Development of "learner roles in constructive learning environment" scale

Abstract

Introduction: This study aims to develop a scale to determine learner roles in constructive learning environment. Method. This study was conducted with 126 teacher candidates who study in Foreign Languages Department. For this study the teacher candidates were distributed into two groups. In the first group learning environments based on social constructivist approach, and in the second group learning environments based on traditional approach was constructed. After the learning processes both groups were administered a scale. Results: After the exploratory factor analysis the first factor was named active learner, the second factor was named social learner and the third factor was named autonomous learner. The explanation ratio of the total variance is 51,60%. The common factor variances of the scale items range between .353-.729; the item factor loadings range between .510-.858. The reliability coefficients of the factors range between .73 and .91. The internal consistency coefficient of the total scale is .92; split half reliability coefficient was found .85. Conclusion: Finally, it can be said that this scale, which is developed to determine the learner roles in constructive learning environments, can be utilized. © Education & Psychology I+D+i and Editorial EOS (España).