Teachers’ Views on Constructivist Learning Practices in Museum Environments
This study aimed to examine teachers’ views on constructivist learning practices implemented in museum environments and to explore their implications for the educational process. The study was conducted within a qualitative research approach using a phenomenological design. The study group consisted of 20 teachers working at different educational levels and in various subject areas. Maximum variation sampling was used to determine the participants. Data were collected through a semi-structured interview form and analyzed using content analysis. The findings indicated that teachers regarded museum environments as effective learning settings that support learning by doing and experiencing, enable students to construct knowledge through their own experiences, and encourage active participation. Teachers reported that museum-based activities contributed to the development of students’ observation, inquiry, critical thinking, and problem-solving skills, as well as their awareness of cultural heritage. However, transportation difficulties, insufficient time, limited financial resources, and planning-related problems emerged as the main limitations affecting the implementation of constructivist learning practices in museum environments. Teachers emphasized the need to strengthen school–museum collaboration, increase opportunities for practice-oriented in-service training, provide transportation and organizational support, and expand museum activities aligned with the curriculum in order to improve the effectiveness of constructivist learning practices.

Keywords
Museum education, constructivist learning, teachers’ views, active learning, experiential learning