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THE EFFECT OF SITUATED LEARNING ON STUDENT ACADEMIC ACHIEVEMENT AND PERMANENT LEARNING AT SOCIAL SCIENCE COURSES

Year 2010, Volume: 12 Issue: 1, 107 - 123, 01.06.2010

Abstract

The resent important changes on the nature of the knowledge have also changed the mind of education. These changes on education mentality have made indispensable changes, especially methodological differences. Instruction strategies, methods and techniques designed with a student-centered perception are tried to be connected with students’ daily life activites at the same time. New education mentality is named as the constructivist paradigm. At this study, the effect of situated learning modeling on student achievement and permanent knowledge acquisition at social science courses is observed from the perspective of the applicability of the constructivist education view to class environment. When the data obtained from the research were analyzed, it was observed that there was a significant difference fort he experimental group’s favor at the issue of student’s last-test scores and permanency test scores.

References

  • Barth, J. L. (1991), Elemantary and Junior High-Middle School Social Studies Curriculum, Activities and materials. Maryland, University Press of America, Inc.
  • Bednar, A. K., Cunningham, D., Duffy, T. M., Perry, J. D. (1995). Theory into practice: How do we link? In G. Anglin (Ed.), instructional technology: Past, present, and future. (pp.100-112). Denver, CO: Libraries Unlimiled
  • Brown, J., Collins, A., Duguid, P. (1989). Situated cognition and the Culture of Learning, educational Researcher, Jan/feb 32-42.
  • Brown, A., Palincsar, A. (1989). Guided, cooperative learning and individual knowledge acquisition. In L. B. Resnick (Ed.), Knowing, learning and instruction: Essays in honor of Robert Glaser (pp. 393-451) . Hillsdale, NJ: Lawrence Erlbaum.
  • Collins, A., Brown, J. S., Newman, S. E. (1989). Cognitive apprenticeship: Teaching the crafts of reading, writing, and mathematics. In L. B. Resnick (Ed.), Knowing, learning, and instruction: Essays in honor of Robert Glaser (pp. 453-494). Hillsdale, NJ: Lawrence Erlbaum Associates.
  • Choi, J., Hannafin, M. (1997). The Effects of Instructional Context and Reasoning Complexity on Mathematics Problem-Solving, ETR&D, 45: (3), 43-55,
  • ISSN 1042-1629.
  • Corry, M. (1996) Constructıvısm And Technology http://home.gwu.edu/mcorry/ corry3.htm (online erişim: 21.04.2008).
  • Duffy, T., Cunningham, D. (1996) Constuctivism: Implications for the Design and Delivery of Instruction. In D. Jonassen (Ed.), Handbook of Research on Educational Communications and Teahnology. New York: Simon & Schuster.
  • Göktaş, İ. (2003). Bilgisayar ve Sınıf Ortamına Dayalı Durumlu Öğrenmenin Öğren- ci Başarısı, Tutum ve Transfere Etkisi. Ankara Üniversitesi, Eğitim Bilim- leri Enstitüsü Doktora Tezi, Ankara.
  • Gutek, Gerald L. (2006). Eğitimde Felsefi ve İdeolojik Yaklaşımlar. Ütopya Yayın- cılık, Ankara. Çev: Nesrin Kale.
  • Hannafin, J. M., Hannafin, M. K., Land, M. S., Oliver, K. (1997). Grounded Practice and The Design Of Constructivist Learning Environments. ETR&D, 45: (3), 101-117, ISSN 1042-1629.
  • Herrington, J., Oliver, R. (1995). Critical characteristics of situated learning: Implications for the instructional design of multimedia. In J. Pearce & A. Ellis (Eds.) Learning with Technology, ASCILITE’95 Conference Proceedings, (pp 253- 262). Melbourne: ASCILITE.
  • Jonassen, D.H. (1991). Objectivism versus Constructivisl11: Do we need a new philosophical paradigma? Eductional Technology, Research & Development, 39: (3),5-14.
  • Koruna, S. M. (1997): A Cognitive Apprenticeship-Based of Technology Transfer. http://ieeexplore.ieee.org/stamp/stamp.jsp?tp=653708&userType=inst (on- line erişim 21.04. 2008).
  • Oliver, R., Herrington, A., Herrington, J., Sparrow, L. (1996). Using situated cognition in the design of interactive multimedia-based learning environments. Proceedings of the Japanese Educational Technology Annual Conference, Kanazawa, Japan: November.
  • Öztürk, C. (2006). Hayat Bilgisi ve Sosyal Bilgiler Öğretimi: Yapılandırmacı Bir Yaklaşım. PegemA Yayıncılık, Ankara.
  • Sense, J. Andrew (2007). Stimutaling Situated Learning Within Projects: Personalizing the Flow of Knowledge, Knowledge Management Research
  • & Practice, 5, 13-21.
  • Tanrıöğen, A. (2006). Hayat Bilgisi ve Sosyal Bilgiler Öğretimi. Lisans Yay., İstan- bul.
  • Treatiakov A., Kinshuk; Tretiakov, T. (1999). Designing Multimedia Support for Situated Learning, IEEE, Computer Society, ISBN 0-7695-1967-9
  • Yaşar, Ş. (1998). Yapısalcı Kuram ve Öğrenme-Öğretme Süreçleri, AÜ Eğitim Fa- kültesi Dergisi, 8: (1-2), 68-75.

