The effect of a curriculum based upon constructivist learning on pre-service teachers? reflective thinking and democratic attitudes

The aim of this research is to determine the effect of a curriculum based upon constructivist learning on pre-service teachers? reflective thinking and democratic attitudes. The field of the research was consisted of the second class students of the Computer and Teaching Techniques department, who took Measuring and Evaluating in Education Course, at Education Faculty of Fırat University in the Spring Semester 2007-2008 academic year. The groups were formed from cluster analysis obtained from 30 experimental students and 30 control group students. In the study, experimental method was used. The study was conducted as ?pre-test, post-test? model. A program based on constructivist learning was applied, and the teaching method was carried out in accordance with this program over experimental group. On the other hand, the courses were given over control group in traditional method. For qualitative part of the research, the pattern of fact science was used and in the analysis stage of taken data, computer based qualitative data analysis software was used. The data of the research were taken thanks to Reflective Thinking Disposition Inventory (RTDI), Democratic Attitudes Inventory Related to Classroom Atmosphere, California Critical Thinking Disposition Inventory (CCTDI) and an interview Form. Some of the findings of the research are: There wasn?t any notable difference between post-test scores of reflective thinking disposition of experimental group and control group; but in qualitative findings, it was observed that some developments occurred in thinking. In democratic attitudes related to classroom atmosphere, there was a significant difference between pre-test and post-test scores of experimental group. In control group, however, the results proved against post-test. It was observed that whereas the democratic attitudes of pre-service teachers, according to test results, didn?t change, the results of permanent post-test of control group weren?t different. A descent was observed in their democratic attitudes. As a result, the curriculum based upon constructivist learning made up a positive permanent effect on democratic attitudes in classroom. As the constructivist learning program was applied in experimental studies, lengthening of application can be more suitable for the development of reflective thinking. Constructivist learning atmospheres can be made up in classrooms to develop democratic attitudes of students.Key Words: Constructivist learning, instructional program, reflective thinking, democratic attitude