THE INVESTIGATION OF THE CONSTRUCTIVIST ENVIRONMENT REGULATION ABILITIES OF CLASSROOM TEACHERS

ABSTRACT The aim of this article is to study the constructivist environment regulation abilities of the classroom teachers. The sample group are the 411 classroom teachers from the 44 local schools in the provincial center. The dependent corelational sampling method was used in descriptive research. As data collection tool, it has used the Tenenbaum's (2001) Constructivist Learning Environments Questionnaire, was adapted to Turkish by Fer and Cyryk (2006). This research reveals that the primary school teachers' display of constructivist environment regulation skills is significantly high and not affected by gender. The type of school background is positively significant for the benefit of primary school teachers and differs significantly according to the teaching experience.