Meta-Thematic Analysis of Constructivist Approach in the Second Level of Primary Education

Today, the primary purpose of education is to raise individuals suitable for the age, as well as the personal development of the individual. Countries are trying to reflect the human qualities required by the age to social development by renewing their education programs in line with these purposes. It is seen that many different approaches have been adopted in the historical process. The aim of this study is to determine the effectiveness of the constructivist approach adopted today at the second level of primary education. In the study, a meta-thematic analysis study was carried out on the subject by scanning the literature. In the study, in order to determine the effectiveness of the constructivist approach in the second level of primary education, 680 studies were reached in the search made with the keywords "constructivist approach, primary education second level constructivism" in the National Thesis Center and Google Scholar database. As a result of the research, many cognitive-affective domain codes related to the constructivist approach have emerged. Outputs obtained in the cognitive domain; It has various contributions such as encouraging students to come up with new products, learning by doing, enabling the application of theoretical knowledge, providing permanent learning, and transferring the acquired knowledge to different courses. Codes obtained in affective social sense; it has come to the fore as the student's interest in the lesson and learning by having fun. It was concluded that the constructivist approach showed improvement in emotional and social areas such as providing a free environment in which students can express themselves, helping each other, enjoying the discussion environment, respecting the decisions taken by their peers, acting together, thinking that the lesson is getting boring, and liking to do research. It has been concluded that the activities and the time required to implement the activities are limited, the activities are similar to each other, the difficulties experienced by the students due to their prior learning, the disagreements within the group, the lack of equal responsibility within the group and the expectation of different materials are the negativities of the constructivist approach activities.