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Contemporary Approaches in Education

Edited By Kevin Norley, Mehmet Ali Icbay and Hasan Arslan

Contemporary Approaches in Education presents papers of the Fifth European Conference on Social and Behavioral Sciences in St. Petersburg, Russia and the Sixth European Conference on Social and Behavioral Sciences in Selcuk, Izmir, Turkey. The contributions deal with a wide range of educational issues, namely teaching and learning, educational policy and school psychology.
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A Design Implementation for Constructivist Learning-Based Interactive Direct Teaching: An Experimental Approach

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Introduction

Learning is a process which continues / goes on constantly without a specific end point. Human beings learn everything as they live (Meirink et al., 2009) and acquire attitude, skill, knowledge, and values as a result of their interaction with their surroundings. These acquisitions form the basis of learning. Consequently, changes in thoughts, emotions, and behaviour can be observed in people. There are various theories on how these changes occur. These theories may be behavioural, cognitive, and affective theories.

Recently, several approaches have been set up to promote a strong learning environment. The most important requirement for all of these approaches is to find a teacher who is both well trained and has the desired characteristics (Germann et al., 1996; Schelfhout et al., 2006; Tynjala, 1999; Rasul, Bukhsh and Batool, 2011; Özbay et al., 2012 Tulbure, 2012). Among all these theories, the constructivist approach is the leading one.

With rapid developments in all fields, information and technology have become an integral part of our everyday lives, replacing the traditional transmission of knowledge that was mechanical and based on memory. It is necessary that everybody is able to see the relationship between the information and the methods employed to analyse it, to synthesise new information, and to use the new information in solving the problems (Taylor et al., 1997; Canpolat et al., 2009; Nie and Lau, 2009; Osman et al., 2009; Baeten, Struyven and Dochy, 2013). The constructivist approach stipulates that learning...

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