Bir Öğrenme Ortamı Olarak Bilim Merkezleri

Year 2016, Volume: 1 Issue: 1, 79 - 97, 23.12.2016

Ersen Çığrık

Abstract

Bilim
Merkezleri örgün eğitim kurumları kadar eğitim-öğretimde sorumluluk
almamaktadırlar. Bununla beraber, sahip oldukları özellikler açısından örgün
eğitim kurumlarından çok daha fazla imkana sahiptirler. Günümüzde öğrenci
merkezli yaklaşımlar ve yaparak-yaşayarak öğrenme eğitim programlarında temel
alınmaktadır. Yapılan araştırmalar göstermektedir ki, bilim merkezlerinin
eğitim programlarıyla ilişkilendirilmesiyle etkili öğrenmeler, kalıcı kavram
kazanma, tutum ve beceriler anlamında kazanımlar üst düzeyde olmaktadır.
Araştırmalar bu kazanımların elde edilmesi için eğitim programlarıyla, bilim
merkezlerinin etkili bir şekilde ilişkilendirilmesi gerektiğini göstermektedir.  

Keywords

Fen Eğitimi, Bilim Merkezi, Akademik Başarı, Tutum

Science Center as a Learning Environment

Abstract

References

• Allen, S. (2004). Designsfor Learning: StudyingScienceMuseumExhibitsThat do MoreThanEntertain. ScienceEducation, 88(1), 17-33.
• Bell, P.,Lewenstein, B., S., Andrew W. &Feder Michael A. (2009) Learning Science in InformalEnvironments, People, PlacesandPursuits, NationalAcademiesPress, Washington
• Botelho, A. &Morais A. M. (2006). Student-ExhibitsInteraction at a Science Center, Journal of Research in ScienceTeaching, 43(10), 987-1018
• Bozdoğan, Aykut, E. ve Yalçın N. (2006) Bilim Merkezlerinin İlköğretim Öğrencilerinin Fene Karşı İlgi Düzeylerinin Değişmesine Ve Akademik Başarılarına Etkisi: Enerji Parkı, Ege Eğitim Dergisi, 7(2), 95-114
• Brooke, H. & Solomon, J. (2010) PassiveVisitorsorIndependentExplorers: Responses of Pupilswith Severe Learning Difficulties at an Interactive ScienceCentre, International Journal of ScienceEducation, 23(9),941-953
• Çalıkoğlu, B., S. (2014) Üstün Zekalı ve Yetenekli Öğrencilerin Derinlik ve Karmaşıklığa Göre Farklılaştırılmış Fen Öğretiminin Başarı, Bilimsel Süreç Becerileri ve Tutuma Etkisi. (Yayınlanmamış Doktora Tezi). İstanbul Üniversitesi Eğitim Bilimleri Enstitüsü, İstanbul.
• DeWitt, J., E. (2008). What Is ThisExhibitShowingYou? InsightsfromStimulatedRecallInterviewswithPrimary School Children, TheJournal of MuseumEducation, 33(2), 165-173
• Dohn, Niels B. (2013) "UpperSecondaryStudents’ SituationalInterest: A Case Study of the Role of a ZooVisit in a Biology Class" International Journal of ScienceEducation, 35(16), 2732-2751
• Eker, C. (2014) Öz-Düzenlemeli Öğrenme Modellerine Karşılaştırmalı Bir Bakış. Electronic TurkishStudies, 9(8). 417-433
• Fallik, O.,Rosenfeld, S. &Eylon, B., S. (2013) "School andOut of- School Science: a Model forBringingtheGap, Studies in ScienceEducation" ElementaryEducation Online, 11(4), 883-896
• Falk, J. H.,&Dierking, L. D. (2000). Learning frommuseums: Visitorexperiencesandthemaking of meaning. Washington: AltamiraPress.
• Falk, J., H. &Gillespie, K., L. (2009) Investigatingthe Role of Emotion in Science Center Visitor Learning VisitorStudies, 12(2), 112-132
• Falk J., H. &Storkdieck M. (2005) Using theContextual Model of Learning toUnderstandVisitor Learning FromScience Center Exhibition. ScienceEducaiton, 89, 744-778
• Falk J., H. ve Storkdieck M. ve Dierking L., D. (2007) Investigatingpublicscienceinterestandunderstanding: evidencefortheimportance of free-choicelearning, PublicUnderstandingScience, 16, 455–469
• Guisasola J, Morentin, M. &Zuza K. (2005) "School VisitstoScienceMuseumsand Learning Sciences: A ComplexRelationship" PhysicsEducation, 40(6), 544-549.
