How did creating a constructivist learning environment influence my graduate students' views?


Calik M.

ENERGY EDUCATION SCIENCE AND TECHNOLOGY PART B-SOCIAL AND EDUCATIONAL STUDIES, cilt.3, ss.1-13, 2011 (SCI İndekslerine Giren Dergi) identifier

  • Cilt numarası: 3
  • Basım Tarihi: 2011
  • Dergi Adı: ENERGY EDUCATION SCIENCE AND TECHNOLOGY PART B-SOCIAL AND EDUCATIONAL STUDIES
  • Sayfa Sayıları: ss.1-13

Özet

The aim of this study is to elicit how the graduate course influenced the graduate students' views about meanings of the terms 'constructivism, conceptual change, worksheet, analogy and conceptual change text' after completing it. Secondly, the study intends to determine what element(s) the graduate students can recognize in the graduate course and their pilot studies. The sample comprised of 23 graduate students who were voluntarily enrolled in the graduate course. It can be deduced that creating a constructivist learning environment not only helped the graduate students to gain practical experiences but also to see how their developed materials worked.

The aim of this study is to elicit how the graduate course influenced the graduate students' views about meanings of the terms 'constructivism, conceptual change, worksheet, analogy and conceptual change text' after completing it. Secondly, the study intends to determine what element(s) the graduate students can recognize in the graduate course and their pilot studies. The sample comprised of 23 graduate students who were voluntarily enrolled in the graduate course. It can be deduced that creating a constructivist learning environment not only helped the graduate students to gain practical experiences but also to see how their developed materials worked.