İLKÖĞRETİM SOSYAL BİLGİLER DERSİNDE DURUMLU ÖĞRENMENİN ÖĞRENCİLERİN AKADEMİK BAŞARILARI VE ÖĞRENMENİN KALICILIĞI ÜZERİNE ETKİSİ

Year 2010, Volume: 12 Issue: 1, 107 - 123, 01.06.2010

Abstract

Bilginin doğasına yönelik olarak son yıllarda meydana gelen köklü değişimler eğitim anlayışını da revize etmiştir. Eğitim anlayışındaki bu değişimler özellikle metodolojik anlamda farklılıkları zorunlu kılmıştır. Öğrenci merkezli olarak planlanan öğretim stratejileri, yöntem ve teknikleri aynı zamanda öğrencinin günlük hayattaki yaşantıları ile de ilişkilendirilmeye çalışılmıştır. Yeni eğitim anlayışı ise yapılandırmacı paradigma olarak adlandırılmaktadır. Bu çalışmada ise; yapılandırmacı eğitim anlayışının okul ortamında uygulanabilirliğinin ortaya konulması açısından durumlu öğrenme modelinin sosyal bilgiler dersinde öğrencinin akademik başarısına ve bilginin kalıcılığına etkisi araştırılmıştır. Araştırmadan elde edilen veriler analiz edildiğinde öğrencilerin sontest puanlarında ve kalıcılık testi puanlarında deney grubu lehine anlamlı bir farklılığın olduğu tespit edilmiştir.

