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TEACHING A RESEARCH METHOD BY USING A STUDENT CENTERED APPROACH: CRITICAL THOUGHT INTENDED FOR APPLICATION

Year 2007, Volume: 15 Issue: 2, 511 - 520, 01.10.2007

Abstract

The article presents a reflective case study analysis of an attempt to enhance student learning through the introduction of student-centred teaching methods in a masters-level social research methods subject. The introduction of a range of specific techniques, including case study teaching, problem based learning, groupwork, role-play and simulation, is reflected upon. The article concludes that the re-orientation of the curriculum toward student-centredness in this case had a positive effect on student performance, learning experience and subject evaluation. In particular, the use of student-centred techniques facilitated a strong social context for learning, and provided students with a common experiential framework from which to explore the tecnical aspects of the curriculum. However, the analysis also found that students continued to place value on more formal teaching methods, and that the value of student-centred techniques in this case rested in the way in which they were integrated with more didactic teaching practice.

References

  • Benson,A. ve Blackman,D. (2003). “Can Research Methods Ever Be Interesting?”, Active Learning in Higher Education, 4(1), 39-55.
  • Brookfield,S.D. (1990). The Skillful Teacher: On Technique, Trust and Responsiveness In The Classroom, Jossey-Bass Publishers, San Francisco.
  • Bruffee, K. (1993). Collaborative Learning: HigherEducation, Interdependence, and The Authority of Knowledge, The Johns Hopkins University Press, Baltimore.
  • Cooper, C. L. (1979). Learning From Others In Grups:Experiential Learning Approaches, Greenwood Press, Westport.
  • Geelan, D.R. (1996). “The Empty Cener: Does Student-Centred Learning Imply Abdication or Role Redefinition For Educators?- in Different Approaches: Theory and Practice in HigherEducation”, Proceedings HERDSA Conference, Perth-Western Australia.
  • Gibbs, A. (1992). Assessing More Students, Oxford Brookes University, Oxford.
  • Glanz, J. (1998). Action Research: An Educational Leader’s Guıde To School Improvement, Christopher-Gordon Publishers, Norwood- Mass.
  • Hativa, N. (2000). Teaching For Effective Learning in Higher Education, Kluwer Academic Publishers, Dordrecht.
  • Hein, G.E. (1991). “Constructivist Learning Theory” (paper presented at CECA Conference, Jerusalem, Israel.
  • Jadallah, E.(2000). “Construcivist Learning Experiences For Social Studies Education”, The Social Studies, 91(5), 221-225.
  • Jarvis, P. (1995). Adult and Continuing Education, Theory and Practice 2e, Routledge London.
  • Krause, K., Bochner, S., ve DUCHESNE, S. (2003). Educational Psychology For Learning and Teaching, Thomson South Melbourne.
  • Maypole, J ve Davies, T.G. (2001). “Students Perceptions of Constructivist Learning in a Community College American History II Survey Course”, Community College Review, 29(2), 54-79.
  • Mclinns, C ve Jame, R. (1995). First Year on Campus; Diversity in The Initial Experiences of Australian Undergraduates, Australian Government Publishing Service, Canberra.
  • www.gsu.edu/mstswh/courses/it7000/papers/student-htm,“Student-Centred Learning”, Nanney, B., (tarih belirtilmemiş).
  • Pascarella, E. ve Terenzini, P. (1998). How College Affects Students: Findings and Insights From Twenty Years of Research, Jossey-Bass, San Francisco.
  • Sparrow, L., SPARROW, H. ve SWAN, P. (2000). “Student-Centered Learning:Is It Possible? İn A”, Flexible Futures in Tertiary Teaching Proceedings of the 9th Annual Teaching Forum, Curtin University of Technology, Perth.
  • Weimer, M. (2002). Learner-Centered Teaching: Five Key Changes to Practice, JosseyBass, San Francisco.
  • West, R. (1998). Learning for Life: Review of Higher Education Financing and Policy, Australian Government Publishing Service, Canberra.

