section
Articles
How to Cite
Arsal, Z. (2012). Assessing the attainments of elementary school science and technology program according to the principles of constructivism. International Journal of Curriculum and Instructional Studies (IJOCIS), 2(3), 1-14.
