TY  - JOUR
T1  - Examining Intercultural Interaction Patterns in Active Learning Groups: Erasmus+ Building Bridges through Project Arts Example
TT  - Aktif öğrenme gruplarındaki kültürler arası etkileşim örüntülerini incelenmesi: Erasmus+ Sanat Köprüleri Oluşturmak Projesi Örneği
AU  - Tezeren, Burcu Meral
AU  - Yıldız Demirtaş, Vesile
AU  - Bozdoğan, Gökçe
PY  - 2024
DA  - July
Y2  - 2024
DO  - 10.34056/aujef.1406380
JF  - Anadolu University Journal of Education Faculty
JO  - AUJEF
PB  - Anadolu University
WT  - DergiPark
SN  - 2602-2249
SP  - 1025
EP  - 1039
VL  - 8
IS  - 3
LA  - en
AB  - The aim of this study is to reveal intercultural interaction patterns in active learning groups. The study group consists of 28 students between ages of 15-17 who continue their education in the 9th, 10th and 11th grades. The participating students in question are studying at fine arts high schools in Romania, Poland and Türkiye. These three schools came together to carry out joint activities with the scope of the “Building Bridges through Arts” Project supported by Erasmus+ Programme. Activities were carried out in active learning groups. Semi-structured interview questions were used in the study. As a result of the analysis of the interview questions, students expressed opinions that creating active learning groups helped them learn about different cultures, strengthen interpersonal interaction, create products together; encourage collaboration, facilitate making decisions together and enhance positive time management.
KW  - Active learning groups
KW  - interaction patterns
KW  - intercultural communication
KW  - Erasmus + Program
N2  - Bu çalışmanın amacı aktif öğrenme gruplarındaki kültürlerarası etkileşim örüntülerini ortaya çıkarmaktır. Çalışma grubunu 15-17 yaş aralığındaki, 9., 10 ve 11. sınıfta eğitimlerine devam etmekte olan 28 öğrenci oluşturmaktadır. Söz konusu katılımcı öğrenciler Romanya, Polonya ve Türkiye’de yer alan güzel sanatlar liselerinde öğrenim görmektedirler.  Bu üç okul, Erasmus+ Programı tarafından desteklenen “Sanat Köprüleri Oluşturmak” (Building Bridges through Arts) Projesi kapsamında ortak etkinlikler yürütmek amacı ile biraraya gelmişlerdir. Etkinlikler, aktif öğrenme grupları şeklinde gerçekleştirilmiştir. Çalışmada yarı yapılandırılmış görüşme soruları kullanılmıştır. Görüşme sorularının analizi sonucunda öğrenciler, aktif öğrenme grupları oluşturulmasının farklı kültürleri tanıma, kişiler arası etkileşimin güçlenmesi, işbirliğine teşvik etmesi, birlikte ürün oluşturulması, birlikte karar vermeyi kolaylaştırması, zamanı olumlu yönetme konusunda görüşler bildirmişlerdir.
CR  - Anderson, R. C. (1984). Some reflections on the acquisition of knowledge. Educational Research, 13, 2-5.
CR  - Ballatore, M., & Ferede, M. K. (2013). The Erasmus Programme in France, Italy and the United Kingdom: Student mobility as a signal of distinction and privilege. European Educational Research Journal, 12(4), 525–533. https://doi.org/10.2304/eerj.2013.12.4.525
CR  - Baltacı, A. (2017). Nitel veri analizinde Miles-Huberman modeli. Ahi Evran Üniversitesi Sosyal Bilimler Enstitüsü Dergisi (AEÜSBED), 3(1), 1-15.
CR  - Baltacı, A. (2017). Sosyal bilimlerde araştırma yöntemleri. Pegem Akademi.
CR  - Bellanca, J. (1997). Active learning handbook for the multiple intelligences classroom. Sky Light Training and Publishing Inc.
CR  - Bleszynska, K. M. (2008). Constructing intercultural education. Intercultural Education, 19(6), 537-545. https://doi.org/10.1080/14675980802568335
CR  - Bransford, J., Brown, A., & Cocking, R. (2000). How people learn: Body, mind, experience and school. National Academy Press.
CR  - Buil-Fabregá, M., Martínez Casanovas, M., Ruiz-Munzón, N., & Filho, W. L. (2019). Flipped classroom as an active learning methodology in sustainable development curricula. Sustainability, 11, 4577. https://doi.org/10.3390/su11174577
CR  - Cooperstein, S. E., & Kocevar-Weidinger, E. (2003). Beyond active learning: A constructivist approach to learning. Reference Services Review, 32(2), 141-148.
CR  - Creswell, J. W. (2013). Qualitative inquiry & research design: Choosing among five approaches (3rd ed.). SAGE Publications.
CR  - Dewey, J. (1972). Experience and education. Collier Books.
CR  - Dory, Y. D., Belcher, J., Bessette, M., Danziger, M., McKinney, A., & Hult, E. (2003). Technology for active learning. Materials Today, 44-49.