ÖĞRENCİ ODAKLI BİR YAKLAŞIM KULLANARAK ARAŞTIRMA YÖNTEMİ ÖĞRETMEK: UYGULAMAYA YÖNELİK ELEŞTİREL DÜŞÜNCELER

Year 2007, Volume: 15 Issue: 2, 511 - 520, 01.10.2007

Abstract

Bu çalışmada, yüksek lisans derecesinde işlenen sosyal araştırma yöntemleri dersinde, öğrenci odaklı öğretim yöntemleri kullanılarak öğrencilerin öğrenme etkinliğini artırmak girişimine yönelik düşünceye dayalı vaka analizi sunulmaktadır. Vaka incelemesi öğretimi, soruna dayalı öğrenme, grup çalışması, canlandırma role play ve simülasyon benzetim gibi bir dizi özel tekniğin kullanılması incelenmektedir. Bu çalışmada, söz konusu vaka incelemesinde, müfredatın öğrenci odaklılık çerçevesinde hazırlanmasının; öğrenci performansı, öğrenme deneyimi ve ders değerlendirmesinde olumlu etkisi olduğu sonucuna varılmıştır. Özellikle, öğrenci odaklı tekniklerin kullanılması öğrenme etkinliği için güçlü bir sosyal bağlam hazırlarken öğrencilere müfredatın teknik yönlerini inceleyebilecekleri deneyime dayalı genel bir çerçeve sunmaktadır. Ancak, analiz, öğrencilerin daha resmi öğretim yöntemlerine değer vermeye devam ettiğini göstermektedir. Ayrıca elimizdeki vaka incelemesinde öğrenci odaklı tekniklerin daha öğretici öğretim uygulamalarıyla bütünleştirilebilecek şekliyle kullanıldığı görülmektedir.

References

  • Benson,A. ve Blackman,D. (2003). “Can Research Methods Ever Be Interesting?”, Active Learning in Higher Education, 4(1), 39-55.
  • Brookfield,S.D. (1990). The Skillful Teacher: On Technique, Trust and Responsiveness In The Classroom, Jossey-Bass Publishers, San Francisco.
  • Bruffee, K. (1993). Collaborative Learning: HigherEducation, Interdependence, and The Authority of Knowledge, The Johns Hopkins University Press, Baltimore.
  • Cooper, C. L. (1979). Learning From Others In Grups:Experiential Learning Approaches, Greenwood Press, Westport.
  • Geelan, D.R. (1996). “The Empty Cener: Does Student-Centred Learning Imply Abdication or Role Redefinition For Educators?- in Different Approaches: Theory and Practice in HigherEducation”, Proceedings HERDSA Conference, Perth-Western Australia.
  • Gibbs, A. (1992). Assessing More Students, Oxford Brookes University, Oxford.
  • Glanz, J. (1998). Action Research: An Educational Leader’s Guıde To School Improvement, Christopher-Gordon Publishers, Norwood- Mass.
  • Hativa, N. (2000). Teaching For Effective Learning in Higher Education, Kluwer Academic Publishers, Dordrecht.
  • Hein, G.E. (1991). “Constructivist Learning Theory” (paper presented at CECA Conference, Jerusalem, Israel.
  • Jadallah, E.(2000). “Construcivist Learning Experiences For Social Studies Education”, The Social Studies, 91(5), 221-225.
  • Jarvis, P. (1995). Adult and Continuing Education, Theory and Practice 2e, Routledge London.
  • Krause, K., Bochner, S., ve DUCHESNE, S. (2003). Educational Psychology For Learning and Teaching, Thomson South Melbourne.
  • Maypole, J ve Davies, T.G. (2001). “Students Perceptions of Constructivist Learning in a Community College American History II Survey Course”, Community College Review, 29(2), 54-79.
  • Mclinns, C ve Jame, R. (1995). First Year on Campus; Diversity in The Initial Experiences of Australian Undergraduates, Australian Government Publishing Service, Canberra.
  • www.gsu.edu/mstswh/courses/it7000/papers/student-htm,“Student-Centred Learning”, Nanney, B., (tarih belirtilmemiş).
  • Pascarella, E. ve Terenzini, P. (1998). How College Affects Students: Findings and Insights From Twenty Years of Research, Jossey-Bass, San Francisco.
  • Sparrow, L., SPARROW, H. ve SWAN, P. (2000). “Student-Centered Learning:Is It Possible? İn A”, Flexible Futures in Tertiary Teaching Proceedings of the 9th Annual Teaching Forum, Curtin University of Technology, Perth.
  • Weimer, M. (2002). Learner-Centered Teaching: Five Key Changes to Practice, JosseyBass, San Francisco.
  • West, R. (1998). Learning for Life: Review of Higher Education Financing and Policy, Australian Government Publishing Service, Canberra.
There are 19 citations in total.

Details

Primary Language Turkish
Journal Section Research Article
Authors

Sena Gürşen Otacıoğlu This is me

Publication Date October 1, 2007
Published in Issue Year 2007 Volume: 15 Issue: 2

Cite

APA Gürşen Otacıoğlu, S. (2007). ÖĞRENCİ ODAKLI BİR YAKLAŞIM KULLANARAK ARAŞTIRMA YÖNTEMİ ÖĞRETMEK: UYGULAMAYA YÖNELİK ELEŞTİREL DÜŞÜNCELER. Kastamonu Eğitim Dergisi, 15(2), 511-520.

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