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Sınama Etkisinde Farklı Öğrenme Koşullarının İncelenmesi: Güvenli İnternet Kullanımı Konusu Örneği

Year 2018, Volume: 7 Issue: 1, 29 - 66, 28.02.2018
https://doi.org/10.14686/buefad.322792

Abstract

Eğitim ortamında testler genellikle bir değerlendirme aracı
olarak görülmektedir. Ancak psikoloji alanında bellek ile ilgili yürütülen
çalışmalar göstermiştir ki test olmak aynı zamanda hatırlamayı da olumlu yönde
etkilemektedir. Bir materyale defalarca çalışıp sonrasında test olmaktansa, bir
kere çalışıp birçok kez test olmak materyaldeki bilgilerin daha iyi
hatırlanmasına yardımcı olmaktadır. Bu durum
Test Etkisi olarak adlandırılmaktadır. Alan yazında test etkisinin
eğitim amaçlı kullanımının da olumlu sonuçlar doğurabileceği belirtilmektedir.
Bu araştırma kapsamında ortaokul öğrencilerinin
Güvenli İnternet Kullanımı konusunu öğrenmelerinde farklı öğrenme
koşularının (Çalış-Çalış-Sına, Çalış-Sına-Sına, Çalış-Çalış-Çalış-Sına ve
Çalış-Sına-Sına-Sına) öğrenenlerin hatırlama performansları üzerine etkisi
araştırılmıştır. Araştırma sonucunda farklı öğrenme koşullarının grupların
hatırlama performansları üzerindeki etkisi istatistiksel açıdan anlamlı
bulunmamıştır. Farkın anlamlı bulunamamasına dair olası nedenler tartışılmış ve
ileriki çalışmalar için öneriler sunulmuştur. 

References

  • Agarwal, P. K., Karpicke, J. D., Kang, S. H., Roediger, H. L., & McDermott, K. B. (2008). Examining the testing effect with open-and closed-book tests. Applied Cognitive Psychology, 22(7), 861-876.
  • Atabek Yigit, E., Balkan Kiyici, F., & Cetinkaya, G. (2014). Evaluating the testing effect in the classroom: An effective way to retrieve learned information. Eurasian Journal of Educational Research, 54, 99-116.
  • Atabek Yiğit, E., & Balkan Kıyıcı, F. (2016). Öğrenilen bilgilerin hatırlanmasında sınavların etkisi. Journal of Kirsehir Education Faculty, 17(1).
  • Bangert-Drowns, R. L., Kulik, J. A., & Kulik, C. L. C. (1991). Effects of frequent classroom testing. The Journal of Educational Research, 85(2), 89-99.
  • Butler, A. C., Karpicke, J. D., & Roediger, H. L. (2007a). The effect of type and timing of feedback on learning from multiple-choice tests. Journal of Experimental Psychology: Applied, 13(4), 273.
  • Butler, A. C., & Roediger, H. L. (2007b). Testing improves long-term retention in a simulated classroom setting. European Journal of Cognitive Psychology, 19(4-5), 514-527.
  • Chang, C. Y., Yeh, T. K., & Barufaldi, J. P. (2010). The positive and negative effects of science concept tests on student conceptual understanding. International Journal of Science Education, 32(2), 265-282.
  • Çevik, Y. D., & Çoban, T. (2016). Testing effect in learning digital property and cyber ethics. SDU International Journal of Educational Studies, 3(1), 84-99.
  • Darley, C. F., & Murdock, B. B. (1971). Effects of prior free recall testing on final recall and recognition. Journal of Experimental Psychology, 91, 66-73.
