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Year 2013, Volume: 28 Issue: 28-3, 291 - 303, 01.06.2013

Sinan Koçyiğit Rengin Zembat

Abstract

This study aims to investigate the effects of the curriculum based on authentic task on preservice early childhood teachers’ academic achievement. It was designed as an experimental study. Data were collected the 50-item and five-point “Multiple Choice Achievement Test” designed by the researcher for the course “Special Instruction Methods I” used in the study, a “Classical Exam” based on criteria in accordance with course content, the 20-item “Performance Assessment Form” prepared as a self-assessment, teacher and peer assessment tool to evaluate authentic tasks. The study was conducted with a total of 100 preservice teachers who were third year students at Marmara University, Atatürk Education Faculty’s Division of Early Childhood Education during the 20102011 academic year. Of these 100 preservice teachers, 35 were in the experimental group, 35 in the control-1 group, and 30 in the control-2 group. The results of the study an increase occurred in the academic achievement of all groups from the start to the end of the experiment (p<.01). However, there was a bigger increase in the achievement of the experimental group, where authentic tasks were assigned when compared to the other two (p<.01).

Keywords

authentic learning authentic task authentic assessment peer assessment self assessment

References

  • Akça, N. ve Ata, B. (2009). Lise tarih derslerinde otantik etkinliklerin uygulanması ve sorunları, Eğitimde Yeni Yönelimler-5: Öğrenmenin Doğası ve Değerlendirme, Özel Tevfik Fikret Okulları, İzmir, 18 Nisan 2009. http://www.acikarsiv.gazi.edu.tr/index.php?menu=2&secim=4&txtDocType=3 adresinden 18 Ocak 2010 tarihinde edinilmiştir.
  • Bay, E. (2008). Öğretmen eğitiminde yapılandırmacı program uygulamalarının etkililiğinin değerlendirilmesi. Yayınlanmamış doktora tezi. Atatürk Üniversitesi Sosyal Bilimler Enstitüsü.
  • Bektaş, M. ve Horzum, M.B. (2010). Otantik öğrenme, Ankara: Pegem Akademi Yayınları.
  • Bolin, A.U., Khramtsova, İ., & Saarnio, D. (2005). Using student journals to stimulate authentic learning: Balancing Bloom’s cognitive and affective domains, Teaching of Psychology, 32(3).
  • Brophy, J., and Alleman, J. (1991). Activities as instructional tools: A framework for analysis and evaluation. Educational Researcher, 20 (4), 9Retrieved November 11, 2010, from http://edr.sage pub.com/cgi/content/abstract
  • Burke, K. (2005). How to assess authentic learning (4th Edition). Thousand Oaks, California: Corwin Press. Büyüköztürk, Ş. (2007). Deneysel desenler. Ankara: Pegem Yayıncılık.
  • Choo, C. B. (2007). Activity-based approach to authentic learning in a vocational institute. Educational Media International, 44(3), 185-205.
  • Clayden, E., Desforges, C., Mills, C., & Rawson, W. (1994). Authentic activity and learning. British Journal of Educational Studies, 42(2), 163-173.
  • Fook, C. Y., and Sidhu, G.K. (2010). Authentic assessment and pedagogical strategies in higher education. Journal of Social Sciences, 6 (2), 153-161.
  • Glatthorn, A. A. (1999). Performance standards & authentic learning. Larchment, NY: Eye on Education.
  • Herrington, J., Reeves, T.C., & Oliver, R. (2006). Authentic tasks online: A synergy among learner, task, and technology. Distance Education, 27(2), 233-247.
  • Hsiao, L., and Daphne, J.W. (2007). CSCL theories: Computer-supported collaborative learning. Retrieved September 13, 2010, from www.edb.utexas.edu/csclstudent/dhsiao/theories. html.
  • Johnson, Y. L. (2007). The efficacy of authentic assessment versus pencil and paper testing in evaluating student achievement in a basic technology course. Unpublished doctoral dissertation, Walden University.
  • Loyens, S. M. M., Rikers, R. M. J. P., & Schmidt, H. G. (2009). Students’ conceptions of constructivist learning in different programme years and different learning environments. British Journal of Educational Psychology, 79, 501-5
  • Mehlinger, H. D. (1995). School reform in the information age. Bloomington, IN: Indiana University Press. Newman, F. M., Marks, H., & Gamoran, A. (1995). Authentic pedagogy and student performance. Center on organization and restructuring of schools. Madison, WI, Office of Educational Research and Improvement (Ed), Washington, DC.
  • Niesz, T. M. (2003). The Project approach to learning: How the project approach provides opportunities for authentic learning, Unpublished master dissertation, Pacific Lutheran University.
  • Oliver, R., Herrington, J., & Reeves, T. C. (2006). Creating authentic learning environments through blendedlearning approaches, In C. Bonk & C. R. Graham (Eds.), Handbook of blended learning: Global perspectives, local designs, 502-515, San Francisco, CA: Pfeiffer Publishing.
  • Reeves, T. C., Herrington, J., & Oliver, R. (2002). Authentic activities and online learning. HERDSA. Conference, Retrieved December 27, 2009, from http://elrond.scam.ecu.edu.au/oliver/ 2002/Reeves.pdf.
  • Risko, V. J., Osterman, J. C., & Schussler, D. (2002). Educating future teachers by inviting critical inquiry. The Annual Meeting Of The American Educational Research, New Orleans. ERIC Document Reproduction Service ED466471.
  • Ruey, S. (2010). A case study of constructivist instructional strategies for adult online learning. British Journal of Educational Technology, 41(5), 706-720.
  • Slepkov, H. (2008). Teacher professional growth in an authentic learning environment. Journal of Research on Technology in Education, 41(1), 85-111.
  • Splitter, L. J. (2009). Authenticity and constructivism in education. Studies in Philosophy and Education, Stud Philos Educ, 28, 135-151.
  • Stein, S.J., Isaacs, G., & Andrews, T. (2004). Incorporating authentic learning experiences within a university course, Studies in Higher Education, 29(2).
  • TDK. (2011). http://tdkterim.gov.tr/bts/, adresinden 27 Ocak 2011 tarihinde edinilmiştir.
  • Varley, M. A. (2008). Teachers’ and administrators’ perceptions of authentic assessment at a career and technical education center. Unpublished doctoral dissertation. The Graduate School of Education of Fordham University, New York.

