期刊名称：International Journal of Eurasia Social Sciences
印刷版ISSN：2146-1961
出版年度：2011
卷号：3
页码：1-10
出版社：Avrasya Değerler Eğitimi Derneği
摘要：The Ministry of Education in Turkey utilizes a constructivist point of view as its philosophicalframework for Curriculum. However, concerns exist among administrators, teachers, and families withregard to the successful application of the constructivist curriculum. This study investigatedexperienced teachers’ perceptions about these barriers. Ten K-12 teachers with between 15 and 29years of experience were interviewed about barriers to the constructivist curriculum and suggestionsfor enhancing it. The collected data were transcribed, segmented, and coded. According to the results,8 categories emerged as barriers that prevent successful implementation of a constructivist curriculum:huge content load, insufficient infrastructure, complexity of activities compared to children’sdevelopmental stages, crowded classes, time limitation, insufficient in-service training, inappropriateparental support, and difficulty in assessment
关键词：Constructivism; Curriculum; Experienced K-12 School Teachers; Case Study
