BibTex RIS Kaynak Göster

Yıl 2005, Cilt: 7 Sayı: 2, 86 - 94, 01.12.2005

Bülent Pekdağ

Öz

In this work, the place and the importance of information and communications technology in science education have been emphasized. Also, theoretical information about many technological tool used in science education has been given. Moreover, the relation of the technological tools with science education has been examined. The results of many research concerning information and communications technology have been expressed. Therefore, this work had been consisted of gathering many article published on this subject. So, this work can be considered as a source of information for new research

Anahtar Kelimeler

Information and Communications Technology (ICT) Hypermedia Hypertext Multimedia Animation Film

Kaynakça

  • [1] Depover, C., Giardina, M. and Marton, P., "Les Environnements d’Apprentissage Multimédia", Paris. L’Harmattan. (1998).
  • [2] Sani, J.-M., "Technologies de l’information et de la communication: Vers une virtualisation de l’enseignement?", Paris. INRP. (1999).
  • [3] Peraya, D., "Image(s) et cognition" Recherche en Communication, 10(4): 7-19, (1998).
  • [4] Kozma, R., Chin, E., Russell, J. and Marx, N., "The roles of representations and tools in the chemistry laboratory and their implications for chemistry learning" The Journal of the Learning Sciences, 9(2): 105-143, (2000)
  • [5] Tricot, A., "Ergonomie Cognitive des Systèmes Hypermédia", Paris. INRP. s: 115-122 (1993).
  • [6] Rouet, J.-F., "Interactivité et compatibilité cognitive dans les systèmes hypermédias" Revue des Sciences de l’Education, 25(1): 87-104, (1999).
  • [7] Jacobson, M. J. and Archodidou, A., "The design of hypermedia tools for learning: Fostering conceptual change and transfert of complex scientific knowledge" The Journal of the Learning Sciences, 9(2): 145-199, (2000).
  • [8] Rayward, W. B., "Visions of Xanadu: Paul Otlet (1868-1944) and Hypertext" Journal of the American Society for Information Science, 45(4): 235-250, (1994).
  • [9] Tricot, A., "Stratégies de navigation et stratégies d’apprentissage: Pour l’approche expérimentale d’un problème cognitif" In G.-L. Baron, J. Baudé and B. de La Passardière (Eds.) Hypermédias et Apprentissages 2, Paris. INRP-EPI. s: 21-37 (1993).
  • [10] Bernstein, M., "The navigation problem reconsidered" In E. Berk and J. Devlin (Eds.) Hypertext/Hypermedia Handbook, New-York. McGraw-Hill. s: 285-297 (1991).
  • [11] Balcytiene, A., "Exploring individual processes of knowledge construction with hypertext" Instructional Science, 27(3-4): 303-328, (1999).
  • [12] Le Diouris, L., "Conception de sites Internet et étude de leur utilisation dans différentes situations de recherche documentaire en collège et lycée", Yayınlanmış Doktora Tezi, Université Lumière Lyon 2, Lyon (2000).
  • [13] Schnotz, W. and Bannert, M., "Construction and interference in learning from multiple representation" Learning and Instruction, 13(2): 141-156, (2003).
  • [14] Seufert, T., "Supporting coherence formation in learning from multiple representations" Learning and Instruction, 13(2): 227-237, (2003).
  • [15] Kozma, R., "Learning with media" Review of Educational Research, 61(2): 179- 211, (1991).
  • [16] Kozma, R. B. and Russell, J., "Multimedia and understanding: Expert ant novice responses to different representations of chemical phenomena" Journal of Research in Science Teaching, 34(9): 949-968, (1997).
  • [17] Schnotz, W. and Lowe, R., "External and internal representations in multimedia learning" Learning and Instruction, 13(2): 117-123, (2003).
  • [18] Stern, E., Aprea, C. and Ebner, H. G., "Improving cross-content transfert in text processing by means of active graphical representation" Learning and Instruction, 13(2): 191-203, (2003).
  • [19] Mayer, R. E. and Moreno, R., "Aids to computer-based multimedia learning" Learning and Instruction, 12(1): 107-119, (2002).
  • [20] Mikkilä-Erdmann, M., "Improving conceptual change concerning photosynthesis through text design" Learning and Instruction, 11(3): 241-257, (2001). 92
  • [21] Dubois, M. and Tajariol, F., "Présentation multimodale de l’information et apprentissage" In E. De Vries, J.-Ph. Pernin and J.-P. Peyrin (Eds.) Hypermédias et Apprentissages 5, Actes du cinquième colloque (Grenoble, 9-11 Avril 2001), Paris. INRP. s:197-209 (2001).
  • [22] Chera, P. and Wood, C., "Animated multimedia ‘talking books’ can promote phonological awareness in children beginning to read" Learning and Instruction, 13(1): 33-52, (2003).
