BibTex RIS Cite

ÖGRENME VE ÖGRETME KURAMLARıNıN EGİTİM İLETİŞİMİNE KATKISI

Year 2000, Volume: 17 Issue: 1, 176 - 190, 01.01.2000

References

  • Bednar, A. K., Cunningham, D., Duffy, T. M., & Perry, J. D. (1997, November). Theory into practice: How do we link? [Online]. Available: http://ithaca.icbLhw.ac.uk/pub/nato_asi/dufl.txt.gz
  • Bell-Gredler, M. E. (1986). Leaming and instruction: Theory into practice. Englewood Cliffs, NJ: Merrill/Prentice Hall.
  • Black, E. (1997, November). Behaviorism as a leaming theory [Online]. Available: http://129.7.160.115/inst5931/Behaviorism.htrnl.
  • Brown, J. S., Collins, A., & Duguid, P. (1989). Situated cognition and the culture ofleaming. Educational Researcher, ,lli(I), 32-42.
  • Burton J. K., Moore, D. M., & Magliaro, S. O. (1996). Behaviorism and instructional technology. In D. Jonassen (Ed.), Handbook ofresearch for educational communications and technology. New York: Simon & