A Design Practice For Interactive- Direct Teaching Based On Constructivist Learning (IDTBCL): Dissolution And Solutions

In the interactive direct teaching based on constructivist learning (IDTBCL) is evaluated as a mental transition or an oriented change from understanding (two dimensions) to conception (three dimensions). This approach focuses on a conceptual structure. Dissolution and the solution are subjects of common misconceptions. Therefore, these concepts have been selected as reference ones for the design practice. In this study, participants are fifty students whose are attending at a high school in Turkey. The halves of participants are selected as experimental group and control group, respectively. Pretest-posttest with control group, which is the one of the quasi-experimental research design, was used for applications. In traditional group (control group), the same instructor used behaviorist approach, and the interactive direct instruction based on constructivist learning (IDTBCL) was done in experimental group during two weeks. Before applications, a conceptual test was administrated to the groups as a pretest. According to pretest results, there was no difference between the groups in terms of conceptual achievement. Although teaching in each group is performed by the same instructor, there is a significantly difference between groups related to the instructor's the mentality about learning. The significant positive difference in the experimental group can be attributed to the students' positive attitude toward to the conceptualization and the creation of three-dimensional mental space of the knowledge e.g. about the concepts dissolution and the solution concepts. Accordingly, it may be said that the model of interactive direct teaching-based constructivist learning (IDTBCL) of education in terms of the practice of teacher-centered active learning or meaningful learning can to be an extremely promising approach. (C) 2015 The Authors. Published by Elsevier Ltd.