Özet:

This research was made in order to determine preservice teachers’ choices and reasons of this choices for constructivist learning principles at the end of reflective thinking practices. Sixteen preservice teachers (eight females and eight males ), taking Teaching Practice II course in the Department of Elementary Education at Marmara University, participated and a mixed model was used in this study. “Constructivist Learning Environment Preparation Scale” was used to determine preservice teachers’ choices and reasons of preferred choice for constructivist learning principles at the end of reflective thinking practices. In experimental group, preservice teachers’ choices and reasons of preferred choices, are appropriate to the constructivist learning principles, increased by 25.42% at the end of reflective thinking practices. In contrast, preservice teachers’ choices, are appropriate to the constructivist learning principles and reasons of this choices, are not appropriate to the constructivist learning principles , decreased by 9.36% and choices and reasons of this choices, are not appropriate to the constructivist learning principles, decreased by 16.06% at the end of reflective thinking practices. In control group, preservice teachers’ choices and reasons of preferred choices, are appropriate to the constructivist learning principles, increased by 11,6% at the end of reflective thinking practices. In contrast, preservice teachers’ choices, are appropriate to the constructivist learning principles and choices and reasons of this choices, are not appropriate to the constructivist learning principles, decreased by 12.1% at the end of reflective thinking practices

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