SOKRATİK DİYALOGDAN GÜNÜMÜZE YANSITMA VE YANSITICI SORULAR

Bilal Atasoy; Halil İbrahim Yalın

doi:10.17943/etku.288491

SOKRATİK DİYALOGDAN GÜNÜMÜZE YANSITMA VE YANSITICI SORULAR

Abstract

Günümüz iş dünyası sürekli öğrenen ve bilgisini güncel tutan bireylere ihtiyaç duymaktadır. Eğitim kurumlarında sunulan alana özgü bilgi ve beceriler iş dünyasının bu beklentisini karşılayamamaktadır. Eğitim paydaşları bu problemin çözümü olarak öğrenmeyi öğrenen bireylerin yetiştirilmesinin gerekliliğini vurgulamaktadır. Nasıl öğreneceğini bilen, öğrenmesinin sorumluluğunu ve kontrolünü ele alan bireylerin yetiştirilmesi için öğrenenlere bazı becerilerin kazandırılması gerekmektedir. Yansıtma bu önemli becerilerden biri olarak kabul görmektedir. Yansıtıcı sorular ise yansıtma becerilerinin kazandırılması için kullanılan tekniklerden biridir. Bu araştırma yansıtma, yansıtıcı düşünme, yansıtıcı sorular ve ilişkili kavramlara ilişkin kuramsal bilgileri açıklamakta ve yansıtmanın öğrenme ortamlarına katkılarına dikkat çekmeye çalışmaktadır. Bunların yanı sıra çalışmada, yansıtma etkinliklerinin ve yansıtıcı soruların yüz yüze ve e-öğrenme ortamlarında kullanımına ilişkin pratik bilgiler ve öneriler de sunulmaktadır.

References

Atıcı, T., Samancı, N.K. ve Özer, Ç.A. (2007). İlkögretim Fen Bilgisi Ders Kitaplarının Biyoloji Konuları Yönünden Eleştirel Olarak İncelenmesi ve Öğretmen Görüşleri. Türk Egitim Bilimleri Dergisi, 5(1), 115-131.
Azevedo, R. (2005). Using Hypermedia As a Metacognitive Tool for Enhancing Student Learning? The Role of Self-Regulated Learning. Educational Psychologist, 40(4), 199-209.
Azevedo, R., Moos, D.C., Greene, J.A., Winters, F.I. ve Cromley, J.G. (2007). Why is Externally-Facilitated Regulated Learning More Effective than Self-Regulated Learning with Hypermedia?. Educational Technology Research and Development. 56(1), 45-72.
Azevedo, R. ve Cromley, J.G. (2004). Does Training on Self-Regulated Learning Facilitate Students’ Learning with Hypermedia?. Journal of Educational Psychology, 96(3), 523–535.
Baltaş, Z. (2004), E-Öğrenciler Nasıl Öğreniyor: Üstbiliş, Kaynak, 20.Web: http://www.kaynakdergisi.net/makaleler.asp?sayi=20&sira=215 adresinden 22.04.2016’da alınmıştır.
Bannert, M. (2003). Effects of Metacognitive Help on Knowledge Acquisition in Web-Based Learning Environments. German Journal of Educational Psychology, 17(1), 13-25.
Barnert, M. (2006). Effects of Reflection Prompts When Learning With Hypermedia. Journal of Educational Computing Research, 35(4), 359-375.
Bannert, M., Sonnenberg, C., Mengelkamp, C., ve Pieger, E. (2015). Short-and long-term effects of students’ self-directed metacognitive prompts on navigation behavior and learning performance. Computers in Human Behavior, 52, 293-306.

