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International Journal of Instruction, v9 n2 p183-198 Jul 2016

The purpose of this study is to determine elementary school teachers' and school principals' views on physical learning environments of schools where teachers are expected to implement the constructivist philosophy/approach. In this qualitative study, the researcher interviewed 48 elementary school teachers and 6 school administrators working in Usak, Turkey. The qualitative data were transcribed and analyzed through coding-based content analysis. The data collected from 7 participants (5 teachers and 2 administrators) were analyzed by three researchers and the rest were analyzed by the author. At the end of the study, problematic coding was discussed by the same three researchers again and codes were discussed with some (n = 4) participants as well. That is, participants' approvals related to the results were obtained from 3 teachers and 1 administrator. The findings showed that teachers' common demands were special classrooms in order to design their classes because they want to implement constructivism. Separate English Language Classrooms with audio-visual materials; Turkish Classrooms with books, visual materials, a computer with projector and internet connection, and bulletin boards; Science and Technology Classes with laboratories, disposable materials and visual materials; Mathematics Classes with smart board, broad storages, and mathematical materials were demanded by the participants.

Descriptors: Constructivism (Learning), Principals, Administrator Attitudes, Elementary School Teachers, Teacher Attitudes, Content Analysis, Turkish, English (Second Language), Second Language Learning, Coding, Educational Philosophy, Qualitative Research, Audiovisual Aids, Books, Instructional Design, Teaching Methods, Educational Technology, Science Instruction, Mathematics Instruction, Instructional Materials, Interviews, Foreign Countries, Educational Environment, Second Language Instruction

International Journal of Instruction. Eskisehir Osmangazi University, Faculty of Education, Eskisehir, 26480, Turkey. e-mail: iji[at]ogu.edu.tr; Web site: http://www.e-iji.net





Autor: Temli Durmus, Yeliz

Fuente: https://eric.ed.gov/?q=a&ft=on&ff1=dtySince_1992&pg=1334&id=EJ1106393







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