ABSTRACT

Since the last 25 years, constructivism keeps its popularity in many countries mainly in USA and England, both as an important research area in education and, as an approach which is tried to be practiced in science education. Although there are several studies in the literature about constructivist approach, these studies focus mainly on the theoretical underpinnings of constructivism. The aim of this study is to provide a holistic understanding of the constructivist approach taking into students’ misconceptions consideration, that they form the basics of constructivist approach and of particularly meaningful learning. In the first part of this study, before constructivist approach has popularity, Bruner and Piaget’s views that influenced teaching-learning process in 1960s and 1970s, and also contributed the development of constructivism, are briefly reviewed. Then, the views of Ausubel, Kelly and Vygotsky, who provided the theoretical foundations of constructivism and of the research concerning the misconceptions, are explained. After explained the development and reasons of students’ misconceptions, some examples of students’ misconceptions are presented in the light of the research literature. The study is concluded with the views concerning the practice of constructivist approach in science classes