Çevrimiçi ve yüz yüze eğitimde uygulanabilecek bir model: Problem temelli kuantum öğrenme modeli

Abstract

Bu çalışmanın amacı; uzaktan eğitimde problem temelli kuantum öğrenme modelinin öğretmen adaylarının işbirlikli öğrenme, öz yeterlilik inançları ve üst bilişsel düşünme becerilerine etkisini ve öğretmen adaylarının modele ilişkin görüşlerini belirlemektir. Bu araştırmada deneysel araştırma yöntemi kullanılmıştır. Katılımcılar, Türkiye'de bir devlet üniversitesinde 2. sınıfta okuyan İngilizce Öğretmenliği programı öğrencileridir. Veriler Öğrenci Mektupları, Öğretmenlerin Yeterlik Duygusu Ölçeği, Bilişüstü Düşünme Becerileri Ölçeği ve İşbirlikli Öğrenmeye Yönelik Tutum Ölçeği ile toplanmıştır. Nicel verilerin analizinde parametrik testlerden t testi, non-parametrik testlerden ise wilcoxon işaretli sıralar testi; nitel verilerin anlizinde içerik analizi yöntemi kullanılmıştır. Araştırmadan elde edilen verilere göre problem temelli kuantum öğrenme modelinin öğretmen adaylarının işbirlikli öğrenmeye ve grup çalışmalarına ilişkin tutumlarını, özyeterlilik algılarını, problem çözme, düşünme, araştırma yapma ve karar verme becerilerini olumlu etkilediği sonucuna ulaşılmıştır. Bir bütün olarak modele bakıldığında bu modelinin dersin içeriği ile bilgilerin öğrenilmesinde ve öğrenme isteklerinin artmasında etkili olduğu ve modele ilişkin tutumlarının değiştiği ve modelin etkili ve eğlenceli olduğu sonucuna ulaşılmıştır.

Keywords

• Uzaktan eğitim
• Yüzyüze eğitim
• Problem temelli öğrenme
• Kuantum öğrenme
• Problem temelli kuantum öğrenme

A model that can be applied both online and face-to-face education: Problem based-quantum learning model

Abstract

This study aims to determine the effect of the problem-based quantum learning model in distance education on the cooperative learning, self-efficacy beliefs, and metacognitive thinking skills of pre-service teachers and their views on the model. In this research, an experimental research method was used. The participants were English Language Teaching program students studying in the 2nd class in a state university in Turkey. The data were collected by Student Letters, Teachers’ Sense of Efficacy Scale, Metacognitive Thinking Skills Scale, and Attitude Scale for Cooperative Learning. In the analysis of quantitative data, t-test from parametric tests and Wilcoxon signed-rank test from non-parametric tests were used and in the analysis of qualitative data, the content analysis method was used. According to the data obtained from the research, it was concluded that the problem-based quantum learning model positively affected the attitudes of pre-service teachers towards cooperative learning and group work, their self-efficacy perceptions, problem-solving, thinking, research, and decision-making skills. Also, it was concluded that this model was effective in learning the content of the course, learning the information, and increasing the desire to learn, their attitudes towards the model changed, and the model was effective and fun.

Keywords

• Online education
• Face to face education
• Problem-based learning
• Quantum learning
• Problem-based quantum learning

References

1. Abello-romero, J., Mancilla, C., & Viancos, P. (2019). Diversity of the right to information and its negative effect on universities in Latin America. Utopia and Latin American Praxis /Utopia Y Praxis Latinoamericana, 24(4), 5–9.
2. Abidin, Z., Herman, T., Jupri, A., & Farokhah, L. (2021). Gifted children’s mathematical reasoning abilities on problem-based learning and project-based learning literacy. Journal of Physics: Conference Series,1720(1). DOI:10.1088/1742-6596/1720/1/012018
3. Afacan, Ö., & Gürel, İ. (2019). The Effect of Quantum Learning Model on Science Teacher Candidates' Self-Efficacy and Communication Skills. Journal of Education and Training Studies, 7(4), 86-95. DOI: https://doi.org/10.11114/jets.v7i4.4026
4. Akpınar, Ş. (2014). Öğretmen adaylarının problem çözme ve sosyal becerilerinin incelenmesi [Examining the problem solving and social skills of teacher candidates]. (Unpublished Master's thesis). Sutcu Imam University.
5. Albanese, M., & Mitchell, S. (1993). Problem-based learning: A review of the literature on its outcomes and implementation issues. Academic Medicine, 68(1), 52-81.
6. Alharthi, M. (2020). Students' attitudes toward the use of technology in online Courses. International Journal of Technology in Education, 3(1), 14-23. Retrieved from https://files.eric.ed.gov/fulltext/EJ1264084.pdf
7. Amir, M. T. (2016). Inovasi pendidikan melalui problem based learning. Prenada Media.
8. Ayvaz T. Z. (2011). Kuantum Öğrenme Modeli [Quantum Learning Model], In (Edt: Demirel, Ö.), Eğitimde Yeni Yönelimler [New Directions in Education]. Pegem Academy, 289-305.

