NEW APPROACHES IN EDUCATION: EVIDENCE BASED TEACHING

Year 2009, Volume: 9 Issue: 2, 109 - 123, 15.03.2016

Akın Efendioğlu Tuğba Yanpar Yelken

Abstract

The main purpose of this study is to reveal how the evidence-based teaching approach,
used especially in the fields of science and medicine, should be used in the field of pedagogy and
teaching applications. Both the international and national literature reveals that there have been
few studies carried out in this field. The aim of the current study is to outline the structure of
evidence-based teaching. The study is thought to be important in terms of creating a starting point
and providing guidance for educators who study in this field. If pedagogical studies are carried
out using an evidence-based approach in a similar way to the positive sciences, it is thought that
the level of learning will increase, the quality of education will be better and learning will be
more meaningful. 

Keywords

Evidence-based teaching, evidence-based practise, evidence-based curriculum

Eğitimde Yeni Yaklaşımlar: Kanıt Temelli Öğretim

Abstract

Bu çalışmanın temel amacı özellikle fen bilimleri ve tıp alanlarında kullanılan kanıt
temelli öğretim yaklaşımının eğitim bilimleri alanında ve öğretim uygulamalarında nasıl
kullanılması gerektiğini ortaya koymaktır. Hem yabancı literatürde hem de ülkemizde bu alanda
yapılan çalışma sayısı yok denecek kadar azdır. Bu sebeple çalışmada kanıt temelli öğretimin
nasıl bir yapıya sahip olduğu ana hatlarıyla ortaya koyulmaya çalışılmıştır. Bu alanda çalışan
eğitimcilere bir başlangıç noktası oluşturması ve rehberlik etmesi açısından çalışmanın önemli
olduğu düşünülmektedir. Eğer eğitim bilimleri alanındaki çalışmalar da tıpkı pozitif bilimlerdeki
gibi kanıt temelli olarak inşa edilirse, öğrenme düzeylerinin artacağı, daha kaliteli bir eğitim
yapılacağı ve öğrenmelerin daha anlamlı olacağı düşünülmektedir.

Keywords

Kanıt temelli öğretim, kanıt temelli uygulama, kanıt temelli program

References

• Barbara, A. W., & Slavin, R. E. (1993). Preventing Early Reading Failure With One-To-One Tutoring: A review of Five Programs. Reading Research Quarterly, 28 (2), 178-200.
• Biggs, J., & Collis, K. (1982). Evaluating the Quality of Learning: the SOLO taxonomy New York: Academic Pres.
• Biggs, J., & Tang, C. (2007) Teaching for Quality Learning at University (3rd ed.) Buckingham: SRHE and Open University Press
• Bilgehan, H. (1987). Temel Mikrobiyoloji ve Bağışıklık Bilimi. Barış Yayınları.
• Cournoyer, B. R., & Powers, G. T. (2002). Evidence-based social work: The quiet revolution continues. In A. R. Roberts & G. Greene (Eds.), The social work desk reference. New York: Oxford University Press.
• Comings, J. P. (2003). Establishing an Evidance-based Adult Education System. National Center for the Study of Adult Learning and Literacy, September.
• Çetin, E. T. (1973). Genel ve Pratik Mikrobiyoloji. İstanbul: Sermey Matbaası.
• Field, L. (2001). Employability skills required by Australian workplaces. Sydney, Australia: Field Learning.
• Gambrill, E. (2000). The role of critical thinking in evidence-based social work. In P. AllenMeares & C. Garvin (Eds.), The handbook of social work direct practice (pp. 43-63). Thousand Oaks, CA: Sage.
• Gambrill, E. (2003). Evidence-based practice: Implications for knowledge development and use in social work. In A. Rosen & E. K. Proctor (Eds.), Developing practice guidelines for social work interventions: Issues, methods, and research agenda (pp. 37–57). New York: Columbia University Press.
• Hattie, J. A. (1999, June.). Influences on student learning (Inaugural professorial address, University of Auckland, New Zealand). http://www.arts.auckland.ac.nz/staff/index.cfm?P=8650, Erişim Tarihi: 25.03.2009
• Howard, M. O., Bricout, J., Edmund, T., Elze, D., & Jenson, J. M. (2003). Evidence-based practice guidelines. In Encyclopedia of social work (s. 48–60). Washington, DC: NAWS Press.
• Howard, M. O., McMillian, C., & Pollio, D. E. (2003). Teaching evidence-based practice: Toward a new paradigm for social work education. Research on Social Work Practice, 13, 234–259.
• Jaeger, R. (1990). Statistics: A spectator sport. Second edition. Thousand Oaks, CA: Sage.
• Jarvis, P. (1999). International dictionary of adult and continuing education. London: Kogan Page. Kember, D., Charlesworth, M., Davies, H., McKay, J., & Stott, V. (1997). Evaluating the effectiveness of educational innovations: Using the Study Process Questionnaire to show that meaningful learning occurs. Studies in Educational Evaluation, 2, 141–157.
• Kitson, A., Harvey, G., & McCormack, B. (1998). Enabling the implementation of evidence based practise: a conceptual framework. Quality in Health Care, 7, 149–158.
• Lewis, J. (2009). Improving Student Learning Through Quality Conversation. http://www.mxl.com/downloads/Improving_Student_Learning.pdf, Erişim Tarihi: 25.03.2009
• Light, R., Singer, J., & Willett, J. (1990). By design: Planning research on higher education. Cambridge, MA: Harvard University Press.
• Marzano, R. J. (1998). A theory-based meta-analysis of research on instruction: Midcontinent Regional Educational Laboratory.
• Podgursky, M. (2004). Teaching is not medicine. Academic Questions, 18 (1), 69-78.
• Paivio, A. (1991a). Images in Mind. New York: Harvester Wheatsheaf.
• Paivio, A. (1991b). Dual Coding Theory: Retrospect and current status. Canadian Journal of Psychology, 45(3), 255–287.
• Petty, G. (2006). Evidence Based Teaching. Cheltenham, United Kingdom: Nelson Thornes Ltd.
• Rosen, A. (1993). Systematic planned practice. Social Service Review, 67, 84–100.
• Rosen, A. (2003). Evidence-based social work practice: Challenges and promise. Social Work Research, 27, 208.
• Sackett, D. L., Richardson, W. S., Rosenborg, W., & Hayness, R. B. (1997). Evidence-based medicine: How to practice and teach EBM. New York: Churchill Livinstone.
• Slavin, R. E. (2002). Evidence-Based Educational Policies: Transforming Educational Practise and Research. Educational Researcher, 31 (7), 15–21.
• Stokes, D. (1997). Pasteur’s quadrant: Basic science and technological innovation. Washington, DC: Brookings Institution Press.
• Tynjälä, P. (1999). Towards expert knowledge? A comparison between a constructivist and a traditional learning environment in the university. International Journal of Educational Research, 3, 357–442., P. (1999).
• Zayas, L. H., Gonzalez, M. J., & Hanson, M. (2003). “What do I do now?”: On teaching evidence-based interventions in social work. Journal of Teaching in Social Work, 23, 59–72.