  • [23] Duval, R., "Sémiosis et Pensée Humaine", Bern. Peter Lang. (1995). [24] Lowe, R. K., "Animation and learning: Selective processing of information in dynamic graphics" Learning and Instruction, 13(2): 157-176, (2003).
  • [25] Mayer, R. E., "The promise of multimedia learning: Using the same instructional design methods across different media" Learning and Instruction, 13(2): 125- 139, (2003).
  • [26] Lowe, R. K., "Understanding information presented by complex animated diagrams" In J.-F. Rouet, J. Levonen and A. Biardeau (Eds.) Multimedia Learning: Cognitive and Instructional Issues, Amsterdam. Elsevier. s: 65-74 (2001).
  • [27] Rouet, J.-F., Choplin, H. and Dubois, V., "Effets de l’imagerie et du contexte de tâche sur l’apprentissage à partir de séquences multimédias" In E. De Vries, J.-Ph. Pernin and J.-P. Peyrin (Eds.) Hypermédias et Apprentissages 5, Actes du cinquième colloque (Grenoble, 9-11 Avril 2001), Paris. INRP. s: 183-196 (2001).
  • [28] Schnotz, W., "Educational promises of multimedia learning from a cognitive perspective" In J.-F. Rouet, J. Levonen and A. Biardeau (Eds.) Multimedia Learning: Cognitive and Instructional Issues, Amsterdam. Elsevier. s: 9-29 (2001).
  • [29] Rieber, L. P. and Kini, A. S., "Theoretical foundations of instructional applications of computer-generated animated visuals" Journal of Computer Based Instruction, 18(3): 83-88, (1991).
  • [30] Lewalter, D., "Cognitive strategies for learning from static and dynamic visuals" Learning and Instruction, 13(2): 177-189, (2003).
  • [31] Russell, J. W., Kozma, R. B., Jones, T., Wykoff, J., Marx, N. and Davis, J., "Use of simultaneous-synchronized macroscopic, microscopic, and symbolic representations to enhance the teaching and learning of chemical concepts" Journal of Chemical Education, 74(3): 330-334, (1997).
  • [32] Mayer, R. E., "Multimedia learning: Are we asking the right questions?" Educational Psychologist, 32(1): 1-19, (1997).
  • [33] Robles, A., "La vidéo comme support didactique en physique", Yayınlanmış Doktora Tezi, Université Claude Bernard Lyon I, Lyon (1997).
  • [34] Quintana-Robles, M., "Etude didactique de films comme aide pour l’enseignement de la physique. Cas de l’expansion des gaz", Yayınlanmış Doktora Tezi, Université Claude Bernard Lyon I, Lyon (1997).
  • [35] Astolfi, J.-P., "Quel(s) sens pour aides didactiques ?" In A. Giordan, J.-L. Martinand and C. Souchon (Eds.) Les Aides Didactiques Pour la Culture et la Formation Scientifiques et Techniques, Actes des 11èmes Journées Internationales sur l’Education Scientifique (Chamonix, 24-26 Janvier 1989), Paris. Université Paris 7. s: 41-45 (1989).
  • [36] Martins, E., "Communication médiatisée et processus d’évolution des représentations. Etude de cas : la représentation de l’informatique", Yayınlanmış Doktora Tezi, Université Lumière Lyon 2, Lyon (1990).
  • [37] Peraya, D., "L’audiovisuel à l’école: Voyage à travers les usages" Français 2000, 41(3):138-139, (1993).
  • [38] Jacquinot, G., "Image et Pédagogie", Paris. PUF. (1977).
  • [39] Duchastel, P., Fleury, M. and Provost, G., "Rôles cognitifs de l’image dans l’apprentissage scolaire" Bulletin de Psychologie, 41(386): 667-671, (1988).
  • [40] Goedhart, M. J., van Keulen, H., Mulder, T. M., Verdonk, A. H. and de Vos, W., "Teaching distillation knowledge: A video film bridging a gap between theory and practice" Journal of Chemical Education, 75(3): 378-381, (1998).
  • [41] Laroche, L. H., Wulfsberg, G. and Young, B., "Discovery videos: A safe, tested, time-efficient way to incorporate discovery-laboratory experiments into the classroom" Journal of Chemical Education, 80(8): 962-966, (2003).
  • [42] Yalçınalp, S., Geban, Ö. and Özkan, İ., "Effectiveness of using computer-assisted supplementary instruction for teaching the mole concept" Journal of Research in Science Teaching, 32(10): 1083-1095, (1995).
  • [43] Morgil, İ., Arda, S., Seçken, N., Yavuz, S. and Oskay, Ö. Ö., "The influence of computer-assisted education on environmental knowledge and environmental awareness" Chemistry Education: Research and Practice, 5(2): 99-110, (2004).
  • [44] Gilbert, J. K., Justi, R., Van Driel, J. H., De Jong, O. and Treagust, D. F., "Securing a future for chemical education" Chemistry Education: Research and Practice, 5(1): 5-14, (2004).
  • [45] Özmen, H. and Ayas, A., "Students’ difficulties in understanding of the conservation of matter in open and closed-system chemical reactions" Chemistry Education: Research and Practice, 4(3): 279-290, (2003).
  • [46] Gabel, D., "Improving teaching and learning through chemistry education research: A look to the future" Journal of Chemistry Education, 76(4): 548-553, (1999)