9. Barrot, J. S. (2020). Effects of Facebook-based e-portfolio on ESL learners’ writing performance. Language, Culture and Curriculum, 1-17. DOI:https://doi.org/10.1080/07908318.2020.1745822
10. Barrows, H. S. (1996). Problem-based learning in medicine and beyond: A brief overview. New Directions for Teaching and Learning, 68, 3-12. DOI:https://doi.org/10.1002/tl.3721996680
11. Barrows, H. (2002). Is it truly possible to have such a thing as dPBL? Distance Education, 23(1), 119-122. DOI:https://doi.org/10.1080/01587910220124026
12. Bashith, A., & Amin, S. (2017). The effect of problem-based learning on EFL students' critical thinking skills and learning outcome. Al-Ta lim Journal, 24(2), 93-102. DOI:http://dx.doi.org/10.15548/jt.v24i2.271
13. Batubara, B. M. (2021). The problems of the world of education in the middle of the covid-19 pandemic. Budapest International Research and Critics Institute (BIRCI-Journal): Humanities and Social Sciences, 4(1), 450-457. DOI: https://doi.org/10.33258/birci.v4i1.1626
14. Boud, D. & Feletti, G. I. (1997). The challenge of problem-based learning. London: Stirling (USA) Kogan Page.
15. Brevik, E. C. (2020). The effect of adding online homework assignments to a small introductory physical geology class. Natural Sciences Education, 49(1),1-5. DOI: 10.1002/nse2.20020
16. Brown, S. (2018). Best Practices in 21st Century Learning Environments: A Study of Two P21 Exemplar Schools. (Doktora tezi), Brandman, California.
17. Cevik, M., & ŞentÜrk C. (2019). Multidimensional 21st-century skills scale: Validity and reliability study. Cypriot Journal of Educational Sciences. 14(1), 011–028.
18. Chen, M., & Wu, X. Attributing academic success to giftedness and its impact on academic achievement: The mediating role of self-regulated learning and negative learning emotions. School Psychology International. DOI:0143034320985889.
19. Çapa, Y., Çakıroğlu, J., & Sarıkaya, H. (2005). The development and validation of a Turkish version of the teachers’sense of efficacy scale. Education and Science, 30,137.
20. Çilek, A., Uçan, A., & Ermiş, M. (2021). Pandemi sürecinde sınıf öğretmenlerinin uzaktan eğitime ilişkin görüşleri [The opinions of classroom teachers on distance education during the pandemic process]. TURAN-CSR International Scientific, Peer-Reviewed & Refereed Journal, 13(49), 308-323. DOI: http://dx.doi.org/10.15189/1308-8041
21. Daley, B. (2003). A case for learner-centered teaching and learning. New Directions for Adult and Continuing Education, 98, 23-30.
22. Demir, S. (2006). Kuantum öğrenme modelinin ortaöğretim düzeyinde öğrenci başarısına etkisi (Gaziantep Örneği)[ The effect of quantum learning model on student achievement at secondary education level (Gaziantep Example)]. (Unpublished PhD Thesis). Gazi Antep University.
23. Deporter, B. (2006). Quantum Success. Learning Forum Publications.
24. DePorter, B., & Hernacki, M. (1992). Quantum Learning: Unleashing the Genius in You, Dell Publishing Group.
25. DePorter, B., Reardon M., & Nourie S. S. (1999). Teaching Orchestrating Student Success, A Viacom Company.
26. Dolean, D. D., & Lervag, A. (2020). Variations of homework amount assigned in elementary school can impact academic achievement. The Journal of Experimental Education, 1-18. DOI: https://doi.org/10.1080/00220973.2020.1861422
27. Duch, B. J., Groh S. E., & Allen, D. E. (2001). The power of problem-based learning. Sterling, VA: Stylus Publishing, Inc.
28. Erikli, S. (2016). Development and implementation of a values education program for pre‐school children . (Unpublished master's thesis). Middle East Technical University.
29. Ersoy, E., & Başer, N. E. (2011). The effect on retention of applied scenarios in the problem-based learning method. Journal of Uludag University Faculty of Education, 24(2), 355-366. Retrieved from https://dergipark.org.tr/en/download/article-file/153445