• Hodge S., L. (2004) Outdoor Learning EnvironmentsIn Inner City Elementary Schools: EvulatingNeed , SuccessandSustainability (Yayınlanmamış Yüksek Lisans Tezi) University of Texas.
• Katz, P. J.,McGinnis R., Hestness, E., Riedinger, K., Marbach, G., Dair A. &PeaseRebecca (2011) Professional Identity Development of TeacherCandidatesParticipating in an InformalScienceEducationInternship: A focus on drawings as evidence, International Journal of ScienceEducation, 33(9), 1169-1197
• Kelly J. (2000) "Rethinkingtheelementarysciencemethodscourse: a caseforcontent, pedagogy, andinformalscienceeducation" International Journal of ScienceEducation, 22(7), 755-777
• Kıyıcı, Fatime B. & Yiğit, E., A. (2010) "ScienceEducation Beyond theClassroom: A Field Trip toWindPowerPlant" International Online Journal of EducationalSciences, 2(1), 225-243
• Kotaman H. 2008. Özyeterlilik İnancı ve Öğrenme Performansının Geliştirilmesine İlişkin Yazın Taraması. Uludağ Üniversitesi Eğitim Fakültesi Dergisi, 21(1), 111-133
• Mahony, T., K. (2010) ConnectingFormalandInformal Learning Experiences. (Yayınlanmamış Doktora Tezi). University of Washington, Washington.
• Marques, L. Praia, J. &Kempa, R. (2003) A study of students' perceptions of theorganisationandeffectiveness of fieldwork in earthscienceseducation. Research in Science&TechnologicalEducation, 21(2), 265-278
• Morag, O. &Tal, T. (2012) "Assessing Learning in theOutdoorswiththeField Trip in Natural Environments (FiNE) Framework". International Journal of ScienceEducation, 34(5), 745-777
• Nilsson, S.,&Rubenson, K. (2014). On thedeterminants of employment-relatedorganisededucationandinformallearning. Studies in ContinuingEducation, 36(3), 304-321.
• Ogawa R., T., Loomis M. &Crain R. (2009) Institutionalhistory of an interactivesciencecenter: Thefoundinganddevelopment of theExploratorium. ScienceEducation, 93(2), 269–292
• Quistgaard, N. &Højland, A., K. (2010): New andinnovativeexhibitionconcepts at sciencecentresusingcommunication Technologies. Museum Management andCuratorship, 25(4), 423-436
• Patrick, P. Mathews, C. &Tunnicliffe, S., D. (2013) Using a Field Trip Inventory toDetermineIfListeningtoElementary School Students' Conversations, While on a ZooField Trip, EnhancesPreserviceTeachers' Abilitiesto Plan ZooField Trips. International Journal of ScienceEducation, 35(15), 2645-2669
• Phipps M. (2010) ResearchTrendsandFindingsFrom a Decade (1997–2007) of Research on InformalScienceEducationandFree-ChoiceScience Learning, VisitorStudies, 13(1), 3-22
• Rennie, L.,J., Evans, R., S., Mayne, F., E. &Rennie S., J. (2010) "FactorsAffectingtheUseandOutcomes of Interactive ScienceExhibits in CommunitySettings". VisitorStudies, 13(2), 222-237
• Schraw, G. Crippen, K., J. &Hartley, K. (2006) Promoting Self-Regulation in ScienceEducation: Metacognition as Part of a BroaderPerspective on Learning, Research in ScienceEducation 36, 111–139
• Stern J., M. Wright M., E. & Powell R., B. 2012. Motivating Participation in National Park Service Curriculum - Based Education Programs. Visitor Studies, 15(1), 28-47
• Stocklmayer, S. M., Rennie, L., J & Gilbert, J., K. (2010) The roles of the formal and informal sectors in the provision of effective science education. Studies in Science Education, 46(1), 1-44
• Tlili, A., Cribb, A., &Gewirtz (2006) What Becomes of Science in a Science Centre?ReconfiguringScienceforPublicConsumption. Review of Education, Pedagogy, andCulturalStudies, 28(2), 203-228
• Tytler, R. (1998). Thenature of students’ informalscienceconceptions.InternationalJournal of ScienceEducation, 20(8), 901-927.
• Zimmerman, B. J. (2002). Becoming a self-regulatedlearner: An overview. Theoryintopractice, 41(2), 64-70.