Fen Eğitiminde Bilgi Ve İletişim Teknolojileri

Yıl 2005, Cilt: 7 Sayı: 2, 86 - 94, 01.12.2005

Bülent Pekdağ

Öz

Bu çalışmada, fen eğitiminde bilgi ve iletişim teknolojilerinin yeri ve önemi vurgulanmaktadır. Ayrıca, fen eğitiminde kullanılan birçok teknolojik araçlar hakkında teorik bilgiler verilmekle birlikte bu teknolojik araçların fen eğitimiyle olan ilişkisi incelenmektedir. Bilgi ve iletişim teknolojilerini kullanan birçok araştırmanın sonuçları bu çalışmada ifade edilmektedir. Böylece bu çalışma, bilgi ve iletişim teknolojileri konusu üzerine yayınlanan birçok makalenin derlemesinden meydana gelmiş olup, yeni araştırma çalışmaları için bir kaynak oluşturacağı düşünülmektedir

Anahtar Kelimeler

Bilgi ve İletişim Teknolojileri (BİT) Hipermedya Hiperteks Multimedya Animasyon Film

Kaynakça

  • [1] Depover, C., Giardina, M. and Marton, P., "Les Environnements d’Apprentissage Multimédia", Paris. L’Harmattan. (1998).
  • [2] Sani, J.-M., "Technologies de l’information et de la communication: Vers une virtualisation de l’enseignement?", Paris. INRP. (1999).
  • [3] Peraya, D., "Image(s) et cognition" Recherche en Communication, 10(4): 7-19, (1998).
  • [4] Kozma, R., Chin, E., Russell, J. and Marx, N., "The roles of representations and tools in the chemistry laboratory and their implications for chemistry learning" The Journal of the Learning Sciences, 9(2): 105-143, (2000)
  • [5] Tricot, A., "Ergonomie Cognitive des Systèmes Hypermédia", Paris. INRP. s: 115-122 (1993).
  • [6] Rouet, J.-F., "Interactivité et compatibilité cognitive dans les systèmes hypermédias" Revue des Sciences de l’Education, 25(1): 87-104, (1999).
  • [7] Jacobson, M. J. and Archodidou, A., "The design of hypermedia tools for learning: Fostering conceptual change and transfert of complex scientific knowledge" The Journal of the Learning Sciences, 9(2): 145-199, (2000).
  • [8] Rayward, W. B., "Visions of Xanadu: Paul Otlet (1868-1944) and Hypertext" Journal of the American Society for Information Science, 45(4): 235-250, (1994).
  • [9] Tricot, A., "Stratégies de navigation et stratégies d’apprentissage: Pour l’approche expérimentale d’un problème cognitif" In G.-L. Baron, J. Baudé and B. de La Passardière (Eds.) Hypermédias et Apprentissages 2, Paris. INRP-EPI. s: 21-37 (1993).
  • [10] Bernstein, M., "The navigation problem reconsidered" In E. Berk and J. Devlin (Eds.) Hypertext/Hypermedia Handbook, New-York. McGraw-Hill. s: 285-297 (1991).
  • [11] Balcytiene, A., "Exploring individual processes of knowledge construction with hypertext" Instructional Science, 27(3-4): 303-328, (1999).
  • [12] Le Diouris, L., "Conception de sites Internet et étude de leur utilisation dans différentes situations de recherche documentaire en collège et lycée", Yayınlanmış Doktora Tezi, Université Lumière Lyon 2, Lyon (2000).
  • [13] Schnotz, W. and Bannert, M., "Construction and interference in learning from multiple representation" Learning and Instruction, 13(2): 141-156, (2003).
  • [14] Seufert, T., "Supporting coherence formation in learning from multiple representations" Learning and Instruction, 13(2): 227-237, (2003).