30. Genç, S.Z., Engin, G., & Yardım, T. (2020). Postgraduate students' views related to application of distance education during the Covid 19 pandemic. Journal of Atatürk University Kazım Karabekir Education Faculty,41, 134-158. DOI:10.33418/ataunikkefd.782142
31. Germi, H. (2006). Gençlik ve spor genel müdürlüğünde görev yapan spor yöneticilerinin problem çözme becerilerinin değerlendirilmesi [Evaluation of problem solving skills of sports managers working in the general directorate of youth and sports]. (Unpublished Master's thesis). Ankara University..
32. Gijbels, D., Dochy, F., Van den Bossche, P., & Segers, M. (2005). Effects of problem-based learning: A meta-analysis from the angle of assessment. Review of Educational Research, 75(1), 27-61. Retrieved from http://citeseerx.ist.psu.edu/viewdoc/download?doi=10.1.1.952.9652&rep=rep1&type=pdf
33. Given, B. K., & Deporter B. (2015). Excellence in Teaching and Learning. Learning Forum Publications.
34. Hanbay, O. (2009). “Kuantum öğrenme” temelli “öğreterek öğrenme” yönteminin ikinci yabancı dil olarak almanca’nın öğrenilmesine etkisi [The effect of "learning by teaching" method based on "quantum learning" on learning German as a second foreign language]. Journal of Dicle University Ziya Gökalp Faculty of Education,12, 17-27. Retrieved from https://dergipark.org.tr/en/download/article-file/787127
35. Hebebci, M. T., Bertiz, Y., & Alan, S. (2020). Investigation of views of students and teachers on distance education practices during the Coronavirus (COVID-19) Pandemic. International Journal of Technology in Education and Science (IJTES), 4(4), 267-282. Retrieved from https://files.eric.ed.gov/fulltext/EJ1271267.pdf
36. Hmelo-Silver, C. E. (2004). Problem-based learning: What and how do students learn?. Educational psychology review, 16(3), 235-266. Retrieved from https://citeseerx.ist.psu.edu/viewdoc/download?doi=10.1.1.1049.2234&rep=rep1&type=pdf
37. Hussin, W. N. T. W., Harun, J., & Shukor, N. A. (2019). Problem-based learning to enhance students' critical thinking skills via online tools. Asian Social Science, 15(1), 14-23. DOI: https://doi.org/10.5539/ass.v15n1p14
38. Johnson, D. S. (2002). Quantum Learning: Leadership for learning organizations. Futurics; St. Paul, 26(3/4), 89-92.
39. Juandi, D., & Tamur, M. (2021, January). Review of problem-based learning trends in 2010-2020: A meta-analysis study of the effect of problem-based learning in enhancing mathematical problem-solving skills of Indonesian students. In Journal of Physics: Conference Series (Vol. 1722, No. 1, p. 012103). IOP Publishing.
40. Kaya, B., Ateş, S., Yıldırım, K., & Rasinski, T. (2020). Effect of feedback on Turkish fourth-grade elementary school students' fluent writing skills. Education and Science, 45, 201. DOI: 10.15390/EB.2019.8413
41. Kılıç, A., Aydın, M., Ökmen, B., & Sahin, S. (2019). Kuramdan uygulamaya ihtiyac belirleme [Identifying the need for practice from theory.]. Pegem Academy.
42. Krynock, K., & Robb, L. (1999). Problem Solved: How To Coach Cognition. Educational leadership, 57(3), 29-32.
43. Lohman, M. C., & Finkelstein, M. (2002). Designing cases in problem‐based learning to foster problem‐solving skills. European Journal of Dental Education, 6(3), 121-127. Retrieved from http://citeseerx.ist.psu.edu/viewdoc/download?doi=10.1.1.584.9006&rep=rep1&type=pdf
44. Millenia, R., & Purwanti, P. F. (2021). Kajian Pengaruh Problem Based Learning terhadap Hasil Belajar Elastisitas. Jurnal Kependidikan Betara, 2(1), 36-42. DOI: https://doi.org/10.48109/jkb.v2i1.70
45. National Research Council. (2012). Education for life and work: Developing transferable knowledge and skills in the 21st century. Committee on Defining Deeper Learning and 21st Century Skills, Washington, DC: The National Academies Press.
