An Evaluation on the Spatial Characteristics of Classrooms in Constructivist Education Philosophy: The Case of Rize Province

Education starts with elementary school as an institution. After starting school, children spend a great majority of their time in school. In this sense, the physical conditions of schools have a great influence for children's motivation, productivity, physical and cognitive development in early childhood. Classrooms are places where different content lessons are processed in primary schools. Therefore, it is necessary to create different action fields for group work, activities, presentation, demonstration, experimental activities in the classrooms of primary schools. Since 2005-2006, educational programs have been organized according to the philosophy of constructivist education in our country. In this sense, depending on the philosophy of constructivist training, the classroom conditions required by the training program need to be met. In this way, spatial arrangements are provided in the classrooms in accordance with the constructivist philosophy of education. Reflecting the constructivist philosophy is provided by regulating conditions such as optimum classroom availability, the diversity / quality of the equipment to be used, and the efficiency cornering for various activities on classrooms in primary schools. In this study, constructivist classrooms are evaluated for compliance with the philosophy of education in primary schools. In addition, proposals are made for the spatial organization according to the constructivist education philosophy in the classrooms. As a work space three primary schools were selected in the district of Rize province. A total of 24 classrooms were interviewed and their classroom teachers were interviewed in these schools. The datas obtained from on-site detection and interviews are tabulated by entering into the SPSS program.