Examination of the constructive approach in the light of Piaget's views

Man has needed education and training since his existence. For this reason, education models suitable for the conditions of the age have emerged. The individual accepted by the contemporary world is someone who accepts information as it is without questioning, does not follow what others say and directs, and actively participates in the process of understanding, interpreting and questioning information. In recent years, the constructivist approach is the first approach that comes to mind among the programs in which the individual is active in the understanding process and based on understanding and grounding the knowledge by using high-level thinking skills. The constructivist approach is a learning theory in which the student takes active responsibility in the learning process. In the constructivist approach, we can say that psychological processes become more important in the learning process because the child plays an active role in learning and takes responsibility for learning. We believe that it is very important to ground the constructivist approach in line with the common goals of education, psychology and philosophy and to make plans in this direction. Jean Piaget is one of the first philosophers to use the subject of knowledge construction in child development and classroom settings. Piaget's principles are based on two fundamental points in learning and teaching. First, learning is an active process. It is based on experience, assimilation and harmony are important. Second, learning is holistic. It is formed as a result of interactions with the environment. While explaining learning in developmental psychology, Piaget also contributes to the development of constructivism. Based on these views, in this thesis study; We will examine the reflections of Piaget's views on the constructivist approach. Keywords: Educational psychology, Educational philosophy, Constructivist Approach, Piaget.