46. OECD. (2018). The future of education and skills: Education 2030. Retrieved from https://www.oecd.org/education/2030/E2030%20Position%20Paper%20(05.04.2018).pdf
47. Partnership for 21st Century Skills. (2009). Framework for 21st-century learning. Retrieved from http://www.p21.org/our-work/p21-framework
48. Puk, T.(2003). Creating a Quantum Curriculum: Teaching and Learning in a Complex World, Retrieved from http://flash.lakeheadu.ca/~tpuk/metamodel/index.htm
49. Purba, D., Janah, M., & Arianto, F. (2020). The Impact of Problem Based Learning Model on Critical Thinking Ability in Vocational Education. International Journal of Education and Research, 8(12), 33-40. Retrieved from https://www.ijern.com/journal/2020/December-2020/04.pdf
50. Reynolds, J. M., & Hancock, D. R. (2010). Problem-based learning in a higher education environmental biotechnology course. Innovations in Education and Teaching International, 47(2), 175-186. DOI: https://doi.org/10.1080/14703291003718919
51. Saban, A. (2004). Öğrenme ve Öğretme Süreci: Yeni Teori ve Yaklaşımlar [Learning and Teaching Process: New Theory and Approaches.]. Nobel Publishing.
52. Savery, J. R. (2006). Overview of problem-based learning: Definitions and distinctions. The Interdisciplinary Journal of Problem-based Learning, 1(1), 9–20. DOI: https://doi.org/10.7771/1541-5015.1002
53. Schmidt, H. G. (1983). Problem‐based learning: Rationale and description. Medical education, 17(1), 11-16. DOI: https://doi.org/10.1111/j.1365-2923.1983.tb01086.x
54. Schwartz, K., Tessman, D., & McDonald, D. (2013). The value of relevant, project-based learning to youth development. Journal of Youth Development, 8(1), 1-7. DOI: https://doi.org/10.5195/jyd.2013.109
55. Scott, J., Buchanan, J., & Haigh, N. (1997). Reflections on student-centered learning in a large class setting. British Journal of Educational Technology, 28(1), 19-30. DOI: https://doi.org/10.1111/1467-8535.00003
56. Seibert, S. A. (2021). Problem-based learning: a strategy to foster generation Z's critical thinking and perseverance. Teaching and Learning in Nursing, 16(1), 85-88. DOI: https://doi.org/10.1016/j.teln.2020.09.002
57. Senocak, E., Taskesenligil, Y., & Sozbilir, M. (2007). A study on teaching gases to prospective primary science teachers through problem-based learning. Research in Science Education, 37(3), 279-290. DOI: https://doi.org/10.1007/s11165-006-9026-5
58. Siagian, T. A., Armanto, D., & Siagian, P. (2021, January). Development of learning device-oriented problem-based learning to improve students' mathematical problem-solving skills. In Journal of Physics: Conference Series (1731 (1), 012056). IOP Publishing. DOI:10.1088/1742-6596/1731/1/012056
59. Silva, A.B.D., Bispo, A.C.K.d.A., Rodriguez, D.G. & Vasquez, F.I.F. (2018). Problem-based learning: A proposal for structuring PBL and its implications for learning among students in an undergraduate management degree program. Revista de Gestão, 25(2), 160-177. DOI: https://doi.org/10.1108/REGE-03-2018-030
60. Simamora, R. E., Sidabutar, D. R., & Surya, E. (2017). Improving learning activity and students' problem-solving skills through problem-based learning (PBL) in junior high school. International Journal of Sciences: Basic and Applied Research (IJSBAR), 33(2), 321-331.
61. Sing, R. R. (1991). Education for the twenty-first century: Asia-Pacific perspectives. UNESCO Principal Regional Office for Asia and the Pacific. Bangkok. Retrieved from http://unesdoc.unesco.org/images/0009/000919/091965E.pdf
62. Smart, K. L., & Csapo, N. (2007). Learning by doing: Engaging students through learner-centered activities. Business Communication Quarterly, 70(1), 451-457. DOI:https://doi.org/10.1177/10805699070700040302
63. Sulistyo, T., Eltris, K. P. N., Mafulah, S., Budianto, S., Saiful, S., & Heriyawati, D. F. (2020). Portfolio assessment: Learning outcomes and students’ attitudes. Studies in English Language and Education, 7(1), 141-153. DOI: https://doi.org/10.24815/siele.v7i1.15169
