Kimya Laboratuvarında Deneyimsel Öğrenme Modeli ve Bilişötesi Öğrenme Stratejileri Üzerine Etkisi

Year 2017, Volume: 6 Issue: 3, 382 - 399, 31.12.2017

Fatma Alkan

https://doi.org/10.30703/cije.333563

Cited By: 2

Abstract

Anlamlı öğrenmenin gerçekleşmesi için bireylerin
yeni edindiği bilgileri kendisinde var olan bilgiler ile birleştirerek davranış
değişikliği oluşturması beklenir. Öğrenme deneyimler sonucu ortaya çıkmakta ve
tüm bireyler aynı şekilde öğrenmemektedir. Öğrenme aktiviteleri
yapılandırılırken öğrenenlerin bilişötesi öğrenme stratejileri ile ilgili
bilgiye sahip olmaları sağlanmalıdır. Bu araştırmanın amacı deneyimsel öğrenme
modelinin öğretmen adaylarının bilişötesi öğrenme stratejileri üzerine etkisini
belirlemektir. Araştırma deney-kontrol gruplu ön test–son test araştırma deseni
ile yapılandırılmıştır. Deney grubu ile deneyimsel öğrenme modeline göre kimya
laboratuvarı, kontrol grubu ile geleneksel doğrulama laboratuvar yaklaşımı ile
öğretim yapılmıştır. Çalışmanın örneklemini Hacettepe Üniversitesi, Eğitim
Fakültesi, Kimya öğretmenliği bölümünde öğrenim gören 37 öğretmen adayı
oluşturmaktadır. Araştırmada veri toplama aracı olarak Bilişötesi Öğrenme
Stratejileri ölçeği kullanılmıştır. Araştırma sonucunda kimya laboratuvarında
uygulanan deneyimsel öğrenmenin bilişötesi öğrenme stratejileri üzerinde etkili
bir yaklaşım olduğu tespit edilmiştir. Bu sonuç doğrultusunda araştırmacılara,
deneyimsel öğrenmenin lise kimyası müfredatına uygulanabilirliği ve diğer değişkenler
üzerindeki etkisinin araştırılabilirliği önerilerinde bulunulmuştur.

Keywords

deneyimsel öğrenme, kimya laboratuvarı, bilişötesi öğrenme stratejileri, bilişötesi öğrenme, kimya öğretmen adayı

Experimental Learning Model in Chemistry Laboratory and Its Effects on Metacognitive Learning Strategies

Abstract

In
order for meaningful learning to take place, it is expected that individuals
will combine the newly acquired information with the information available to them
to create a behavioural change. Learning occurs as a result of experiences and
individuals do not always learn in the same way. In this process, the
individual must have knowledge about their cognitive system, their structure
and intelligent metacognitive learning strategies, which are knowledge of their
study. Experiential learning is considered as an effective way of educational
approach. The reason for this is the impact of experiential learning on the
development of learners’ metacognitive skills. The purpose of this study is to
determine the effects of experiential learning model on prospective teachers’
metacognitive learning strategies. The pre and post-test research pattern with
treatment and control groups was used throughout the study.  The treatment
group received education through experiential learning model and the control
group was taught within a traditional teacher-centred approach. The sampling
consisted of 37 prospective chemistry teachers studying at Hacettepe
University. In the research, metacognitive learning strategies scale was used
as data collection tool. The results indicate that the average scores of
student teachers obtained from the metacognitive learning strategies increased
after the applications. These results show that the applicability of experiential
learning to high school chemistry curriculum out of teaching curricula rather
than those at the universities can be investigated.

Keywords

experiential learning, chemistry laboratory, metacognitive learning strategies, metacognitive learning, prospective chemistry teachers

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