Comparison of effects of constructivist approach and behaviourist approach in visual arts course on 5th year students (sample of Çubuk)

The research is carried on experiment and control groups formed by 5th year students of Atatürk Primary School in 2008-2009 academic year.This research, which is carried out to compare the effectiveness of constructivist learning approach and behaviourist learning approach in Visual Arts Education, is figured according to the model of pre-test/post-test control group. Data, necessary for the research, is obtained by the post-test which is done at the end of the application, while research assignments given in addition to these tests and feedbacks received from students during application are also used as data acquisition tool.Conclusions derived from the research are as follows:After the experimental procedure, there is a significant difference, for the favour of experiment group, in total grade level between the students of experiment group participated in the visual arts teaching based on constructivist approach and the students of control group in which behaviourist approach is applied.After the experimental procedure, there is a significant difference, for the favour of experiment group, diversity of materials and re-interpretation, variety of methods and techniques, application of imagination at work, multiplicity of styles, motion levels in figures, revelance of work to subject between the students of experiment group participated in the visual arts teaching based on constructivist approach and the students of control group to which behaviourist approach is applied.On the basis of results concluded by this research, it can be stated that constructivist learning approach is more effective than behaviourist learning approach in Visual Arts Education, and knowledge and skills of students in this field are more positively affected compared to teacher centred education.