The examination of the proficiency level of primary teachers graduated before 2005-2006 academic year in application of constructivist approach in courses: The sample of Çanakkale

The overall aim of this study is to determine the proficiency level of primary teachers graduated before 2005-2006 academic year in application of constructivist approach in courses based on their own perception. For this main purpose, the significant differences between proficiency level of primary teachers in application of constructivist approach were investigated by several variables. In accordance to this purpose, the research was designed for scanning model.The population of this research was the teachers who graduated before academic year 2006 and were working at private and public schools under the Ministry of National Education in Çanakkale during the academic year 2011. The survey has been sent to 1505 teachers as mentioned above. Only 336 surveys have returned and 300 of them were the useable for the aim of this study.For data collection, ?The Scale of Teacher Proficiency Level for Constructivist Approach?? survey developed by Karadağ (2007) and ?Personal Information? survey developed by the researcher were used.The required data were collected from surveys and transferred to the computer. SPSS 17 package has been used for hypothesis testing process of this study. In the process of analysing problem of the research, the proficiency of teachers in using constructivist approach were undertaken at four sub-dimension namely, student, planning of school term, course load planning and distribution over time, evaluation and assessment. The differences among these variables were examined in order to determine the level of using constructivist approach in courses. For this purpose; descriptive statistics, independent samples T test, One-Way ANOVA and frequency distribution methods were employed to the data and the results were interpreted.According to results of the study, the proficiency level of teachers in application of constructivist approach were not displayed any significant differences with respect to many variables (seniority, having graduate degree, socioeconomic condition and type of the school that teacher works and university that teacher have graduated). The proficiency level of primary teachers in application of constructivist approach in courses displayed some differences according to status of taking H.İ.E seminars, and gender. Both male teachers and teachers who took H.İ.E seminars have some advantages in application of constructivist approach in courses.Key words: Constructivism, Constructivist Learning, Primary teachers, The Proficiency Level of Teachers