An in-Class Project Model: Active Learning and Effective Participation

Year 2014, Issue: 6, 15 - 24, 12.08.2015

Nuray Bozyiğit Talya Serenada Onan Ayşe Özçınar Aliye Erdem

Abstract

The problems we encounter today in terms of information, technology, and human qualifications have relatively complicated structures. Today information is developing and increasing rapidly and technology is spreading into our daily life in many respects and individuals who can see the relationship between pieces of information, analyze information and synthesize new information, then use synthesized information for solving the problems they encounter are preferred rather than individuals having unrelated memorized pieces of information. In such a process, learning models, in which learners assume responsibility and manage their own learning, learners are active in intellectual and physical terms during learning process, and learners’ permanent learning is ensured at the end of the process, become important.

The purpose of the study is to share the “Active Learning and Effective Participation” project as an application model which allows students to be more active in the lesson by taking the responsibility of their own learning. While the project was planned, opinions of students on in-lesson processes were determined through a questionnaire applied on 319 students. The “Active Learning and Effective Participation” project was conducted in Gaziantep College Foundation Private Schools in the fall semester of the 2013-2014 academic year for two months. A total of 627 students participated in the project and students stated their positive opinions on the application of the project at the end of the project. Some of these opinions are as follows: the active learning effective participation project ensures more in-class activity participation, is beneficial for learning the subjects, allows information learned to be permanent and effective, ensures that students talk more in classroom discussions, contributes to studying in cooperation, and increases interest in the subjects, the feeling of curiosity, and questioning skills. The students added that their lessons were more efficient and they developed different points of views thanks to the application. Opinions of teachers also support that efficient and effective results are achieved from the applied project.

Keywords: Active learning, effective participation, in-class application model.

Keywords

Active learning, effective participation, in-class application model

Sınıf İçi Bir Proje Örneği: Aktif Öğrenme ve Etkin Katılım

Abstract

Günümüz bilgi, teknoloji ve insan niteliklerine göre karşılaştığımız sorunlar oldukça karmaşık bir yapıya sahiptir. Bilginin hızla gelişip arttığı, teknolojinin pek çok boyutuyla günlük yaşamımıza girdiği çağımızda, birbiriyle ilişkisiz ezber bilgi parçacıklarına sahip olan bireyler değil, bunlar arasındaki ilişkileri görebilen, bilgiyi analiz edip yeni bilgiler sentezleyebilen ve sentezlediği kullanabilen bireyler istenmektedir. Böyle bir süreçte ise, öğrenenin kendi öğrenmesinin yönetim ve sorumluluğunu taşıdığı, öğrenme sürecinde hem zihinsel hem de fiziksel yönden aktif olduğu, süreç sonunda kalıcı öğrenmeler sağlandığı öğrenme modelleri daha fazla önem kazanmaktadır

Keywords

Aktif öğrenme, etkin katılım, sınıf içi uygulama örneği

References

• Açıkgöz, K.Ü. (1999). Etkili öğrenme ve öğretme. İzmir: Kanyılmaz Matbaası.
• Açıkgöz, Ün, K. (2003). Aktif Öğrenme. İzmir: Eğitim Dünyası Yayınları
• Allen, E. E. (1995). Active learning and teaching: Improving postsecondary library instruction. ERIC Digest, ED441350. http://www.ericfacility.net/databases /ERIC_Digests web adresinden, 17/ 01/2014 tarihinde edinilmiştir.
• Bayrak, S. (2000). Yüksek öğretimde aktif eğitim. Kuram ve Uygulamada Eğitim Yönetimi, 21 (6), 21-54. Bonwell, C. & Eison, A. J. (2001). Active learning: Creating excitement in the classroom. http://www.ntlf.com/html/lib/bib/91-9dig.htm web adresinden, 19/ 02/2014 tarihinde edinilmiştir.
• Boas, H. D. (1989). Implementing a school-based staff development project designed to promote active learning and increase student interest in elementary social studies: A case study. Dissertation Abstract International, 49 (7), 31, (DA713).
• Demirci, C. (2000). Etkin öğrenme modelinin ilköğretimde uygulanması.http://www.epo.hacettepe.edu.tr/ eleman/cavide.html web adresinden, 15/ 02/2014 tarihinde edinilmiştir.
• Demirel, Ö. (1999). Kuramdan uygulamaya eğitimde program geliştirme. Ankara: Pegem Yayıncılık.
• Healey, M., Roberts, J. (2004). Engaging Students in Active Learning: Case Studies in Geography, Environment and Related Disciplines. Cheltenham: University of Gloucestershire Yayıncılık.
• Karakaya, Ş. (1997). Esnek öğrenme yaklaşımları. Erzurum: Atatürk Üniversitesi Kazım Karabekir Eğitim Fakültesi Yayınları.
• Keyser, M.W. (2000). Active learning and cooperative learning: Understanding the difference and using both styles effectively. Reseach Strategies, 17, 35-44.
• Lowman, H. (2000). Active learning beyond the classroom. www.unc.edu/ depts/ ctl/ fyc3. web adresinden, 07/09/2014 tarihinde edinilmiştir.
• Lunenberg, M. L., & Volman, M. (1999). Active learning: Views and actions of student and teacher in basic education. Teacher and Teacher Education, 15, 431-445.
• McNeal, A. P. (2001). Student active learning in the phycology classroom. Teaching and Educational Innovation, 14, 117-125.
• Newmann ve Wehlage (1991). Linking restructuring to authentic student achievement. Pbi Delta Kapan. 105(6), 458-463.
• Pekin, H. (2000). İlköğretim 5. sınıf matematik öğretiminde aktif etkileşimli öğrenme modelinin öğrenci başarısına etkisi. Yayımlanmamış yüksek lisans tezi, Uludağ Üniversitesi Sosyal Bilimler Enstitüsü, Bursa.
• Robson, J. (1998) .Active teaching and learning. 4 Mart 2006, www.gre.ac.uk/~bj61/talessi/atl.html
• Seeler, D. C. (2000). From teaching to learning: Lectures and approaches to active learning. www.scholar.lib.vt.edu web adresinden, 23/02/2000 tarihinde edinilmiştir.
• Sivan, A., Leung, R. W., Woon, C.C., Kember, D. (2000). An implementation of active learning and its affect on qualıty of student learning. Inovatıons in Education and Training Internatıonal, 37(4), 381-389.
• Yılmaz, A. (1995). Lise 2. sınıf fizik dersinde aktif yöntemin öğrenci başarısına etkisi. Yayımlanmamış yüksek lisans tezi, Dokuz Eylül Üniversitesi, İzmir.