Özet:

The aim of this study is to explore 5th, 6th and 7th grade secondary school students’ views toward constructivist learning-teaching process in Social Studies course in Elazığ city center. We aimed to see whether there were any differences among secondary school students’ views toward teaching material, student-centered learning, transfer of knowledge and classroom climate related to gender, grade level and socio-economic status of the school variables. The sample consisted of 789 students selected randomly from nine secondary schools divided into three different socio-economic status. Four-point Likert style “Constructivist Social Studies Learning Teaching Process Scale” developed by Sağlam and Güngör (2012) was used as the data collection tool. Frequency, percentage, independent samples t test, one way ANOVA, LSD, MWU and KWH tests were used to analyze the data. Study results reveled that while students’ views differed significantly in teaching material subscale related to grade level and socio-economic status of the school, their views differed in student-centered subscale related to gender and socio-economic status of the school. Statistically significant differences were also observed in secondary school students’ views in transfer of knowledge based on gender and socio-economic status variables and in classroom climate subscale in terms of gender, grade level and socio-economic level variables.

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