Inferences from variety of implementations in learner centered approach

Abstract

From person to society there are many different layers of the meaning of education.Nevertheless, none of them is unnecessary and superficial. This meaning intensiveness is one of the mainproblems of education. For many years education in different regions served for variety of functions.Sometimes it become an agent for economic productivity, sometimes a tool for hustings andindoctrination. Educational discourse in Turkey have been turned to “putting learner first” in theeducation system for last decade. As a result, in 2007 a constructivist curriculum began to implement forthe sake of learner-centered education. This inference lead researchers goes deeper to investigate whatcan be the implications for the learner-centered education. To this attempt a fieldtrip was organized togather data from different alternative schools in the U.S. that main orientation is learner centerededucation. In these schools, interviews and unstructured observations were conducted to gain widerperspective on milieu. This study seeks to provide inferences from variety of schools in order to apply thelearner-centered education.