Research Article
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NEW APPROACHES IN EDUCATION: EVIDENCE BASED TEACHING

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

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. 

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.

Eğitimde Yeni Yaklaşımlar: Kanıt Temelli Öğretim

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

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.

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.

Details

Primary Language Turkish
Subjects Social
Journal Section Articles
Authors

Akın EFENDİOĞLU This is me


Tuğba YANPAR YELKEN This is me

Publication Date March 15, 2016
Acceptance Date
Published in Issue Year 2009, Volume 9, Issue 2

Cite

APA Efendioğlu, A. & Yanpar Yelken, T. (2016). Eğitimde Yeni Yaklaşımlar: Kanıt Temelli Öğretim . Abant İzzet Baysal Üniversitesi Eğitim Fakültesi Dergisi , 9 (2) , 109-123 . Retrieved from https://dergipark.org.tr/en/pub/aibuefd/issue/1497/18112