64. Şahin, Ş., Arseven, Z., Ökmen, B., Eriş, H. M., & İlğan, A. (2017). Attitude scale towards collaborative learning: A validity and reliability study. Kırıkkale University Journal of Social Sciences, 7(1), 73-88. Retrieved from https://dergipark.org.tr/en/download/article-file/273947
65. Trice, t. Y. (2012). Quantum learning making prodigious strides in education. (Unpublished Doctoral Dissertation), Trevecca Nazarene University, School of Education.
66. Trilling, B., & Fadel, C. (2009). 21st-century skills: Learning for life in our times. Francisco: Jossey-Bass.
67. Tuncer, M., & Kaysi, F. (2013). The development of the metacognitive thinking skills scale. International Journal of Learning & Development, 3(2), 70-76. DOI:10.5296/ijld.v3i2.3449
68. Tschannen-Moran, M., & Hoy, A. W. (2001). Teacher efficacy: capturing an elusive construct. Teaching and Teacher Education, 17(7), 783-805. DOI: https://doi.org/10.1016/S0742-051X(01)00036-1
69. Usanmaz, E., Alci, B., & Çeliköz, N. (2017). The effects of the quantum learning approach on English vocabulary learning. Turkish Journal of Education, 2(2), 95-107. Retrieved from https://dergipark.org.tr/en/pub/turkegitimdergisi/issue/33684/342184
70. Uygun, N., & Tertemiz, N. I. (2014). Effects of problem-based learning on student attitudes, achievement and retention of learning in math course. Education and science, 39(174). Doı: http://dx.doi.org/10.15390/eb.2014.1975
71. Ünal, E. & Çakır, H. (2021). Students' views on the learning environment are designed based on the collaborative problem-solving method. Afyon kocatepe university journal of social sciences, 23(1), 70-84. Doı: https://doi.org/10.32709/akusosbil.834384
72. Vella, J. (2002). Quantum Learning: Teaching as dialogue. New Directions for Adult & Continuing Education, 93, 73-83.
73. Wyness, L., & Dalton, F. (2018). The value of problem-based learning in learning for sustainability: Undergraduate accounting student perspectives. Journal of Accounting Education, 45, 1–19. DOI: https://doi.org/10.1016/j.jaccedu.2018.09.001
74. Wilson, B. G. (1996). Constructivist learning environments: Case studies in instructional design. Educational Technology.
75. Yalçıntaş, M. (2019). Fen bilimleri öğretiminde kuantum öğrenme modeli kullanmanın ilkokul dördüncü sınıf öğrencilerinin akademik merak, kaygı, özyeterlik ve baiarı düzeylerine etkisi [The effect of using a quantum learning model in science teaching on primary school fourth grade students' academic curiosity, anxiety, self-efficacy and success levels]. (Unpublished Master Thesis), Marmara University.
76. Yalçıntaş, M., & Sakız, G. (2018). The effect of the science course based on the quantum learning model on the academic self-efficacy and academic achievement levels of primary school fourth grade students.. In 1. International Congress of New Quests in Education. İstanbul: Marmara University, 225-227.
77. Yani, A. P., Parlindungan, D., & Yennita, Y. (2021, January). Improving activities and learning outcomes of biology education students through learning the Problem-Based Learning model of entrepreneurship. In Journal of Physics: Conference Series (Vol. 1731, No. 1, p. 012092). IOP Publishing. DOI:10.1088/1742-6596/1731/1/012092
78. Yuan, H. B., Williams, B. A., Yin, L., Liu, M., Fang, J. B. & Pang, D. (2011). Nursing students’ views on the effectiveness of problem-based learning. Nurse Education Today, 31(6), 577- 581. DOI: https://doi.org/10.1016/j.nedt.2010.10.009
79. Zahro, B. L., & Mitarlis, M. (2021). Student worksheets oriented on project-based learning to train students creative thinking skills on acid-base material. UNESA Journal of Chemical Education, 10(1), 1-10. DOI: https://doi.org/10.26740/ujced.v10n1.p1-9