  • Dobson, J., & Perez, J. (2016). The Testing Effect Varies with Spaced Versus Massed Learning of Skeletal Muscle Information. The FASEB Journal, 30 (1 Supplement), 776-15.
  • Halamish, V., & Bjork, R. A. (2011). When does testing enhance retention? A distribution-based interpretation of retrieval as a memory modifier. Journal of Experimental Psychology: Learning, Memory, and Cognition, 37(4), 801.
  • Heesen, J. (2012). Computer and Information Ethics A2 - Chadwick, Ruth Encyclopedia of Applied Ethics (Second Edition) (pp. 538-546). San Diego: Academic Press.
  • Karakuş, T., Çağıltay, K., Kaşıkcı, D., Kurşun, E., & Ogan, C. (2014). Türkiye ve avrupa’daki çocukların internet alışkanlıkları ve güvenli internet kullanımı. Eğitim ve Bilim,b39(171).
  • Larsen, D. P., Butler, A. C., & Roediger, H. L. (2009). Repeated testing improves long‐term retention relative to repeated study: a randomised controlled trial. Medical education, 43(12), 1174-1181.
  • McDaniel, M. A., Kowitz, M. D., & Dunay, P. K. (1989). Altering memory through recall: The effects of cue-guided retrieval processing. Memory and Cognition, 17, 423-434.
  • McDaniel, M. A., Anderson, J. L., Derbish, M. H., & Morrisette, N. (2007a). Testing the testing effect in the classroom. European Journal of Cognitive Psychology, 19(4-5), 494-513.
  • McDaniel, M. A., Roediger, H. L., & McDermott, K. B. (2007b). Generalizing test-enhanced learning from the laboratory to the classroom. Psychonomic Bulletin & Review, 14(2), 200-206.
  • Roediger, H. L., & Karpicke, J. D. (2006a). The power of testing memory: Basic research and implications for educational practice. Perspectives on Psychological Science, 1(3), 181-210.
  • Roediger, H. L., & Karpicke, J. D. (2006b). Test-enhanced learning taking memory tests improves long-term retention. Psychological science, 17(3), 249-255.
  • Roediger, H. L., Putnam, A. L., & Smith, M. A. (2011). Ten benefits of testing and their applications to educational practice. In J. Mester, & B. Ross (Eds.), The psychology of learning and motivation: Cognition in education (pp. 1–36). Oxford: Elsevier.
  • Şişman, M. (2011). Eğitim bilimine giriş. Pegem Akademi.
  • Terry, W. S. (2011). Öğrenme & Bellek: Temel İlkeler, Süreçler ve İşlemler. Çev., Banu Cangöz. Ankara: Anı Yayınları.
  • TÜİK. (2013). Türkiye İstatistik Kurumu. 06-15 Yaş Grubu Çocuklarda Bilişim Teknolojileri Kullanımı Ve Medya. [Çevrim-içi: http://www.tuik.gov.tr/PreHaberBultenleri.do?id=15866, Erişim Tarihi: 07.12.2016.]
  • TÜİK. (2016). Türkiye İstatistik Kurumu. Hane Halkı Bilişim Teknolojileri Kullanım Araştırması. [Çevrim-içi: http://www.tuik.gov.tr/PreHaberBultenleri.do?id=21779, Erişim Tarihi: 07.12.2016.]
  • Whitten, W. B., & Bjork, R. A. (1977). Learning from tests: Effects of spacing. Journal of Verbal Learning and Verbal Behavior, 16(4), 465-478.