  • [15] Kozma, R., "Learning with media" Review of Educational Research, 61(2): 179- 211, (1991).
  • [16] Kozma, R. B. and Russell, J., "Multimedia and understanding: Expert ant novice responses to different representations of chemical phenomena" Journal of Research in Science Teaching, 34(9): 949-968, (1997).
  • [17] Schnotz, W. and Lowe, R., "External and internal representations in multimedia learning" Learning and Instruction, 13(2): 117-123, (2003).
  • [18] Stern, E., Aprea, C. and Ebner, H. G., "Improving cross-content transfert in text processing by means of active graphical representation" Learning and Instruction, 13(2): 191-203, (2003).
  • [19] Mayer, R. E. and Moreno, R., "Aids to computer-based multimedia learning" Learning and Instruction, 12(1): 107-119, (2002).
  • [20] Mikkilä-Erdmann, M., "Improving conceptual change concerning photosynthesis through text design" Learning and Instruction, 11(3): 241-257, (2001). 92
  • [21] Dubois, M. and Tajariol, F., "Présentation multimodale de l’information et apprentissage" In E. De Vries, J.-Ph. Pernin and J.-P. Peyrin (Eds.) Hypermédias et Apprentissages 5, Actes du cinquième colloque (Grenoble, 9-11 Avril 2001), Paris. INRP. s:197-209 (2001).
  • [22] Chera, P. and Wood, C., "Animated multimedia ‘talking books’ can promote phonological awareness in children beginning to read" Learning and Instruction, 13(1): 33-52, (2003).
  • [23] Duval, R., "Sémiosis et Pensée Humaine", Bern. Peter Lang. (1995). [24] Lowe, R. K., "Animation and learning: Selective processing of information in dynamic graphics" Learning and Instruction, 13(2): 157-176, (2003).
  • [25] Mayer, R. E., "The promise of multimedia learning: Using the same instructional design methods across different media" Learning and Instruction, 13(2): 125- 139, (2003).
  • [26] Lowe, R. K., "Understanding information presented by complex animated diagrams" In J.-F. Rouet, J. Levonen and A. Biardeau (Eds.) Multimedia Learning: Cognitive and Instructional Issues, Amsterdam. Elsevier. s: 65-74 (2001).
  • [27] Rouet, J.-F., Choplin, H. and Dubois, V., "Effets de l’imagerie et du contexte de tâche sur l’apprentissage à partir de séquences multimédias" In E. De Vries, J.-Ph. Pernin and J.-P. Peyrin (Eds.) Hypermédias et Apprentissages 5, Actes du cinquième colloque (Grenoble, 9-11 Avril 2001), Paris. INRP. s: 183-196 (2001).
  • [28] Schnotz, W., "Educational promises of multimedia learning from a cognitive perspective" In J.-F. Rouet, J. Levonen and A. Biardeau (Eds.) Multimedia Learning: Cognitive and Instructional Issues, Amsterdam. Elsevier. s: 9-29 (2001).
  • [29] Rieber, L. P. and Kini, A. S., "Theoretical foundations of instructional applications of computer-generated animated visuals" Journal of Computer Based Instruction, 18(3): 83-88, (1991).
  • [30] Lewalter, D., "Cognitive strategies for learning from static and dynamic visuals" Learning and Instruction, 13(2): 177-189, (2003).
