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The aim of this study is to identify the effects of the teaching- learning process supported with the activities in the special training classes in which the study was carried out on the constructivist learning environment perception of prospective teachers studying at Amasya University, Faculty of Education. This study was conducted in the special education classes in the third and fourth grade programs during the fall semester of 2013-2014 academic year. 253 teachers were involved in the study. The data were gathered by using "Constructivist Learning Environment Rating Scale”. Through the aim of the lectures, the researchers taught the lessons in which the study was carried out by organizing the inside and outside classroom learning activities with the participation of the students actively. Researchers identified the students’ perceptions of constructivist learning at the beginning and at the end of the learning process. Whereas there is not a meaningful difference in the pre-test results related to the gender variable, there is a meaningful difference in the post-test results in favour of the female prospective teachers. In general perception of the prospective teachers on constructivist learning environment, there is a meaningful difference in the pre-test results related to their departments whereas there is no meaningful differences in their post-test results. As there is a difference in favour of protest results related to the difference between pre and post-test results, the obtained data could be evaluated as to have a positive effect upon the students’ perception with the enriched activities  Ozet Bu arastirmanin amaci Amasya Universitesi Egitim Fakultesi’nde ogrenim goren ogretmen adaylarinin arastirmanin yurutuldugu ozel egitim dersi ogrenme-ogretme surecinin etkinliklerle desteklenmesinin ogrencilerin yapilandirmaci ogrenme ortam algilarina etkisini belirlemektir. Arastirma 2013-2014 egitim ogretim yili guz yariyilinda ucuncu ve dorduncu sinif ogretim programlarinda yer alan ozel egitim dersinde yurutulmustur. Arastirmaya 253 ogretmen adayi katilmistir. Veriler “Yapilandirmaci Ogrenme Ortamlari Degerlendirme Olcegi” kullanilarak elde edilmistir. Arastirmacilar dersin amaclari dogrultusunda ders ici ve disinda ogrencilerin aktif katilim saglayacaklari ogrenme etkinlikleri duzenleyerek dersi yurutmuslerdir. Arastirmanin yurutuldugu egitim-ogretim doneminin basinda ve sonunda olmak uzere ogrencilerin yapilandirmaci ogrenme algilari belirlemislerdir. Arastirmanin ontest bulgularina gore cinsiyet degiskeni acisindan ontest sonuclarinda manidar bir fark elde edilmezken sontest sonuclarinda kadin ogretmen adaylarinin lehine manidar bir fark ortaya cikmistir. Yine bolum degiskeni acisindan ogretmen adaylarinin ontest puanlari degiskeni acisindan ogretmen adaylarinin genel algilarinda ortaya cikan manidar farklilik bulgusu sontest puanlarinda tespit edilmemistir. Ontest ve sontest puanlari arasindaki fark puanlarinin sontest lehine manidar farklilik gostermesi, etkinliklerle zenginlestirilmis dersin ogrenci algilarinda olumlu etki yaptigi seklinde degerlendirilmistir

uluslararası i̇nsan bilimleri dergisi

The effects of activity based learning process on prospective teachers’ perceptions of constructivist learning environment&lt;p&gt;Etkinlik temelli öğrenme sürecinin öğretmen adaylarının yapılandırmacı öğrenme ortamı algılarına etkisi