Examination of Different Learning Conditions in the Testing Effect: Example of Safe Internet Use

Year 2018, Volume: 7 Issue: 1, 29 - 66, 28.02.2018
https://doi.org/10.14686/buefad.322792

Abstract

Tests in educational setting are often seen as an assessment tool. However, in the field of psychology, memory related studies have shown that being tested affects recall in a positive way. Studying on a material as testing rather than studying on it many times helps better to remember the information in the material. This phenomenon is called Testing Effect. It is stated in the literature that using testing effect in the field of education may have positive result. It is thought that one of the important skills that should be gained to learners is the Safe Internet Usage. The aim of this study is to examine whether the different learning conditions (Study-Study-Test, Study-Test-Test, Study-Study-Study-Test and Study-Test-Test-Test) are influential for middle school students to learn the topic of Safe Internet Use. The research results show that different learning conditions have an effect on the group's short-term retention performance but not on long term retention.

References

  • Agarwal, P. K., Karpicke, J. D., Kang, S. H., Roediger, H. L., & McDermott, K. B. (2008). Examining the testing effect with open-and closed-book tests. Applied Cognitive Psychology, 22(7), 861-876.
  • Atabek Yigit, E., Balkan Kiyici, F., & Cetinkaya, G. (2014). Evaluating the testing effect in the classroom: An effective way to retrieve learned information. Eurasian Journal of Educational Research, 54, 99-116.
  • Atabek Yiğit, E., & Balkan Kıyıcı, F. (2016). Öğrenilen bilgilerin hatırlanmasında sınavların etkisi. Journal of Kirsehir Education Faculty, 17(1).
  • Bangert-Drowns, R. L., Kulik, J. A., & Kulik, C. L. C. (1991). Effects of frequent classroom testing. The Journal of Educational Research, 85(2), 89-99.
  • Butler, A. C., Karpicke, J. D., & Roediger, H. L. (2007a). The effect of type and timing of feedback on learning from multiple-choice tests. Journal of Experimental Psychology: Applied, 13(4), 273.
  • Butler, A. C., & Roediger, H. L. (2007b). Testing improves long-term retention in a simulated classroom setting. European Journal of Cognitive Psychology, 19(4-5), 514-527.
  • Chang, C. Y., Yeh, T. K., & Barufaldi, J. P. (2010). The positive and negative effects of science concept tests on student conceptual understanding. International Journal of Science Education, 32(2), 265-282.
  • Çevik, Y. D., & Çoban, T. (2016). Testing effect in learning digital property and cyber ethics. SDU International Journal of Educational Studies, 3(1), 84-99.
  • Darley, C. F., & Murdock, B. B. (1971). Effects of prior free recall testing on final recall and recognition. Journal of Experimental Psychology, 91, 66-73.
  • Dobson, J., & Perez, J. (2016). The Testing Effect Varies with Spaced Versus Massed Learning of Skeletal Muscle Information. The FASEB Journal, 30 (1 Supplement), 776-15.
  • Halamish, V., & Bjork, R. A. (2011). When does testing enhance retention? A distribution-based interpretation of retrieval as a memory modifier. Journal of Experimental Psychology: Learning, Memory, and Cognition, 37(4), 801.
  • Heesen, J. (2012). Computer and Information Ethics A2 - Chadwick, Ruth Encyclopedia of Applied Ethics (Second Edition) (pp. 538-546). San Diego: Academic Press.
  • Karakuş, T., Çağıltay, K., Kaşıkcı, D., Kurşun, E., & Ogan, C. (2014). Türkiye ve avrupa’daki çocukların internet alışkanlıkları ve güvenli internet kullanımı. Eğitim ve Bilim,b39(171).
  • Larsen, D. P., Butler, A. C., & Roediger, H. L. (2009). Repeated testing improves long‐term retention relative to repeated study: a randomised controlled trial. Medical education, 43(12), 1174-1181.
  • McDaniel, M. A., Kowitz, M. D., & Dunay, P. K. (1989). Altering memory through recall: The effects of cue-guided retrieval processing. Memory and Cognition, 17, 423-434.
  • McDaniel, M. A., Anderson, J. L., Derbish, M. H., & Morrisette, N. (2007a). Testing the testing effect in the classroom. European Journal of Cognitive Psychology, 19(4-5), 494-513.
  • McDaniel, M. A., Roediger, H. L., & McDermott, K. B. (2007b). Generalizing test-enhanced learning from the laboratory to the classroom. Psychonomic Bulletin & Review, 14(2), 200-206.
  • Roediger, H. L., & Karpicke, J. D. (2006a). The power of testing memory: Basic research and implications for educational practice. Perspectives on Psychological Science, 1(3), 181-210.
  • Roediger, H. L., & Karpicke, J. D. (2006b). Test-enhanced learning taking memory tests improves long-term retention. Psychological science, 17(3), 249-255.
  • Roediger, H. L., Putnam, A. L., & Smith, M. A. (2011). Ten benefits of testing and their applications to educational practice. In J. Mester, & B. Ross (Eds.), The psychology of learning and motivation: Cognition in education (pp. 1–36). Oxford: Elsevier.
  • Şişman, M. (2011). Eğitim bilimine giriş. Pegem Akademi.
  • Terry, W. S. (2011). Öğrenme & Bellek: Temel İlkeler, Süreçler ve İşlemler. Çev., Banu Cangöz. Ankara: Anı Yayınları.
  • TÜİK. (2013). Türkiye İstatistik Kurumu. 06-15 Yaş Grubu Çocuklarda Bilişim Teknolojileri Kullanımı Ve Medya. [Çevrim-içi: http://www.tuik.gov.tr/PreHaberBultenleri.do?id=15866, Erişim Tarihi: 07.12.2016.]
  • TÜİK. (2016). Türkiye İstatistik Kurumu. Hane Halkı Bilişim Teknolojileri Kullanım Araştırması. [Çevrim-içi: http://www.tuik.gov.tr/PreHaberBultenleri.do?id=21779, Erişim Tarihi: 07.12.2016.]
  • Whitten, W. B., & Bjork, R. A. (1977). Learning from tests: Effects of spacing. Journal of Verbal Learning and Verbal Behavior, 16(4), 465-478.
There are 25 citations in total.

Details

Primary Language English
Journal Section Articles
Authors

Beyza Uçar

Yasemin Demiraslan Çevik

Publication Date February 28, 2018
Published in Issue Year 2018 Volume: 7 Issue: 1

Cite

APA Uçar, B., & Demiraslan Çevik, Y. (2018). Examination of Different Learning Conditions in the Testing Effect: Example of Safe Internet Use. Bartın University Journal of Faculty of Education, 7(1), 29-66. https://doi.org/10.14686/buefad.322792

All the articles published in the journal are open access and distributed under the conditions of CommonsAttribution-NonCommercial 4.0 International License 

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