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Etkileşimli sınıf ortamında biçimlendirici değerlendirme ve dönüt: Mobil teknoloji kullanımı

Year 2017, , 1832 - 1841, 30.10.2017
https://doi.org/10.24289/ijsser.341955

Abstract

Bu çalışmanın amacı, sınıf içi dönüt-düzetme sağlamada mobil teknoloji kullanımının öğrenci görüşlerine bağlı bir değerlendirmesini yapmaktır. Bu amaçla, tasarlanan sistem üniversite seviyesinde öğrencilerle kullanılmıştır. Çalışma grubu, Fen-Edebiyat Fakültesi, Makine Mühendisliği Bölümü, birinci sınıfa kayıtlı öğrencilerden oluşmaktadır. Fizik I dersinde kullanılan sistem ile ilgili öğrenci görüşleri odak grup görüşme formu ile alınmıştır. Form; sistemin etkili olduğu yönü, zayıf olduğu yönü, başarıya ve motivasyona olan etkisi, hissiyat ve öneriler gibi faktörlerde etki boyutunu belirlemeye yönelik açık uçlu sorular içermektedir. Nitel araştırma yaklaşımın kullanıldığı bu çalışmada, öğrenci görüşleri yazılı metin haline çevrilmiş ve metin içerik analizi ile öğrenci görüşlerine bağlı betimsel temalar oluşturulmuştur. Elde edilen bulgular sonucunda, sistemin aktif katılım, tekrar ve karşılaştırmada etkili olduğu, başarıya katkı sağladığı, öğrencilerin derse yönelik motivasyonlarında etkili olmadığı ortaya çıkmıştır. Ayrıca, sistemin daha etkili bir şekilde kullanılmasında dönüt-düzeltme ile sınıf içi tartışma ve değerlendirmelerin önemli olduğu; bu ortamın oluşturulmasında ise ders öğretmenin özel bir yeri olduğu sonucu ortaya çıkmıştır.

References

  • Addison, S., Wright, A., ve Milner, R. (2009). Using Clickers to Improve Student Engagement and Performance in an Introductory Biochemistry Class. Biochemistry and Molecular Biology Education, 37(2), 84-91. doi: Doi 10.1002/Bmb.20264
  • Boyle, J. T., ve Nicol, D. J. (2003). Using classroom communication systems to support interaction and discussion in large class settings. ALT-J, 11(3), 43-57. doi: 10.1080/0968776030110305
  • DeBourgh, G. A. (2008). Use of classroom "clickers" to promote acquisition of advanced reasoning skills. Nurse Education in Practice, 8(2), 76-87.
  • Fies, C., ve Marshall, J. (2006). Classroom Response Systems: A Review of the Literature. Journal of Science Education and Technology, 15(1). doi: 10.1007/s10956-006-0360-1
  • Fortner-Wood, C., Armistead, L., Marchand, A., ve Morris, F. B. (2013). The Effects of Student Response Systems on Student Learning and Attitudes in Undergraduate Psychology Courses. Teaching of Psychology, 40(1), 26-30.
  • Graham, C. R., Tripp, T. R., Seawright, L., ve Joeckel, G. (2007). Empowering or compelling reluctant participators using audience response systems. Active Learning in Higher Education, 8(3), 233-258. doi: 10.1177/1469787407081885
  • Han, J. H., ve Finkelstein, A. (2013). Understanding the effects of professors’ pedagogical development with Clicker Assessment and Feedback technologies and the impact on students’ engagement and learning in higher education. Computer and Education, 65, 64-76.
  • Hanrahan, M. (1998). The effect of learning environment factors on students' motivation and learning. International Journal of Science Education, 20(6), 737-753. doi: Doi 10.1080/0950069980200609
  • Hoekstra, A. (2008). Vibrant student voices: exploring effects of the use of clickers in large college courses. Learning Media and Technology, 33(4), 329-341. doi: Doi 10.1080/17439880802497081
  • Irons, A. (2007). Enhancing learning through formative assessment. New York: Routledge.
  • Judson, E., ve Sawada, D. (2002). Learning from Past and Present: Electronic Response Systems in College Lecture Halls. Journal of Computers in Mathematics and Science Teaching, 21(2), 167-181.
  • Kenwright, K. (2009). Clickers in the Classroom. TechTrends, 53(1), 74-77.
  • OECD. (2005). Formative Assessment: Improving Learning In Secondary Classrooms: Centre for Educational Research Innovation.
  • Oigara, J., ve Keengwe, J. (2013). Students’ perceptions of clickers as an instructional tool to promote active learning. Education and Information Technologies, 18(1), 15-28. doi: 10.1007/s10639-011-9173-9
  • Osborne, J., ve Dillon, J. (2010). Good Practice in Science Teaching: What Research Has to Say: McGraw-Hill.
  • Penuel, W., Abrahamson, L., ve Roschelle, J. (2007). A sociocultural interpretation of the effects of audience response systems in higher education.
  • Woolfolk, A., Hughes, M., ve Walkup, V. (2008). Psychology in Education. Madrid: Pearson Education Limited.
  • Yılmaz, Ö., ve Sanalan, V. A. (2014). Fen öğretiminde etkileşimli sınıf ortamı kurulumu: M-SES kullanım problemleri. Erzincan Üniversitesi Eğitim Fakültesi Dergisi, 16(2), 157-166.

