Öğrencilerin Özdüzenleyici Öğrenen Olmalarının İnfografik Aracılığıyla Desteklenmesi: “Nasıl Daha İyi Öğrenebilirim?”

Year 2018, Volume: 17 Issue: 1, 277 - 292, 21.03.2018

Tülin Haşlaman

https://doi.org/10.17051/ilkonline.2018.413771

Cited By: 1

Abstract

Öğretim
süreçlerinde uygun teknolojik süreçlerin ve kaynaklarının kullanılmasıyla
öğrenmenin geliştirilmesi ve kalıcı olması amaçlamaktadır. Bu doğrultuda
öğrenme ortamlarında bilginin görselleştirilmesini sağlayan yöntem ve
teknolojilerin kullanılmasıyla öğrenmenin güçlendirilmesi ve özdüzenleme
süreçlerinin geliştirilmesi hedeflenmektedir. Karma yöntem araştırmasının
kullanıldığı bu çalışmada, öğretmen adayları nasıl daha iyi öğrenebileceklerini
yansıttıkları infografikleri tasarlamışlardır. Çalışmaya 2016-2017 güz
döneminde 1. Sınıf öğrencisi olan 21 öğretmen adayı katılmıştır. Araştırmada nitel
veriler ilk olarak, tematik analiz kullanılarak öğretmen adaylarının, kendi
öğrenme yöntemlerini yansıttıkları infografiklerin, özdüzenleme süreçlerini
kapsama potensiyeli, Zimmerman’ın (2000) özdüzenleme modeli temelinde
geliştirilen gösterge listesi rehberliğinde, iki uzman tarafından
değerlendirilmiştir. Araştırmada ikinci olarak nitel veriler öğretmen
adaylarının infografik tasarlama sürecine ilişkin görüşleri, açık uçlu sorular
aracılığıyla toplanmıştır. Sonuç olarak uzmanların görüşleri incelendiğinde,
katılımcıların kendi öğrenme yöntemlerini yansıttıkları infografiklerin
özdüzenleme süreçlerini kapsadığı tespit edilmiştir. Ayrıca öğretmen
adaylarının görüşlerine uygulanan tematik analiz sonuçlarına göre infografik
hazırlama sürecinde, katılımcıların özdüzenleme becerilerinin desteklendiği
görülmüştür. Son olarak araştırmanın nicel verileri, dönem boyunca desteklenen
özdüzenleyici öğrenme süreçleriyle infografik etkinliğinde değerlendirilen
özdüzenleme becerileri arasında anlamlı bir ilişki (r = .60) olduğu saptanmıştır.

Keywords

Teknoloji entegrasyonu, özdüzenleyici öğrenme, özdüzenleme becerileri, infografik, öğretmen adayları, web tabanlı teknoloji araçları

Supporting Students as Self-Regulated Learners with Use of Infographics: “How can I Learn Better?”

Abstract

In the educational processes, it is aimed to enhanced
learning and make it permanent with the use of appropriate technological
processes and resources. Accordingly, it is aimed to strengthen learning and
support self-regulatory processes with the use of methods and technologies that
visualize the knowledge in learning environments. In this mixed method research, preservice
teachers designed infographics, which reflected how they could learn better.
The study included 21 freshman preservice teachers during in the Fall semester
of 2016-2017. Firstly, the study was conducted qualitatively by using thematic
analysis and the potential of infographics reflecting the learning methods of
preservice teachers to include self-regulatory processes. They were evaluated
by two experts under the guidance of an indicator list developed on the basis
of Zimmerman’s (2000) self-regulation model. Secondly, views of preservice
teachers on the process of designing infographics were obtained qualitatively,
via open-ended questions. Data analysis of the experts’ opinions showed that
infographics reflecting the learning methods of participants include
self-regulatory processes. In addition, according to the results of thematic
analysis of views of preservice teachers; it was seen that self-regulatory
skills of participants are supported in the process of preparing infographics.
Finally, in the study it was observed that there was a significant relationship
(r = .60) between self-regulatory
processes that were supported throughout the semester and self-regulatory
skills that were evaluated in the infographics activity.

Keywords

Technology integration, self-regulated learning, self-regulatory skills, infographics, pre-service teachers, web based technologies

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