Otantik Görevlerin Öğretmen Adaylarının Başarılarına Etkisi

Year 2013, Volume: 28 Issue: 28-3, 291 - 303, 01.06.2013

Sinan Koçyiğit Rengin Zembat

Abstract

Bu araştırmada otantik görev temelli öğretim programının okul öncesi öğretmen adaylarının akademik başarılarına etkisinin incelenmesi amaçlanmıştır. Çalışma, öntest-sontest kontrol gruplu modele uygun olarak tasarlanmıştır. Verilerin toplanmasında, araştırmanın yürütülmesinde seçilen “Özel Öğretim Yöntemleri I” dersi için araştırmacı tarafından geliştirilen, 50 maddeden oluşan beş seçenekli ve tek doğru cevaplı “Çoktan Seçmeli Başarı Testi”, dersin içeriğine uygun olarak hazırlanan ve kriterleri belirlenen “Klasik Sınav”, otantik görevlerin değerlendirilmesi için hazırlanan ve 20 maddeden oluşan öğrencilerin kendilerini değerlendirdiği, öğretmen ve akran değerlendirmelerinin de aynı forma bağlı olarak yapıldığı “Performans Değerlendirme Formu” kullanılmıştır. Araştırma, 2010-2011 eğitim-öğretim yılında Marmara Üniversitesi Atatürk Eğitim Fakültesi Okul Öncesi Öğretmenliği Anabilim Dalı 3. sınıfında öğrenim gören 35 deney, 35 kontrol-1 ve 30 kontrol-2 grubu olmak üzere toplam 100 öğretmen adayı ile yürütülmüştür. Araştırmanın sonucunda deney öncesine göre bütün grupların akademik başarılarında artış olmuştur (p<.01). Ancak otantik görevlerin verildiği deney grubunun başarısındaki artış diğer iki gruba göre daha fazladır (p<.01).

Keywords

otantik öğrenme otantik görev otantik değerlendirme akran değerlendirmesi öz değerlendirme.

