International Online Journal of Educational Sciences, 2017, X (X), X -X © 2017 International Online Journal of Educational Sciences (IOJES) is a publication of Educational Researches and Publications Association (ERPA) www.iojes.net International Online Journal of Educational Sciences ISSN: 1309-2707 Constructivist Practice in the Curriculum and Instruction: the Views of Lecturers in the Field* Mine Çeliköz 1 and Yavuz Erişen 2 1 Necmettin Erbakan University, Kemal Akman Vocational School, Konya, Turkey 2 Yildiz Technical University, Faculty of Education, Istanbul, Turkey ARTICLE INFO ABSTRACT Article History: Received 14.02.2017 Received in revised form 01.04.2017 Accepted 01.04.2017 Available online 03.04.2017 In the present study, views of lecturers teaching in the field of Curriculum and Instruction for the faculties of education are analyzed considering that they have experience and are in charge of teacher training mission in the Turkish education system. Thus, the study aims to investigate the views of faculty members on their own constructivist views and their practice in education faculties and general practice in the national education. The survey model is used in the study and the population of the research includes the teaching members in the field of curriculum and instruction in Turkey. There are 340 teaching members in this field in Turkey and they are not many in number. Thus, the entire population had to be reached. However, the number of faculty members that can be reached has been 112, corresponding to 33% of the population. As the data collection tool, a classification type of control list (questionnaire) consisting of 26 items related to constructivism practice was used. Since the population is wide and includes all the faculty members in the field around the country, the advantages of using online software was taken into consideration and the data was collected online as access was easy by the participants willing to respond. When findings obtained are discussed with all its components, it is seen that faculty members are not able to fully implement constructivism but trying to include some characteristics of it. In addition, according, the practice of constructivism continues to diminish in the other fields other than the field of Curriculum and Instruction field. In other words, the effect of constructivism on other faculty members and other faculty applications other than the department and on general practices of national education continues to decrease. © 2017 IOJES. All rights reserved Keywords: 1 Constructivism, Curriculum and Instruction, Constructivist Practice, Faculty Members Extended Abstract Introduction Constructivism, which emerged as an alternative to traditional and experimental approaches, and which is one of the most controversial topics in the field of education since the middle of the 20th century, still remains a hidden concept that embraces different ways of understanding and practice. While constructivism is discussed as a learning theory, knowledge theory, education theory, pedagogical ethics, political theory, worldview, thinking theory, personal information theory, scientific knowledge theory, program development theory and philosophical theory in Turkey, it is often explained as philosophy, paradigm, understanding, model, approach and theory and used with these concepts. Although it continues to be used in different meanings and with different concepts, educational programs have been revised and put into practice in Turkey by the Ministry of National Education (MNE) since 2005-2006 academic years. However, educational programs have been constantly criticized by different * This research is part of a doctoral dissertation made by the first author under the advice of a second author 1 Corresponding author’s addressDZ Necmettin Erbakan University, Kemal Akman Vocational School, Konya, Turkey Telephone: +90 2123834879 Fax: +90 2123434808 e-mail: mcelikoz25@gmail.com DOI: https://doi.org/10.15345/iojes.2017.03.012