İLKÖĞRETİM SOSYAL BİLGİLER DERSİNDE YAPILANDIRMACI YAKLAŞIM İLE DİZGELİ EĞİTİMİN ÖĞRENCİ ERİŞİSİNE ETKİSİ ARASINDAKİ FARK

The purpose of this study is to find out the effects of systematic education and constructivist a pproach on sixth grade social studies achievement. Experimental method with pre - test, posttest control group was used in the study. The unit,“Life on Earth”, was taught in experiment group in accordance with systematic learning and control group in accorda nce with constructivist approach. The study was carried out in social studies course in class 6 th grade Fevzi Ozbey Primary School in Cankaya, Ankara in 2009 - 2010 educational year. An achievement test including 25 multi - choices questions and one open ? ended question was used as the means of measurement. The reliability coefficient of the test was found to be 0.88. The data obtained from the study were analyzed for independent groups using t - test statistical technique. The main results obtained from the study are as follows; t here is no significant difference in the levels of knowledge and comprehension in social studies course between the groups for which systematic learning was used and the one for which Constructivist approach was used. The level of the pra ctice and total achievement of the group taught with systematic learning is significantly higher than the same aspects of the group whose education was carried out with constructivist approach. Key words : Systematic Learning, Constructivist Approach, Achi evement, Social Studie