Information Package
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Program of Primary School- Classroom Teaching

SNE439

CONSTRUCTIVIST APPROACH PRACTICES

Course Code
SNE439
Semester
-
Theory+Practice
2 + 0
ECTS
4
Course TypeElective Course
Course LevelBachelor's Degree
Year of Study-
Semester-
ECTS4
Name of Lecturer(s) -
Learning Outcomes

At the end of this course, the students;

  1. Explain the historical evolution of the constructivist approach.
  2. Summarize the contributions of Rousseau, Pestalozzi, Dewey, Piaget, Vygotsky, and Papert.
  3. Discuss the role of the Sputnik crisis in educational reforms.
  4. Evaluate the applications of constructivism in STEM education
  5. Critically analyze the principles of constructivist learning.
Mode of DeliveryFace to face
PrerequisitesNo
Recommended Optional Programme Components
Course DescriptionExamining the historical development and fundamental principles of the constructivist learning approach; evaluating the contributions of thinkers such as Rousseau, Pestalozzi, Dewey, Piaget, Vygotsky, and Papert; discussing the impact of historical events like the Sputnik crisis on educational reforms; exploring the connection between the constructivist approach and STEM education; addressing the learning-by-doing philosophy and its modern applications; assessing the pedagogical foundations of the constructivist approach from historical and theoretical perspectives.
Course Contents
WEEK TOPICS
1st Week First Meeting and Course Introduction
2nd Week Constructivist approach: Concepts and foundational principles
3rd Week Rousseau and the natural education philosophy
4th Week Pestalozzi?s intuitive learning methods
5th Week Dewey and learning through experience
6th Week Piaget's cognitive development theory
7th Week Vygotsky's socio-cultural learning theory
8th Week Sputnik crisis and educational reforms
9th Week Midterm exam and discussion
10th Week Papert and the learning-by-making philosophy
11th Week Constructivism in 20th-century applications
12th Week Integration of constructivism with STEM education
13th Week Critiques of the constructivist approach
14th Week Presentations: Analysis of philosophers and events/ General review
Recommended or Required ReadingPapert, S. (1980). *Mindstorms: Children, Computers, and Powerful Ideas*. Basic Books.
- Ackermann, E. (2001). Piaget?s constructivism, Papert?s constructionism: What?s the difference. *Future of Learning Group Publication*, 5(3), 438.
- Supplementary Readings:
- Dewey, J. (1938). *Experience and Education*. Macmillan.
- Vygotsky, L. S. (1978). *Mind in Society*. Harvard University Press.
- [Instructor-provided articles and online resources]
Planned Learning Activities and Teaching Methods
  • Lecture
  • Discussion
  • Case Study
  • Presentation
  • Other
Assessment Methods and Criteria
Quantity Percentage (%)
Mid-term 1 40
Total(%) 40
Contribution of In-term Studies to Overall Grade(%) 40
Contribution of Final Examination to Overall Grade(%) 60
Total(%) 100
ECTS Allocated Based on Student Workload
Activities Quantity Duration (Hour) Total Workload (Hour)
Midterm exam 1 3 3
Preparation for Quiz
Individual or group work 13 2 26
Preparation for Final exam 1 10 10
Course hours 13 2 26
Preparation for Midterm exam 1 10 10
Laboratory (including preparation)
Final exam 1 3 3
Homework 11 4 44
Total Work Load122
Total Work Load / 30 (h)4.06
ECTS Credit of the Course4
Language of InstructionTurkish
Work Placement(s)No

Programme Qualifications / Learning Outcomes

LO1 LO2 LO3 LO4 LO5
K1 X X X X
K2 X
K3 X
K4 X X
K5
K6
K7
K8 X X X X X
K9 X X X
K10 X X X
K11 X X
K12
K13
K14
K15 X X
K16 X X
K17
K18