Bell, A., Kelton, J., McDonagh, N., Mladenovic, R., ve Morrison, K. (2011). A critical evaluation of the usefulness of a coding scheme to categorise levels of reflective thinking. Assessment & Evaluation in Higher Education, 36(7), 797-815.
Berandi-Coletta, B., Dominowski, R.L., Buyer, L.S., ve Rellinger, E.R. (1995). Metacognition and Problem Solving: A Process-Oriented Approach. Journal of Experimental Psychology: Learning, Memory, and Cognition, 21(1), 205-223.
Borton, T. (1970). Reach, Teach and Touch. London: Mc Graw Hill.
Boud, D., Keogh, R. ve Walker, D. (1985). What is Reflection in Learning? In Keogh, R., and Walker, D. (Eds.), Reflection: Turning Experience into Learning. (7-39). London: Kogan.
Bronfman, S.V. (2005). A Heideggerian Perspective on Reflective Practice and its Consequences for Learning Design. The 11th Cambridge International Conference on Open and Distance Learning (Reflective Practice in Open and Distance Learning: how do we improve?). Cambridge: Madingley Hall.
Burner, K.J. (2007). The Effects of Reflective and Reflexive Writing Prompts on Students’ Self-Regulation and Academic Performance, Unpublished Doctoral thesis, The Florida State University College of Education, Florida.
Butler, D. L. ve Winne, P.H. (1995). Feedback and Self-Regulated Learning: A Theoretical Synthesis, Review of Educational Research, 65, 245-281.
Chung, T., Leong, M.K. ve Loo, J.P.L. (2006). Automated Mentoring for Reflection in an Eportfolio. Proceedings of the 14th International Conference on Computers in Education (ICCE 2006), Beijing, China.
Corliss, S.B. (2005). The Effects of Reflective Prompts and Collaborative Learning in Hypermedia Problem-based Learning Environments on Problem Solving and Metacognitive Skills, Unpublished Doctoral Thesis, The University of Texas, Austin.
Chi, M. T., Lewis, M. W., Peimann, P. ve Glaser, R. (1989). Self-Explanations: How Students Study and Use Examples in Learning to Solve Problems, Cognitive Science, 13, 145–182.
Cowan, J. (1997). Teaching Science for Tertiary Students II: Learning How to Think Like an Engineer. Stockholm Pre-conference Workshop, Stockholm.
Davis, E.A. ve Linn, M.C. (2000). Scaffolding Students' Knowledge Integration: Prompts for Reflection in KIE, International Journal of Science Education, 22(8), 819-837.
Davis, E. A. (2003). Prompting middle school science students for productive reflection: Generic and directed prompts. The Journal of the Learning Sciences, 12(1), 91-142.
Dewey, J. (1910). How We Think. Boston: D.C. Heath & Company.
Duffy, M. C., ve Azevedo, R. (2015). Motivation matters: Interactions between achievement goals and agent scaffolding for self-regulated learning within an intelligent tutoring system. Computers in Human Behavior, 52, 338-348.
Ertmer, P.A. ve Newby, T.J. (1996). The Expert Learner: Strategic, Self-Regulated, and Reflective, Instructional Science, 24, 1-24.
European Union. (2006). Recommendation of the European Parliament and of the Council, of 18 December 2006, on Key Competences for Lifelong Learning. Web: http://eur-lex.europa.eu/legal-content/EN/TXT/PDF/?uri=CELEX:32006H0962&from=EN adresinden 22.04.2016’da alınmıştır.
Facione, P.A. (1998). Critical Thinking: What it is and Why it Counts, Millbrae, CA: California Academic Press. Web: http://www.insightassessment.com/pdf_files/what&why2006.pdf adresinden 22.04.2016’da alınmıştır.
Fitzgerald, M. (1994). Theories of Reflection for Learning. In Palmer, A., Burns, S. and Bulman, C. (Eds.), Reflective Practice in Nursing, (pp.63-84). Oxford: Blackwell Scientific Publications .
Flavell, J.H. (1979). Metacognition and Cognitive Monitoring. A New Area of Cognitive developmental Inquiry. American Psychologist, 34(10), 906–911.
Gama, C.A. (2004). Integrating Metacognition Instruction in Interactive Learning Environments, Unpublished Doctoral Thesis, University of Sussex, Brighton, United Kingdom.
Ge, X. ve Land, S. (2003). Scaffolding Students’ Problem-Solving Processes in an Ill-Structured Task Using Question Prompts and Peer Interactions, Educational Technology Research and Development, 51(1), 21-38.
Gibbs, G. (1988). Learning by Doing: A Guide to Teaching and Learning Methods. Oxford: Oxford Further Education Unit.
Goodman, B., Soller, A., Linton, F., ve Gaimari, R. (1998). Encouraging Student Reflection and Articulation Using a Learning Companion. International Journal of Artificial Intelligence in Education, 9(3-4), 237-255. Special Issue on Computer Supported Collaborative Learning.
