Görsel Okuryazarlık, Bilişsel Öğrenme Yaklaşımı ve Öğretim Teknolojisi

Year 2019, , 867 - 884, 15.10.2019

Zafer Güney

https://doi.org/10.14686/buefad.567480

Cited By: 1

Abstract

Teknolojinin gelişmesi, toplumsal hayatta insanlar arası etkileşimi yönlendirdiği gibi meydana getirdiği ivme ile öğretim teknolojisinde de algı yönetiminin öğrenme üzerindeki katkılarını etkilemiştir. Teknolojinin gelişmesi algısal tasarım dilinin toplumun kültürüne doğru entegre edilebilmesini önemli kılmaktadır.

“Görsel zeka” ve “görsel bellek” kavramlarının,
“görsel okuryazarlık” kavramı ile arasında pozitif yönlü bir ilişki
bulunmaktadır. Burada görsel okuryazarlığı oluşturan görsel öğrenme, görsel düşünme
ve görsel iletişimi de öğrenme sürecinde anımsamak ve bir bütün olduğunu
unutmamak gerekir (Dwyer, 1994; İpek, 2003). Görsel öğrenme öğrenme sürecinde
görseller yoluyla öğrenmeyi sağlamak, görsel düşünme ise görme, hayal etme
(imagine), resimleme-çizme adımlarının etkileşimini (McKim,1980), görsel
iletişim ise bu sunulan bilgi kaynakları arasında sürekli bağı sürdürebilmedir.
Eğitim ve öğretimde görsellerin kullanılması, öğrenme-öğretme sürecinin
etkililiğini, verimliliğini ve çekiciliğini arttıran, motivasyonu olumlu
etkileyen bir faktördür. Öğretim tasarım modelleri doğrultusunda hazırlanmış
bir materyalin öğrenme-öğretme sürecindeki rolü, görsel algıyı öğretimsel amaçlı yönlendirebilecek
destekleyebilecek nitelikte etkili olmalıdır. Öğrenme sürecini gerçekleştirecek
ve öğrenci algısını yönlendirecek olan öğretmenin, öğrenme süreci ve
materyallerinin tasarımını yaparken öğrenci kitlesinin özelliklerine de hâkim
olması gerektiği gibi, öğrencilerin algısal seçiciliklerine ve görsel öğrenme
biçemlerine yönelik tasarımları görsel öğrenme süreci için görsel iletişim
stratejileri ile öğretim tasarımı ve yeni teknolojilerle planlanmalıdır.

Keywords

Görsel Okuryazarlık, Öğretim Teknolojisi, Görsel Bellek, Görsel Algılama

Visual Literacy, Cognitive Learning Approach and Instructional Technology

Abstract

The development of technology
has affected the contribution of perception management on learning in instructional
technology with its acceleration as well as leading the interaction between
people in social life. The development of technology makes it important to
integrate the perceptual design language into the culture of the society.

The concepts of "Visual Intelligence" and
"Visual Memory" have a positive relationship with the concept of  "visual literacy“. Visual learning,
visual thinking and visual communication, which form visual literacy, should be
remembered in the learning process and should not be forgotten as a whole
(Dwyer, 1994; İpek, 2003). Visual learning is to provide learning through
visuals in the learning process, visual thinking is the interaction of vision,
imagination, illustration-drawing (McKim, 1980), and visual communication is the
ability to maintain a continuous connection between these sources of
information. The use of visuals in education and training is a factor that
increases the effectiveness, efficiency and attractiveness of the
learning-teaching process and positively affects motivation. The role of a
material prepared in accordance with the instructional design models in the
teaching-learning process must be effective to support the visual perception
that can lead the instructional purpose. The teacher, who will realize the
learning process and direct the perception of the student, should be able to
master the characteristics of the student population while designing the
learning process and materials. and plan with new technologies.

Keywords

Visual Literacy, Instructional Technology, Visual Memory, Visual Perception

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