Abstract
In this research, it was aimed to analyze the classroom teachers’ level of creating a constructivist learning environment in terms of various variables. For that purpose, relational screening model was used in the research. Classroom teachers’ level of creating a constructivist learning environment was determined using the “constructivist learning environment inventory” developed by Tenenbaum et al., (2001), and adapted into Turkish by Fer and Cırık (2006); “teachers’ variables information form” was used in order to determine demographical features of classroom teachers. Cronbach alpha internal consistency coefficients related to dimensions of constructivist learning environment inventory varied between .89 and .94. The measurement instruments were performed to total 504 classroom teachers carrying on their duties in 32 elementary education schools affiliated to Mersin province Akdeniz, YeniÅŸehir, Toroslar and Mezitli central districts. The research results revealed that there was a significant difference at p<.01 level of significance between classroom teachers’ ages, professional seniority and their level of creating a constructivist learning environment. No significant difference was found between classroom teachers’ gender and their level of creating a constructivist learning environment. Moreover, the research also proved that the teachers with high professional seniority perceived the learning environment as more constructivist rather than the teachers with lower seniority.
Key words: Classroom teacher, constructivism, various variables, learning environment.