CR  - Dunkase, J. A., Hand, B. M., & Shymansky, J. A. (1997). The effect of a teacher enhancement project designed to promote interactive constructivist teacher strategies in elementary school science on students’ perceptions and attitudes. Presented at the School Science & Mathematics Conference, Milwaukee, WI.
CR  - European Commission. (2023). Erasmus+ Programme Guide. https://erasmus-plus.ec.europa.eu/document/erasmus-programme-guide-2023-version-1
CR  - Grabinger, R. S., & Dunlap, J. C. (1995). Rich environments for active learning: A definition. ALT-J, 3(2), 5-34. https://doi.org/10.1080/0968776950030202
CR  - Hart, J., Noack, M., Plaimauer, C., & Bjornavold, J. (2020). Towards a structured and consistent terminology on transversal skills and competences. 2nd Report to ESCO Member States Working Group on a Terminology for Transversal Skills and Competences (TSCs), CEDEFOB.
CR  - Hart, J., Adams, R., & Walker, L. (2020). CEDEFOP knowledge, skills and competencies framework. Publications Office of the European Union.
CR  - Hill, A. (2013). Teaching in the new learning spaces. https://www.jcu.edu.au/__data/assets/pdf_file/0013/104332/jcu_125842.pdf
CR  - Johnson, D. W., Johnson, R. T., & Holubec, E. J. (1994). The nuts & bolts of cooperative learning. Interaction Book Company.
CR  - Kardaş, M. N., & Uca, N. (2016). Aktif öğrenme yönteminin kullanıldığı çalışmaların öğrenci başarısı, tutumu ve görüşleri açısından incelenmesi: Bir meta-analiz çalışması. International Journal of Turkish Education Sciences, 4(7), 118-130.
CR  - Levine, M. (2002). A mind at a time. Simon and Schuster Publishing Inc.
CR  - Lord, S. M., Prince, M. J., Stefanou, C. R., Stolk, D., & Chen, J. C. (2012). The effect of different active learning environments on student outcomes related to lifelong learning. International Journal of Engineering Education, 28(3), 606–620.
CR  - Niemi, H. (2002). Active learning—a cultural change needed in teacher education and schools. Teaching and Teacher Education, 18(1), 763–780.
CR  - Patton, M. Q. (2002). Qualitative research and evaluation methods (3rd ed.). Sage.
CR  - Romanow, D., Napier, N. P., & Cline, M. K. (2020). Using active learning, group formation, and discussion to increase student learning: A business intelligence skills analysis. Journal of Information Systems Education, 31(3), 218-231. http://jise.org/Volume31/n3/JISEv31n3p218.html
CR  - Ruggery, A. (2022). An introduction to ecological active learning. Current Directions in Psychological Science, 31(6), 471–479. https://doi.org/10.1177/0963721422111211
CR  - Spiceland, J. D., & Hawkins, P. H. (2002). The impact on learning of an asynchronous active learning course format. JALN, 6(1), 68-75.
CR  - Taraban, R., Box, C., Myers, R., Pollard, R., & Bowen, C. W. (2007). Effects of active-learning experiences on achievement, attitudes, and behaviors in high school biology. Journal of Research in Science Teaching, 44, 960-979. https://doi.org/10.1002/tea.20183
CR  - Tesfaye, S., & Berhanu, K. (2015). Improving students’ participation in active learning methods: Group discussions, presentations and demonstrations: A case of Madda Walabu University second year tourism management students of 2014. Journal of Education and Practice, 22(6), 2222-1735.
CR  - Urry, J. (2002). Mobility and proximity. Journal of the British Sociological Association, 36(2), 255-273. https://doi.org/10.1177/0038038502036002002
CR  - Ün Açıkgöz, K. (2004). Aktif öğrenme yöntemleri. Biliş Yayıncılık.
CR  - Venton, B. J., & Pompano, R. R. (2021). Strategies for enhancing remote student engagement through active learning. Analytical and Bioanalytical Chemistry, 413, 1507–1512. https://doi.org/10.1007/s00216-021-03159-0
CR  - Vygotsky, L. S. (1978). Mind in society: The development of higher psychological processes. Harvard University Press.
CR  - Yıldırım, A., & Şimşek, H. (2008). Sosyal bilimlerde nitel araştırma yöntemleri. Seçkin Yayıncılık.
CR  - Yıldız Demirtaş, V., & Gökdağ Baltacıoğlu, M. (2010). Öğrenme stillerine göre yaratıcılık düzeyleri. e-Journal of New World Sciences Academy, 5(4), 1308-7274.
CR  - Yıldız Demirtaş, V. (2017). Aktif öğrenme ve işbirlikli öğrenme yöntem ve teknikleri. In D. Birsen & A. Vesile (Eds.), Öğretim ilke ve yöntemleri (3rd ed.). Eğiten Kitap.
UR  - https://doi.org/10.34056/aujef.1406380
L1  - https://dergipark.org.tr/en/download/article-file/3605661
ER  -