Özdüzenleyici Öğrenmenin Desteklenmesi: Bir Dijital Öyküleme Uygulaması

Year 2017, Volume: 16 Issue: 4, 1407 - 1424, 16.08.2017

Tulin Haşlaman

https://doi.org/10.17051/ilkonline.2017.342964

Cited By: 2

Abstract

Bu
çalışmada, öğretmen adayları, açık uçlu bir teknoloji aracı olan StoryJumper
kullanarak, özdüzenleme süreçlerini destekleyen dijital öykülerini tasarlamışlardır.
Araştırmada öncelikle, dijital öyküleme (DÖ) uygulamasının özdüzenleme
süreçlerini destekleme potansiyeli araştırılmıştır. DÖ uygulaması, Zimmerman’ın
(2000) özdüzenleme modeli temelinde geliştirilen gösterge listesi
rehberliğinde, üç uzman tarafından değerlendirilmiştir. Araştırmada ikinci
olarak öğretmen adaylarının DÖ uygulamasına ilişkin görüşleri, açık uçlu
sorular aracılığıyla toplanmıştır. Uzmanların görüşleri incelendiğinde; yardım
arama, zamanlama, bilgi toplama vb. stratejilerin kullanımının planlanması ve
zaman yönetimi ile bilgi toplama stratejilerinin kullanımının düşük düzeyde
olduğu; ancak hedef belirleme, planlama, özyeterlik, hedefe yönelik olumlu
duyguların desteklenmesi, görev stratejileri, strateji değiştirme, yardım
arama, özdeğerlendirme, memnuniyet ve geleceğe yönelik çıkarımda bulunma gibi
becerilerin yüksek düzeyde olduğu görülmektedir. Öğretmen adaylarının
görüşlerine uygulanan tematik analiz sonuçlarına göre hedef belirleme, plan
yapma, görev stratejisi, kendini gözleme, strateji değiştirme, özdeğerlendirme,
memnuniyet ve geleceğe yönelik çıkarımda bulunma becerilerinin ön plana çıktığı
görülmektedir. Sonuç olarak, araştırmada DÖ uygulamasının, özdüzenleme
süreçlerini destekleme potansiyeline ilişkin uzman değerlendirmeleriyle öğretmen
adaylarının tasarlama sürecine ilişkin görüşlerinin paralel olduğu
görülmektedir

Keywords

Özdüzenleyici Öğrenme, Özdüzenleyici Öğrenme Becerileri, Digital Öyküleme Uygulaması, Öğretmen Eğitimi, Öğretmen Adayları

References

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