Formative assessment and feedback in interactive classroom: Usage of mobile technology

Year 2017, , 1832 - 1841, 30.10.2017
https://doi.org/10.24289/ijsser.341955

Abstract

The purpose of this study is to investigate the usability of mobile technology for making an in-class formative feedback and evaluation system. For this purpose, the designed system was used by students at the university level. The system was used by freshmen students who have enrolled Physics I course in the Department of Me-chanical Engineering in Faculty of Arts and Sciences. The students' opinions about the system were gathered with focus group interview form. It includes open-ended questions to determine the extent to which the system is effective, its weakness, its impact on success and motivation, feelings and suggestions. In this study using qualitative research approach, students' opinions were transcribed to text, and content analysis was used to describe the themes. As a result of the findings, it was found that the system was effective on students' active in participation, repetition, comparison, and contributing to the success. But, it’s not effective on student motivation. In addition, feedback based on in-class discussions and evaluations are important for the more effective use of the system; the course teacher has a special place in the designing of this environment.

References

  • Addison, S., Wright, A., ve Milner, R. (2009). Using Clickers to Improve Student Engagement and Performance in an Introductory Biochemistry Class. Biochemistry and Molecular Biology Education, 37(2), 84-91. doi: Doi 10.1002/Bmb.20264
  • Boyle, J. T., ve Nicol, D. J. (2003). Using classroom communication systems to support interaction and discussion in large class settings. ALT-J, 11(3), 43-57. doi: 10.1080/0968776030110305
  • DeBourgh, G. A. (2008). Use of classroom "clickers" to promote acquisition of advanced reasoning skills. Nurse Education in Practice, 8(2), 76-87.
  • Fies, C., ve Marshall, J. (2006). Classroom Response Systems: A Review of the Literature. Journal of Science Education and Technology, 15(1). doi: 10.1007/s10956-006-0360-1
  • Fortner-Wood, C., Armistead, L., Marchand, A., ve Morris, F. B. (2013). The Effects of Student Response Systems on Student Learning and Attitudes in Undergraduate Psychology Courses. Teaching of Psychology, 40(1), 26-30.
  • Graham, C. R., Tripp, T. R., Seawright, L., ve Joeckel, G. (2007). Empowering or compelling reluctant participators using audience response systems. Active Learning in Higher Education, 8(3), 233-258. doi: 10.1177/1469787407081885
  • Han, J. H., ve Finkelstein, A. (2013). Understanding the effects of professors’ pedagogical development with Clicker Assessment and Feedback technologies and the impact on students’ engagement and learning in higher education. Computer and Education, 65, 64-76.
  • Hanrahan, M. (1998). The effect of learning environment factors on students' motivation and learning. International Journal of Science Education, 20(6), 737-753. doi: Doi 10.1080/0950069980200609
  • Hoekstra, A. (2008). Vibrant student voices: exploring effects of the use of clickers in large college courses. Learning Media and Technology, 33(4), 329-341. doi: Doi 10.1080/17439880802497081
  • Irons, A. (2007). Enhancing learning through formative assessment. New York: Routledge.