References

  • Akça, N. ve Ata, B. (2009). Lise tarih derslerinde otantik etkinliklerin uygulanması ve sorunları, Eğitimde Yeni Yönelimler-5: Öğrenmenin Doğası ve Değerlendirme, Özel Tevfik Fikret Okulları, İzmir, 18 Nisan 2009. http://www.acikarsiv.gazi.edu.tr/index.php?menu=2&secim=4&txtDocType=3 adresinden 18 Ocak 2010 tarihinde edinilmiştir.
  • Bay, E. (2008). Öğretmen eğitiminde yapılandırmacı program uygulamalarının etkililiğinin değerlendirilmesi. Yayınlanmamış doktora tezi. Atatürk Üniversitesi Sosyal Bilimler Enstitüsü.
  • Bektaş, M. ve Horzum, M.B. (2010). Otantik öğrenme, Ankara: Pegem Akademi Yayınları.
  • Bolin, A.U., Khramtsova, İ., & Saarnio, D. (2005). Using student journals to stimulate authentic learning: Balancing Bloom’s cognitive and affective domains, Teaching of Psychology, 32(3).
  • Brophy, J., and Alleman, J. (1991). Activities as instructional tools: A framework for analysis and evaluation. Educational Researcher, 20 (4), 9Retrieved November 11, 2010, from http://edr.sage pub.com/cgi/content/abstract
  • Burke, K. (2005). How to assess authentic learning (4th Edition). Thousand Oaks, California: Corwin Press. Büyüköztürk, Ş. (2007). Deneysel desenler. Ankara: Pegem Yayıncılık.
  • Choo, C. B. (2007). Activity-based approach to authentic learning in a vocational institute. Educational Media International, 44(3), 185-205.
  • Clayden, E., Desforges, C., Mills, C., & Rawson, W. (1994). Authentic activity and learning. British Journal of Educational Studies, 42(2), 163-173.
  • Fook, C. Y., and Sidhu, G.K. (2010). Authentic assessment and pedagogical strategies in higher education. Journal of Social Sciences, 6 (2), 153-161.
  • Glatthorn, A. A. (1999). Performance standards & authentic learning. Larchment, NY: Eye on Education.
  • Herrington, J., Reeves, T.C., & Oliver, R. (2006). Authentic tasks online: A synergy among learner, task, and technology. Distance Education, 27(2), 233-247.
  • Hsiao, L., and Daphne, J.W. (2007). CSCL theories: Computer-supported collaborative learning. Retrieved September 13, 2010, from www.edb.utexas.edu/csclstudent/dhsiao/theories. html.
  • Johnson, Y. L. (2007). The efficacy of authentic assessment versus pencil and paper testing in evaluating student achievement in a basic technology course. Unpublished doctoral dissertation, Walden University.
  • Loyens, S. M. M., Rikers, R. M. J. P., & Schmidt, H. G. (2009). Students’ conceptions of constructivist learning in different programme years and different learning environments. British Journal of Educational Psychology, 79, 501-5
  • Mehlinger, H. D. (1995). School reform in the information age. Bloomington, IN: Indiana University Press. Newman, F. M., Marks, H., & Gamoran, A. (1995). Authentic pedagogy and student performance. Center on organization and restructuring of schools. Madison, WI, Office of Educational Research and Improvement (Ed), Washington, DC.
  • Niesz, T. M. (2003). The Project approach to learning: How the project approach provides opportunities for authentic learning, Unpublished master dissertation, Pacific Lutheran University.
  • Oliver, R., Herrington, J., & Reeves, T. C. (2006). Creating authentic learning environments through blendedlearning approaches, In C. Bonk & C. R. Graham (Eds.), Handbook of blended learning: Global perspectives, local designs, 502-515, San Francisco, CA: Pfeiffer Publishing.
  • Reeves, T. C., Herrington, J., & Oliver, R. (2002). Authentic activities and online learning. HERDSA. Conference, Retrieved December 27, 2009, from http://elrond.scam.ecu.edu.au/oliver/ 2002/Reeves.pdf.
  • Risko, V. J., Osterman, J. C., & Schussler, D. (2002). Educating future teachers by inviting critical inquiry. The Annual Meeting Of The American Educational Research, New Orleans. ERIC Document Reproduction Service ED466471.
  • Ruey, S. (2010). A case study of constructivist instructional strategies for adult online learning. British Journal of Educational Technology, 41(5), 706-720.
  • Slepkov, H. (2008). Teacher professional growth in an authentic learning environment. Journal of Research on Technology in Education, 41(1), 85-111.
  • Splitter, L. J. (2009). Authenticity and constructivism in education. Studies in Philosophy and Education, Stud Philos Educ, 28, 135-151.
  • Stein, S.J., Isaacs, G., & Andrews, T. (2004). Incorporating authentic learning experiences within a university course, Studies in Higher Education, 29(2).
  • TDK. (2011). http://tdkterim.gov.tr/bts/, adresinden 27 Ocak 2011 tarihinde edinilmiştir.
  • Varley, M. A. (2008). Teachers’ and administrators’ perceptions of authentic assessment at a career and technical education center. Unpublished doctoral dissertation. The Graduate School of Education of Fordham University, New York.
There are 25 citations in total.

Details

Primary Language Turkish
Journal Section Makaleler
Authors

Sinan Koçyiğit This is me

Rengin Zembat This is me

Publication Date June 1, 2013
Published in Issue Year 2013 Volume: 28 Issue: 28-3

Cite

APA Koçyiğit, S., & Zembat, R. (2013). Otantik Görevlerin Öğretmen Adaylarının Başarılarına Etkisi. Hacettepe Üniversitesi Eğitim Fakültesi Dergisi, 28(28-3), 291-303.