EVALUATION OF PRIMARY SCHOOL TEACHERS’ TEACHING-LEARNING CONCEPTIONS WITH REGARDS TO DIFFERENT VARIABLES

For many years, studies related to teaching and learning conceptions have been conducted. It is accepted that traditional and constructivist teaching-learning conceptions are contrary to each other. When these studies are examined, it is seen that while traditional approach is teacher-centered, cont...

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Autores principales:	İskender DAŞDEMİR, Gizem ENGİN
Formato:	article
Lenguaje:	DE EN FR TR
Publicado:	Fırat University 2019
Materias:	teaching approaches learning approaches constructivist conception traditional conception teachin Social Sciences H Social sciences (General) H1-99
Acceso en línea:	https://doaj.org/article/626b6ed5665744d88f1633d5cd584e45
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spelling	oai:doaj.org-article:626b6ed5665744d88f1633d5cd584e452021-11-24T09:20:56ZEVALUATION OF PRIMARY SCHOOL TEACHERS’ TEACHING-LEARNING CONCEPTIONS WITH REGARDS TO DIFFERENT VARIABLES2148-416310.9761/JASSS2782https://doaj.org/article/626b6ed5665744d88f1633d5cd584e452019-08-01T00:00:00Zhttps://jasstudies.com/index.jsp?mod=tammetin&makaleadi=1155354758_29-Dr.%20Gizem%20ENG%C4%B0N%20%26%20%C4%B0skender%20DA%C5%9EDEM%C4%B0R.pdf&key=27382https://doaj.org/toc/2148-4163For many years, studies related to teaching and learning conceptions have been conducted. It is accepted that traditional and constructivist teaching-learning conceptions are contrary to each other. When these studies are examined, it is seen that while traditional approach is teacher-centered, contructivist approach is student-centered. This research is a descriptive study aiming at revealing the present situation, as well. In the research, primary school teachers’ teaching-learning conceptions were evaluated with regards to gender, seniority, and higher education institute which teachers graduated. It was conducted with 325 primary school teachers working in İzmir, Bornova District, and in the year of 2013-2014. The data were gathered with a part of “Teaching and Learning Conceptions Questionnaire” developed by Chan and Elliot (2004). The used part of the questionnaire was adapted in Turkish by Aypay (2011). For the data analysis, t-test and ANOVA statatistical methods were applied. According to the results of the study, it is stated that primary school teachers’ preferred constructivist approach to traditional approach and teaching-learning conceptions did not differentiate in terms of gender, seniority, and higher education institute which teachers graduated, significantly. This research was conducted with quantitative data gathering tools. In the future studies, qualitative data gathering tools can be used, too. Teaching profession is a speciality field required persistent development so the importance of emphasis on teaching and learning conceptions emerges. For teachers’ having the equipment necessities of the time, they should be educated with the subject of teaching-learning conceptions and technology for effective using of these conceptions via in-service training.İskender DAŞDEMİRGizem ENGİNFırat Universityarticleteaching approacheslearning approachesconstructivist conceptiontraditional conceptionteachinSocial SciencesHSocial sciences (General)H1-99DEENFRTRJournal of Academic Social Science Studies , Vol 8, Iss 33, Pp 425-432 (2019)
institution	DOAJ
collection	DOAJ
language	DE EN FR TR
topic	teaching approaches learning approaches constructivist conception traditional conception teachin Social Sciences H Social sciences (General) H1-99
spellingShingle	teaching approaches learning approaches constructivist conception traditional conception teachin Social Sciences H Social sciences (General) H1-99 İskender DAŞDEMİR Gizem ENGİN EVALUATION OF PRIMARY SCHOOL TEACHERS’ TEACHING-LEARNING CONCEPTIONS WITH REGARDS TO DIFFERENT VARIABLES
description	For many years, studies related to teaching and learning conceptions have been conducted. It is accepted that traditional and constructivist teaching-learning conceptions are contrary to each other. When these studies are examined, it is seen that while traditional approach is teacher-centered, contructivist approach is student-centered. This research is a descriptive study aiming at revealing the present situation, as well. In the research, primary school teachers’ teaching-learning conceptions were evaluated with regards to gender, seniority, and higher education institute which teachers graduated. It was conducted with 325 primary school teachers working in İzmir, Bornova District, and in the year of 2013-2014. The data were gathered with a part of “Teaching and Learning Conceptions Questionnaire” developed by Chan and Elliot (2004). The used part of the questionnaire was adapted in Turkish by Aypay (2011). For the data analysis, t-test and ANOVA statatistical methods were applied. According to the results of the study, it is stated that primary school teachers’ preferred constructivist approach to traditional approach and teaching-learning conceptions did not differentiate in terms of gender, seniority, and higher education institute which teachers graduated, significantly. This research was conducted with quantitative data gathering tools. In the future studies, qualitative data gathering tools can be used, too. Teaching profession is a speciality field required persistent development so the importance of emphasis on teaching and learning conceptions emerges. For teachers’ having the equipment necessities of the time, they should be educated with the subject of teaching-learning conceptions and technology for effective using of these conceptions via in-service training.
format	article
author	İskender DAŞDEMİR Gizem ENGİN
author_facet	İskender DAŞDEMİR Gizem ENGİN
author_sort	İskender DAŞDEMİR
title	EVALUATION OF PRIMARY SCHOOL TEACHERS’ TEACHING-LEARNING CONCEPTIONS WITH REGARDS TO DIFFERENT VARIABLES
title_short	EVALUATION OF PRIMARY SCHOOL TEACHERS’ TEACHING-LEARNING CONCEPTIONS WITH REGARDS TO DIFFERENT VARIABLES
title_full	EVALUATION OF PRIMARY SCHOOL TEACHERS’ TEACHING-LEARNING CONCEPTIONS WITH REGARDS TO DIFFERENT VARIABLES
title_fullStr	EVALUATION OF PRIMARY SCHOOL TEACHERS’ TEACHING-LEARNING CONCEPTIONS WITH REGARDS TO DIFFERENT VARIABLES
title_full_unstemmed	EVALUATION OF PRIMARY SCHOOL TEACHERS’ TEACHING-LEARNING CONCEPTIONS WITH REGARDS TO DIFFERENT VARIABLES
title_sort	evaluation of primary school teachers’ teaching-learning conceptions with regards to different variables
publisher	Fırat University
publishDate	2019
url	https://doaj.org/article/626b6ed5665744d88f1633d5cd584e45
work_keys_str_mv	AT iskenderdasdemir evaluationofprimaryschoolteachersteachinglearningconceptionswithregardstodifferentvariables AT gizemengin evaluationofprimaryschoolteachersteachinglearningconceptionswithregardstodifferentvariables
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EVALUATION OF PRIMARY SCHOOL TEACHERS’ TEACHING-LEARNING CONCEPTIONS WITH REGARDS TO DIFFERENT VARIABLES

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