  • Judson, E., ve Sawada, D. (2002). Learning from Past and Present: Electronic Response Systems in College Lecture Halls. Journal of Computers in Mathematics and Science Teaching, 21(2), 167-181.
  • Kenwright, K. (2009). Clickers in the Classroom. TechTrends, 53(1), 74-77.
  • OECD. (2005). Formative Assessment: Improving Learning In Secondary Classrooms: Centre for Educational Research Innovation.
  • Oigara, J., ve Keengwe, J. (2013). Students’ perceptions of clickers as an instructional tool to promote active learning. Education and Information Technologies, 18(1), 15-28. doi: 10.1007/s10639-011-9173-9
  • Osborne, J., ve Dillon, J. (2010). Good Practice in Science Teaching: What Research Has to Say: McGraw-Hill.
  • Penuel, W., Abrahamson, L., ve Roschelle, J. (2007). A sociocultural interpretation of the effects of audience response systems in higher education.
  • Woolfolk, A., Hughes, M., ve Walkup, V. (2008). Psychology in Education. Madrid: Pearson Education Limited.
  • Yılmaz, Ö., ve Sanalan, V. A. (2014). Fen öğretiminde etkileşimli sınıf ortamı kurulumu: M-SES kullanım problemleri. Erzincan Üniversitesi Eğitim Fakültesi Dergisi, 16(2), 157-166.
There are 18 citations in total.

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Journal Section Makaleler
Authors

Özkan Yılmaz

Publication Date October 30, 2017
Published in Issue Year 2017

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APA Yılmaz, Ö. (2017). Formative assessment and feedback in interactive classroom: Usage of mobile technology. International Journal of Social Sciences and Education Research, 3(5 S), 1832-1841. https://doi.org/10.24289/ijsser.341955
AMA Yılmaz Ö. Formative assessment and feedback in interactive classroom: Usage of mobile technology. International Journal of Social Sciences and Education Research. October 2017;3(5 S):1832-1841. doi:10.24289/ijsser.341955
Chicago Yılmaz, Özkan. “Formative Assessment and Feedback in Interactive Classroom: Usage of Mobile Technology”. International Journal of Social Sciences and Education Research 3, no. 5 S (October 2017): 1832-41. https://doi.org/10.24289/ijsser.341955.
EndNote Yılmaz Ö (October 1, 2017) Formative assessment and feedback in interactive classroom: Usage of mobile technology. International Journal of Social Sciences and Education Research 3 5 S 1832–1841.
IEEE Ö. Yılmaz, “Formative assessment and feedback in interactive classroom: Usage of mobile technology”, International Journal of Social Sciences and Education Research, vol. 3, no. 5 S, pp. 1832–1841, 2017, doi: 10.24289/ijsser.341955.
ISNAD Yılmaz, Özkan. “Formative Assessment and Feedback in Interactive Classroom: Usage of Mobile Technology”. International Journal of Social Sciences and Education Research 3/5 S (October 2017), 1832-1841. https://doi.org/10.24289/ijsser.341955.
JAMA Yılmaz Ö. Formative assessment and feedback in interactive classroom: Usage of mobile technology. International Journal of Social Sciences and Education Research. 2017;3:1832–1841.
MLA Yılmaz, Özkan. “Formative Assessment and Feedback in Interactive Classroom: Usage of Mobile Technology”. International Journal of Social Sciences and Education Research, vol. 3, no. 5 S, 2017, pp. 1832-41, doi:10.24289/ijsser.341955.
Vancouver Yılmaz Ö. Formative assessment and feedback in interactive classroom: Usage of mobile technology. International Journal of Social Sciences and Education Research. 2017;3(5 S):1832-41.

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