Graesser, A., ve McNamara, D. (2010). Self-regulated learning in learning environments with pedagogical agents that interact in natural language.Educational Psychologist, 45(4), 234-244.
Greenwood, J. (1993). Reflective Practice a Critique of the Work of Argyris & Schon. Journal of Advanced Nursing, 19, 1183-1187.
Hartman, H.J. (1998). Metacognition in Teaching and Learning: An Introduction. Instructional Science, 26, 1-3.
Helbo, J., Knudsen, M., Jensen, L.P., Borch, O. ve Rokkjær, O. (2001). Group Organized Project Work in Distance Education. ITHET 2001 Conference, Faculty of Engineering, Kumamoto University, Kumamoto Japan.
Hmelo, C.E. ve Ferrari, M. (1997). The Problem-Based Learning Tutorial: Cultivating Higher Order Thinking Skills. Journal for the Education of the Gifted, 20(4), 401-422.
Hoffman, B. ve Spatariu, A. (2008). The Influence of Self-Efficacy and Metacognitive Prompting on Math Problem-Solving Efficiency. Contemporary Educational Psychology, 33(4), 875–893.
Keith, T. (2002). Learning to Learn and Metacognition, Encyclopedia of Education, He Gale Group Inc. Web: http://www.answers.com/topic/learning-to-learn-and-metacognition adresinden 22.04.2016’da alınmıştır.
King, T. (2002, July). Development of student skills in reflective writing. In4th World Conference of the International Consortium for Educational Development in Higher Education, Perth, Australia. doi: http://citeseerx. ist. psu. edu/viewdoc/summary.
Lee, Y. ve Ertmer, P.A. (2006). Examining the Effect of Small Group Discussions and Question Prompts on Vicarious Learning Outcomes. International Society for Technology in Education, 39(1), 66-80.
Lin, D.-Y. M. (2003). Hypertext for the Aged: Effects of Text Topologies. Computers in Human Behavior, 19, 201–209.
Lin, X. D. (2001). Reflective Adaptation of a Technology Artifact: a Case Study of Classroom Change. Cognition & Instruction, 19(4), 395-440.
Lin, X.D. ve Lehman, J. D. (1999). Supporting Learning of Variable Control in a Computer-Based Biology Environment: Effects of Prompting College Students to Reflect on Their Own Thinking. Journal of Research in Science Teaching, 36(7), 837-858.
Lin, X., Hmelo, C., Kinzer, C.K. ve Secules, T.J. (1999). Designing Technology to Support Reflection. Educational Technology Research and Development, 47, 43–62.
Martin-Kniep, G.O. (2000). Reflection: A Key to Developing Greater Self-Understanding (Chapter 7). In Becoming a Better Teacher:Eight Innovations that Work, (pp.74-89), Alexandria, VA: ASCD Publications.
Martinez, M. E. (2006), What is metacognition? Teachers intuitively recognize the importance of metacognition but may not be aware of its many dimensions. Phi Delta Kappan Publication. Web: http://www.thescienceproject.net/metacognition.pdf adresinden 22.04.2016’da alınmıştır.
Mezirow, J. (1991), Transformative Dimensions of Adult Learning, San Francisco: Jossey Bass.
Moon, J.A. (1999). Reflection in Learning and Professional Development, Wellinborough, Northants: Kogan Page.
Palmer, S. (2004). Evaluation of an On-line Reflective Journal in Engineering Education. Computer Applications in Engineering Education, 12, 209-214.
Peters, E. E., ve Kitsantas, A. (2010). Self‐regulation of student epistemic thinking in science: The role of metacognitive prompts. Educational Psychology, 30(1), 27-52.
Pintrich, P. R. (2000). The Role of Goal Orientation in Self-Regulated Learning. In Boekaerts, M., Pintrich, P. ve Zeidner, M. (Eds.), Handbook of Self-Regulation (pp. 451–502). San Diego, CA: Academic Press.
Pintrich, P.R. (2002). The Role of Metacognitive Knowledge in Learning, Teaching, and Assessing. Theory into Practice, 41(4), 219-225.
Pintrich, P.R. (2004). A Conceptual Framework for Assessing Motivation and Self-Regulated Learning in College Students. Educational Psychology Review, 16(4), 385-407.
Powell, A. ve Ramnauth, M. (1992) Beyond Questions and Answers: Prompting Reflections and Deepening Understandings of Mathematics Using Multiple –Entry Logs. In For the Learning of Mathematics, 12(2), (pp. 11-18). White Rock, British Columbia, Canada: FLM Publishing Association.
Rodgers, C. (2002). Defining Reflection: Another Look at John Dewey and Reflective Thinking. Teachers College Record, 104(4), 842-866.
