Akademik Veri Yönetim Sistemi
7th World Conference on Educational Sciences, Athens, Yunanistan, 5 - 07 Şubat 2015, cilt.197, ss.2384-2389
A world-wide formal teaching practice related with courses is almost entirely a teacher-led one. Therefore, main problem to be addressed is what will be learners' position in teacher-led applications. Also, a full constructivist change requires a more comprehensive change beyond the grasp of understanding. For this, it is tried to propose a novel model that depends on rearrangement of interactive direct teaching approach on the basis of the constructivist learning In this model named as Interactive Direct Teaching Based on Constructivist Learning (IDTBCL), learning is evaluated as a mental transition or an oriented change from understanding (two dimensions) to conceptualization or conception (three dimensions). In this study, participants are twenty five students whose are attending at Department of Chemistry Education at Ataturk University, in Erzurum, Turkey. Pretest-posttest with no control group, which is a pre-experimental research design, was applied for determining the effectiveness in practice of the model proposed. In Physical Chemistry course the interactive direct instruction based on constructivist was conducted during one term. Before applications, a conceptual questionnaire which contains 10 multiply-choose questions was administrated to this group as a pre-test. According to pretest results, there was no difference in group in terms of conceptual achievement. Although, after applications it was observed that there is a significant positive difference between pre-test and post-test results. This can be attributed to success of the model in terms of the conceptualization and the creation of three-dimensional mental space of the knowledge. (C) 2015 The Authors. Published by Elsevier Ltd.