Teacher-Learner Roles and Interaction Systems in Constructivist Classrooms

Abstract

The purpose of this study is to evaluate the roles of the teacher and the learner, and teacher-learner and learner-learner interactions in constructivist learning environments. The experimental period of the study lasted for 14 weeks in the “Development and Learning” course. The Constructivist learning approach was applied throughout the course. Qualitative research techniques (learning diaries, observations and interviews) were used. The result of the study showed that the important roles of constructivist teachers are to design authentic learning tasks, to help students learn to think and to guide learning. The learners’ roles in constructivist classes are to be responsible for their own learning and to build their knowledge bases. Teacher-learner and learner-learner interactions are very intensive in these classes.