Rolfe, G., Freshwater, D. ve Jasper, M. (2001). Critical Reflection for Nursing and the Helping Professions: A User's Guide. London: Palgrave Macmillan.
Rooks, L.D. (2009). Experiences and Outcomes of Students with Visual Impairment in a Guided Inquiry-Based Classroom. Unpublished Doctoral Thesis, University of Arizona, Tuscon, U.S.A.
Scardamalia, M., Bereiter, C. ve Steinbach, R. (1984). Teachability of Reflective Processes in Written Composition. Cognitive Science, 8, 173–190.
Scardamalia, M., Bereiter, C., McLean, R.S., Swallow, J. ve Woodruff, E. (1989). Computer Supported Intentional Learning Environment. Journal of Educational Computing Research, 5, 51–68.
Schön, D.A. (1983) The Reflective Practitioner: How Professionals Think in Action. London: Temple Smith.
Schraw, G. (2002). Promoting General Metacognitive Awareness, In Hartman, H.J. (Ed.), Metacognition in Learning and Instruction (pp.3-16), Dordrecht, The Netherlands; New York, NY, U.S.A: Kluwer Academic Publishers.
Shermis, S.S. (1992). Critical Thinking: Helping Students Learn Reflectively. Bloomington, Indiana: ERIC Clearinghouse on Reading and Communication Skills. Washington, DC: ERIC Publications [ED341954].
Slavin, R.E. (1996). Research on Cooperative Learning and Achievement: What We Know, What We Need To Know. Contemporary Educational Psychology, 21, 43-69.
Stark, R. ve Krause, U. M. (2009). Effects of Reflection Prompts on Learning Outcomes and Learning Behaviour in Statistics Education, Learning Environments Research, 12, 209-223.
Thamraksa, C. (2005). Metacognition: a Key to Success for EFL Learners. BU Academic Review, 4 (1), 95-99.
Ünder, H. (1994). Sokratik Diyalog, Ankara Üniversitesi Eğitim Bilimleri Fakültesi Dergisi, 27(2). 639-658.
Ünver Bağcıoğlu, G. (2002), Öğretmen Adaylarının Öğrenci Merkezli Öğretimi Planlama, Uygulama ve Değerlendirme Becerilerini Geliştirme, Unpublished Doctoral thesis, Hacettepe University, Ankara.
Ünver, G. (2003). Yansıtıcı Düşünme. Ankara: PegemA Yayıncılık.
Watson, B. J. (2001). The Effect of Embedded Metacognitive Cues and Probes on Use of Learner Control Features in an On-line Lesson for Elementary Students. Unpublished Doctoral Thesis, San Diego State University, Graduate Faculty of Education, San Diego.
Wetzstein, A. ve Hacker, W. (2004), Reflective Verbalization Improves Solutions: The Effects of Question-Based Reflection in Design Problem Solving. Applied Cognitive Psychology, 18(2), 145-56.
White, B., ve Frederiksen, J. R. (1998). Inquiry, Modeling, and Metacognition: Making Science Accessible to all Students. Cognition and Instruction, 16(1), 3-117.
White, B.Y. ve Frederiksen, J.R. (2000) Metacognitive Facilitation: An Approach to Making Scientific Inquiry Accessible to All, In Minstrell, J.L. and Van-Zee, E.H. (Eds.) Inquiry into Inquiry Learning and Teaching in Science, Washington DC: American Association for the Advancement of Science.
White, B., Shimoda, T. ve Frederiksen, J. (1999). Enabling Students to Construct Theories of Collaborative Inquiry and Reflective Learning: Computer Support for Metacognitive Development. International Journal of Artificial Intelligence, 10, 151-182.
Winne, P.H. (1998). Experimenting to Bootstrap Self-Regulated Learning. Journal of Educational Psychology, 89, 1-14.
Yamashiro, K.A.C. (2001). The Effect of Semantic Maps and Different Adjunct Processiıng Strategies on Student Achievement of Different Types of Learning Outcomes, Unpublished Doctoral thesis, The Pennsylvania State University, The Graduate School, College of Education, Pennsylvania.
Yücel, İ.H. (1997). Bilim-Teknoloji Politikaları ve 21. Yüzyılın Toplumu. Ankara: Devlet Planlama Teşkilatı. Sosyal Sektörler ve Koordinasyon Genel Müdürlüğü. Araştırma Dairesi Başkanlığı. Web: http://turkoloji.cu.edu.tr/GENEL/yucel.pdf adresinden 24.04.2016’da alınmıştır.
Zhang, W. X., Hsu, Y. S., Wang, C. Y., ve Ho, Y. T. (2015). Exploring the Impacts of Cognitive and Metacognitive Prompting on Students’ Scientific Inquiry Practices Within an E-Learning Environment. International Journal of Science Education, 37(3), 529-553.
Zimmerman, B.J. (1998). Academic Studying and the Development of Personal Skill: A Selfregulatory Perspective. Educational Psychologist. 33(2/3). 73–87.
Zimmerman, B.J. ve Schunk, D.H. (Eds.). (1998). Self-Regulated Learning: From Teaching To Self-Reflective Practice. New York: The Guilford Press.