  • [31] Russell, J. W., Kozma, R. B., Jones, T., Wykoff, J., Marx, N. and Davis, J., "Use of simultaneous-synchronized macroscopic, microscopic, and symbolic representations to enhance the teaching and learning of chemical concepts" Journal of Chemical Education, 74(3): 330-334, (1997).
  • [32] Mayer, R. E., "Multimedia learning: Are we asking the right questions?" Educational Psychologist, 32(1): 1-19, (1997).
  • [33] Robles, A., "La vidéo comme support didactique en physique", Yayınlanmış Doktora Tezi, Université Claude Bernard Lyon I, Lyon (1997).
  • [34] Quintana-Robles, M., "Etude didactique de films comme aide pour l’enseignement de la physique. Cas de l’expansion des gaz", Yayınlanmış Doktora Tezi, Université Claude Bernard Lyon I, Lyon (1997).
  • [35] Astolfi, J.-P., "Quel(s) sens pour aides didactiques ?" In A. Giordan, J.-L. Martinand and C. Souchon (Eds.) Les Aides Didactiques Pour la Culture et la Formation Scientifiques et Techniques, Actes des 11èmes Journées Internationales sur l’Education Scientifique (Chamonix, 24-26 Janvier 1989), Paris. Université Paris 7. s: 41-45 (1989).
  • [36] Martins, E., "Communication médiatisée et processus d’évolution des représentations. Etude de cas : la représentation de l’informatique", Yayınlanmış Doktora Tezi, Université Lumière Lyon 2, Lyon (1990).
  • [37] Peraya, D., "L’audiovisuel à l’école: Voyage à travers les usages" Français 2000, 41(3):138-139, (1993).
  • [38] Jacquinot, G., "Image et Pédagogie", Paris. PUF. (1977).
  • [39] Duchastel, P., Fleury, M. and Provost, G., "Rôles cognitifs de l’image dans l’apprentissage scolaire" Bulletin de Psychologie, 41(386): 667-671, (1988).
  • [40] Goedhart, M. J., van Keulen, H., Mulder, T. M., Verdonk, A. H. and de Vos, W., "Teaching distillation knowledge: A video film bridging a gap between theory and practice" Journal of Chemical Education, 75(3): 378-381, (1998).
  • [41] Laroche, L. H., Wulfsberg, G. and Young, B., "Discovery videos: A safe, tested, time-efficient way to incorporate discovery-laboratory experiments into the classroom" Journal of Chemical Education, 80(8): 962-966, (2003).
  • [42] Yalçınalp, S., Geban, Ö. and Özkan, İ., "Effectiveness of using computer-assisted supplementary instruction for teaching the mole concept" Journal of Research in Science Teaching, 32(10): 1083-1095, (1995).
  • [43] Morgil, İ., Arda, S., Seçken, N., Yavuz, S. and Oskay, Ö. Ö., "The influence of computer-assisted education on environmental knowledge and environmental awareness" Chemistry Education: Research and Practice, 5(2): 99-110, (2004).
  • [44] Gilbert, J. K., Justi, R., Van Driel, J. H., De Jong, O. and Treagust, D. F., "Securing a future for chemical education" Chemistry Education: Research and Practice, 5(1): 5-14, (2004).
  • [45] Özmen, H. and Ayas, A., "Students’ difficulties in understanding of the conservation of matter in open and closed-system chemical reactions" Chemistry Education: Research and Practice, 4(3): 279-290, (2003).
  • [46] Gabel, D., "Improving teaching and learning through chemistry education research: A look to the future" Journal of Chemistry Education, 76(4): 548-553, (1999)
Toplam 45 adet kaynakça vardır.

