Impact Of Guidance In Semantic Web Based Instruction On Attainment And Retention

Year 2013, Volume: 2013 Issue: 1, 1 - 16, 01.03.2013

Halit Karalar Doç. Dr. Selçuk Özdemir

Abstract

The aim of this research is to define the impact of guidance in semantic web-based instruction on attainment and retention. Independent variable of the research is Semantic Web-Based Learning Environment. The independent variable has two sub-levels: Semantic Web-Based Learning Environment with Guidance and Semantic Web-Based Learning Environment with No Guidance. Dependent variables of the research are attainment and retention. The research was conducted in autumn semester of 2012-2013 academic year with the participation of 8th grade students at Muğla Türdü 100. Yıl Middle School. The students were impartially assigned to guided and non-guided Semantic Web-Based Learning Environments. The study was completed with 69 students that fully participated in the experimental process. Findings indicates a significant difference between the post-test scores on students in the Semantic Web-Based Learning Environment with Guidance and with No Guidance, adjusted according to pre-test scores. The findings show no significant difference between retention test scores of groups, adjusted according to post-test scores.

Keywords

Semantic web, Web 3.0, ontology, semantic search, semantic web based instruction, individualized ins

Anlamsal Web Temelli Öğretimde Yönlendirmenin Kazanıma Ve Kalıcılığa Etkisi

Abstract

Bu araştırmanın amacı Anlamsal Web Temelli Öğretimde yönlendirmenin kazanıma ve kalıcılığa etkisini belirlemektir. Araştırmada öntest sontest kontrol gruplu deneysel desen kullanılmıştır. Araştırmanın bağımsız değişkeni Anlamsal Web Temelli Öğrenme Ortamıdır. Bağımsız değişkenin iki alt düzeyi bulunmaktadır: yönlendirmenin olduğu Anlamsal Web Temelli Öğrenme Ortamı ve yönlendirmenin olmadığı Anlamsal Web Temelli Öğrenme Ortamı. Araştırmanın bağımlı değişkenleri ise kazanım ve kalıcılıktır. Araştırma, 2012-2013 güz döneminde, Muğla-Merkez Türdü 100. Yıl Ortaokulu 8.sınıf öğrencileri ile yürütülmüştür. Öğrenciler öğrenme ortamlarına yansız olarak atanmıştır ve araştırma deneysel sürecin tümüne katılan 69 öğrenci ile tamamlanmıştır. Araştırma sonuçları, öntest puanları kontrol edildiğinde yönlendirme olan ve olmayan Anlamsal Web Temelli Öğrenme Ortamında çalışan öğrencilerin sontest puanları arasında anlamlı bir farklılık olduğunu göstermiştir. Gruplar arasında sontest puanlarına göre düzeltilmiş kalıcılık testi puanları arasında ise anlamlı bir fark bulunamamıştır.

Keywords

Anlamsal web, web 3.0, ontoloji, anlamsal sorgulama, anlamsal web temelli öğretim, bireyselleştirilmiş öğretim, öğrenme nesneleri

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