References

  • Barth, J. L. (1991), Elemantary and Junior High-Middle School Social Studies Curriculum, Activities and materials. Maryland, University Press of America, Inc.
  • Bednar, A. K., Cunningham, D., Duffy, T. M., Perry, J. D. (1995). Theory into practice: How do we link? In G. Anglin (Ed.), instructional technology: Past, present, and future. (pp.100-112). Denver, CO: Libraries Unlimiled
  • Brown, J., Collins, A., Duguid, P. (1989). Situated cognition and the Culture of Learning, educational Researcher, Jan/feb 32-42.
  • Brown, A., Palincsar, A. (1989). Guided, cooperative learning and individual knowledge acquisition. In L. B. Resnick (Ed.), Knowing, learning and instruction: Essays in honor of Robert Glaser (pp. 393-451) . Hillsdale, NJ: Lawrence Erlbaum.
  • Collins, A., Brown, J. S., Newman, S. E. (1989). Cognitive apprenticeship: Teaching the crafts of reading, writing, and mathematics. In L. B. Resnick (Ed.), Knowing, learning, and instruction: Essays in honor of Robert Glaser (pp. 453-494). Hillsdale, NJ: Lawrence Erlbaum Associates.
  • Choi, J., Hannafin, M. (1997). The Effects of Instructional Context and Reasoning Complexity on Mathematics Problem-Solving, ETR&D, 45: (3), 43-55,
  • ISSN 1042-1629.
  • Corry, M. (1996) Constructıvısm And Technology http://home.gwu.edu/mcorry/ corry3.htm (online erişim: 21.04.2008).
  • Duffy, T., Cunningham, D. (1996) Constuctivism: Implications for the Design and Delivery of Instruction. In D. Jonassen (Ed.), Handbook of Research on Educational Communications and Teahnology. New York: Simon & Schuster.
  • Göktaş, İ. (2003). Bilgisayar ve Sınıf Ortamına Dayalı Durumlu Öğrenmenin Öğren- ci Başarısı, Tutum ve Transfere Etkisi. Ankara Üniversitesi, Eğitim Bilim- leri Enstitüsü Doktora Tezi, Ankara.
  • Gutek, Gerald L. (2006). Eğitimde Felsefi ve İdeolojik Yaklaşımlar. Ütopya Yayın- cılık, Ankara. Çev: Nesrin Kale.
  • Hannafin, J. M., Hannafin, M. K., Land, M. S., Oliver, K. (1997). Grounded Practice and The Design Of Constructivist Learning Environments. ETR&D, 45: (3), 101-117, ISSN 1042-1629.
  • Herrington, J., Oliver, R. (1995). Critical characteristics of situated learning: Implications for the instructional design of multimedia. In J. Pearce & A. Ellis (Eds.) Learning with Technology, ASCILITE’95 Conference Proceedings, (pp 253- 262). Melbourne: ASCILITE.
  • Jonassen, D.H. (1991). Objectivism versus Constructivisl11: Do we need a new philosophical paradigma? Eductional Technology, Research & Development, 39: (3),5-14.
  • Koruna, S. M. (1997): A Cognitive Apprenticeship-Based of Technology Transfer. http://ieeexplore.ieee.org/stamp/stamp.jsp?tp=653708&userType=inst (on- line erişim 21.04. 2008).
  • Oliver, R., Herrington, A., Herrington, J., Sparrow, L. (1996). Using situated cognition in the design of interactive multimedia-based learning environments. Proceedings of the Japanese Educational Technology Annual Conference, Kanazawa, Japan: November.
  • Öztürk, C. (2006). Hayat Bilgisi ve Sosyal Bilgiler Öğretimi: Yapılandırmacı Bir Yaklaşım. PegemA Yayıncılık, Ankara.
  • Sense, J. Andrew (2007). Stimutaling Situated Learning Within Projects: Personalizing the Flow of Knowledge, Knowledge Management Research
  • & Practice, 5, 13-21.
  • Tanrıöğen, A. (2006). Hayat Bilgisi ve Sosyal Bilgiler Öğretimi. Lisans Yay., İstan- bul.
  • Treatiakov A., Kinshuk; Tretiakov, T. (1999). Designing Multimedia Support for Situated Learning, IEEE, Computer Society, ISBN 0-7695-1967-9
  • Yaşar, Ş. (1998). Yapısalcı Kuram ve Öğrenme-Öğretme Süreçleri, AÜ Eğitim Fa- kültesi Dergisi, 8: (1-2), 68-75.
There are 22 citations in total.

Details

Primary Language Turkish
Subjects Other Fields of Education
Journal Section Articles
Authors

İhsan Ünlü This is me

Publication Date June 1, 2010
Published in Issue Year 2010 Volume: 12 Issue: 1

Cite

APA Ünlü, İ. (2010). İLKÖĞRETİM SOSYAL BİLGİLER DERSİNDE DURUMLU ÖĞRENMENİN ÖĞRENCİLERİN AKADEMİK BAŞARILARI VE ÖĞRENMENİN KALICILIĞI ÜZERİNE ETKİSİ. Erzincan Üniversitesi Eğitim Fakültesi Dergisi, 12(1), 107-123.