Turkish
p-ISSN 2146-796X
e-ISSN 2146-7978
Editor-in-Chief
Yunus Söylet

Editors
Recep Öztürk
Salih Murat Akkın
Süphan Nasır

Associate Editors
Burak Önal
Harun Serpil
Yiğit Yurder
2019 Volume 9
 
 
Deomed Publishing
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Volume 6, Issue 1, April 2016,
Page(s): 8-21
Original Empirical Research
Received: March 20, 2016; Accepted: June 9, 2016; Published online: January 17, 2017
doi:10.2399/yod.16.002; Copyright © 2016, Deomed
Faculty members' understanding on constructivist approach
Mine Çeliköz1 (E-mail), Nadir Çeliköz2
1Kemal Akman Vocational School, Necmettin Erbakan University, Konya; 2Faculty of Education, Yıldız Technical University, Istanbul, Turkey
Abstract
The purpose of this study was to define the understanding (s) of constructivism held by faculty members in the field of curriculum and instruction departments. The qualitative research design was employed, within a phenomenological approach for this study. The criterion and conveniences sampling techniques were combined and the opinions of nine faculty members employed at different universities in Turkey were elicited. The data were obtained in the spring of 2015 through via a semi-structured interview form. The data were analyzed via a content-analysis method and the following five themes were created: "relativity", "skepticism", "learner-centeredness", "multiculturalism" and "world citizenship". Findings of this study was also obtained from the study and it was concluded that while certain participants regarded constructivism as merely a "learning concept", other participants perceived it as both a "learning theory" and an "educational philosophy". It was observed that participants were in agreement that knowledge was relative, and that there was a need to approach knowledge with doubt and to move the student place the student at the center of the educational process. Moreover, the conclusion was reached that certain participants, within their understanding of constructivism, did not allocate space incorporate the concepts of multiculturalism or world citizenship or did not associate these with the issue of constructivism. Furthermore, it may be concluded that although certain participants expressed their reservations (with regard to particular issues), all participants had indeed embraced the fundamental principles of multiculturalism and world citizenship.
Keywords: Constructivism, faculty members, phenomenological design, qualitative research.
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Yükseköğretim Dergisi / Journal of Higher Education (Turkey)

Yükseköğretim Strateji ve Araştırma Derneği (YÖSAD) yayın organıdır. Deomed Yayıncılık tarafından yayımlanmaktadır. / Official Publication of the Higher Education Strategy and Research Association (YÖSAD). Published by Deomed Publishing. Copyright © 2019, Deomed.
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Yükseköğretim Dergisi çevrimiçi (online) sürümünde yayımlanan akademik içeriğin kullanım hakları, ilgili içerikte tersi belirtilmediği sürece Deomed Yayıncılık tarafından Creative Commons Attribution-NoCommercial-NoDerivs 3.0 Unported (CC BY-NC-ND3.0) lisansı aracılığıyla bedelsiz sunulmaktadır. / Except where otherwise noted, academic content of this online version of the journal by Deomed Publishing is licensed under the terms of Creative Commons Attribution-NoCommercial-NoDerivs 3.0 Unported (CC BY-NC-ND3.0) License.