A VARIABLE WHICH CAN BE EFFECTIVE IN CONSTRUCTIVIST LEARNING ENVIRONMENTS: TEACHING STYLE PREFERENCE

Lütfi ÜREDİ ¹ , Işıl UREDI ¹

The aim of this research is to determine teaching styles that primary school teachers prefer and examine the effects of teaching styles preferred by primary school teachers on the levels of forming constructivist learning environments. For this aim, the survey method was used in this research. Teaching styles that primary school teachers prefer have been measured using the ‘Teaching Style Inventory’ developed by Grasha (1996) and teachers’ levels of forming constructivist learning environments have been measured using the ‘Constructivist Learning Environments Questionnaire’ developed by Tenenbaum, Naidu, Jegede, and Austin (2001). The assessment tools were applied to 354 teachers from primary schools, and 807 4th-5th grade primary school students in Mersin. Research results showed that most preferred teaching styles are delegator/ facilitator/ expert styles and facilitator/personal model/expert styles. Research results also showed that there was a significiance difference in properties

Keywords
Constructivism, Learning Environment, Teaching Style, Teacher, Learning,