Details

Primary Language

Turkish

Subjects

-

Journal Section

-

Authors

Bilal Atasoy

Halil İbrahim Yalın

Publication Date

January 25, 2017

Submission Date

April 26, 2016

Acceptance Date

-

Published in Issue

Year 2017 Volume: 7 Number: 1

DOI

https://doi.org/10.17943/etku.288491

IZ

https://izlik.org/JA97LR93XC

Cite

RIS / Bibtex

APA

Atasoy, B., & Yalın, H. İ. (2017). SOKRATİK DİYALOGDAN GÜNÜMÜZE YANSITMA VE YANSITICI SORULAR. Eğitim Teknolojisi Kuram Ve Uygulama, 7(1), 122-142. https://doi.org/10.17943/etku.288491

AMA

1.Atasoy B, Yalın Hİ. SOKRATİK DİYALOGDAN GÜNÜMÜZE YANSITMA VE YANSITICI SORULAR. ETTP. 2017;7(1):122-142. doi:10.17943/etku.288491

Chicago

Atasoy, Bilal, and Halil İbrahim Yalın. 2017. “SOKRATİK DİYALOGDAN GÜNÜMÜZE YANSITMA VE YANSITICI SORULAR”. Eğitim Teknolojisi Kuram Ve Uygulama 7 (1): 122-42. https://doi.org/10.17943/etku.288491.

EndNote

Atasoy B, Yalın Hİ (January 1, 2017) SOKRATİK DİYALOGDAN GÜNÜMÜZE YANSITMA VE YANSITICI SORULAR. Eğitim Teknolojisi Kuram ve Uygulama 7 1 122–142.

IEEE

[1]B. Atasoy and H. İ. Yalın, “SOKRATİK DİYALOGDAN GÜNÜMÜZE YANSITMA VE YANSITICI SORULAR”, ETTP, vol. 7, no. 1, pp. 122–142, Jan. 2017, doi: 10.17943/etku.288491.

ISNAD

Atasoy, Bilal - Yalın, Halil İbrahim. “SOKRATİK DİYALOGDAN GÜNÜMÜZE YANSITMA VE YANSITICI SORULAR”. Eğitim Teknolojisi Kuram ve Uygulama 7/1 (January 1, 2017): 122-142. https://doi.org/10.17943/etku.288491.

JAMA

1.Atasoy B, Yalın Hİ. SOKRATİK DİYALOGDAN GÜNÜMÜZE YANSITMA VE YANSITICI SORULAR. ETTP. 2017;7:122–142.

MLA

Atasoy, Bilal, and Halil İbrahim Yalın. “SOKRATİK DİYALOGDAN GÜNÜMÜZE YANSITMA VE YANSITICI SORULAR”. Eğitim Teknolojisi Kuram Ve Uygulama, vol. 7, no. 1, Jan. 2017, pp. 122-4, doi:10.17943/etku.288491.

Vancouver

1.Bilal Atasoy, Halil İbrahim Yalın. SOKRATİK DİYALOGDAN GÜNÜMÜZE YANSITMA VE YANSITICI SORULAR. ETTP. 2017 Jan. 1;7(1):122-4. doi:10.17943/etku.288491