Ayrıntılar

Diğer ID JA22DN36PT
Bölüm Araştırma Makalesi
Yazarlar

Bülent Pekdağ Bu kişi benim

Yayımlanma Tarihi 1 Aralık 2005
Gönderilme Tarihi 1 Aralık 2005
Yayımlandığı Sayı Yıl 2005 Cilt: 7 Sayı: 2

Kaynak Göster

APA Pekdağ, B. (2005). Fen Eğitiminde Bilgi Ve İletişim Teknolojileri. Balıkesir Üniversitesi Fen Bilimleri Enstitüsü Dergisi, 7(2), 86-94.
AMA Pekdağ B. Fen Eğitiminde Bilgi Ve İletişim Teknolojileri. BAUN Fen. Bil. Enst. Dergisi. Aralık 2005;7(2):86-94.
Chicago Pekdağ, Bülent. “Fen Eğitiminde Bilgi Ve İletişim Teknolojileri”. Balıkesir Üniversitesi Fen Bilimleri Enstitüsü Dergisi 7, sy. 2 (Aralık 2005): 86-94.
EndNote Pekdağ B (01 Aralık 2005) Fen Eğitiminde Bilgi Ve İletişim Teknolojileri. Balıkesir Üniversitesi Fen Bilimleri Enstitüsü Dergisi 7 2 86–94.
IEEE B. Pekdağ, “Fen Eğitiminde Bilgi Ve İletişim Teknolojileri”, BAUN Fen. Bil. Enst. Dergisi, c. 7, sy. 2, ss. 86–94, 2005.
ISNAD Pekdağ, Bülent. “Fen Eğitiminde Bilgi Ve İletişim Teknolojileri”. Balıkesir Üniversitesi Fen Bilimleri Enstitüsü Dergisi 7/2 (Aralık 2005), 86-94.
JAMA Pekdağ B. Fen Eğitiminde Bilgi Ve İletişim Teknolojileri. BAUN Fen. Bil. Enst. Dergisi. 2005;7:86–94.
MLA Pekdağ, Bülent. “Fen Eğitiminde Bilgi Ve İletişim Teknolojileri”. Balıkesir Üniversitesi Fen Bilimleri Enstitüsü Dergisi, c. 7, sy. 2, 2005, ss. 86-94.
Vancouver Pekdağ B. Fen Eğitiminde Bilgi Ve İletişim Teknolojileri. BAUN Fen. Bil. Enst. Dergisi. 2005;7(2):86-94.