Effect of play based on constructivism learning environment on collaborative learning and social development of elementary

This study investigated the effect of play based on constructivism learning environment on collaborative learning and social development of elementary students. The research method was quasi-experimental design. Students were purposefully selected and randomly divided in the two groups of 15 experimental and 15 control. The reason for selecting this number of students was the problem of the researcher in accessing the students for educational intervention in the Pandemic of Coronavirus. To collect data, Johnson`s collaborative learning questionnaire (1999), Elliott`s Social development questionnaire (1990) and the Training package of "game based on constructivism learning environment" was used. In the pre-test stage, "Collaborative learning" and "social development" questionnaires were administered to both groups. Then the experimental group was trained using games based on the constructivism learning environment and the control group were taught in traditional way. In the post-test stage, the same questionnaires were administered again to both groups. After collecting data, the analysis was performed in descriptive and inferential sections, while confirming the research hypotheses, the results showed that using play based on constructivism learning environment, has significantly increased significantly Collaborative learning and social development of students of experimental group