A CRITICAL APPROACH TO CONSTRUCTIVE LEARNING AND INSTRUCTION

Dr. Nurettin Şimşek
Ankara University

Abstract

Constructivism, philosophical aspect of which has a stronger influence, has became an important discussion topic at the most recent literature of educational sciences. This approach which refused objective knowledge and reality completely or almost all of them is established on reconciliation, cooperation, culture, changeableness, temporary and situation of knowledge, it and offers the principles of subjectivity and relativity as the principles that must not be given up. This approach which is reacted against as well as accepted in the international literature has been considered as important and on the other hand it has been accepted as inconsiderable. In opposition to advocates of this approach, some describe it as “old wine in new bottles” or a body of “untestable hypotheses”, there are also people who summarize this approach as “the preference of imagination instead of reality”.

Most of the relevant researches carried out in Turkey begin with assumptions that are seem to be experimental and in favour of constructivism, in other words, with the saying of “constructivism is useful”, and present findings which are the reproduction of the same claim within the appropriate systematic. However, before the application of this approach within the schools, we need discussions and researches which provide facts (evidents) in order to estimate the possible effects of this approach.

The purpose of this article is to invite the educational scientists and practitioners to consider the issue within the critical perspective and to provide example which is open for discussion. In this research, the constructivist approach was discussed considering both the views those who are in favour of this approach and advocate its application and the views of those who criticize and refuse this approach. On the one hand, the philosophical and psychological foundations of the constructivist approach were discussed, on the other hand, problems related to this approach were tried to be brought up.

Keywords
Constructivism, instructional design, educational research design, problems, critiques.