IMPLEMENTATION OF THE CONSTRUCTIVIST PRINCIPLES INTO PRACTICE BY THE TEACHERS IN THE 9TH GRADE CHEMISTRY CURRICULUM
This study aimed at investigating how intended constructivist principles in the 9th grade chemistry curriculum have been implemented into practice by the teachers. Thus, it is intended to evaluate the consistency between the intended chemistry curriculum and observed-implemented chemistry curriculum by the teachers. A qualitative evaluative case study guided this research study. This study was carried out with 23 chemistry teachers, working in the high schools in Erzurum city center, were selected by convenient sampling method. The data were collected through semi-structured interviews under the guidance of “Teacher Interview Form (TIF)” and classroom observations through “Chemistry Class Constructivist Environment Observation Form (CCCEOF)” developed by the researchers. Observations were carried out with five chemistry teachers selected among the interviewed 23 chemistry teachers who worked in different types of high schools. These teachers were observed in total of 68 class hours (45 minutes each class) and observations were recorded with the help of a video recorder. The interview and observation data were subjected to content analysis and presented in tables. The findings showed that the constructivist principles intended in the chemistry curriculum reflected into practice mostly in a traditional way by the teachers. The results indicated a serious discrepancy between the intended chemistry curriculum and observed chemistry curriculum.
Chemistry curriculum, high school, constructivist approach, curriculum implementation, interview, ob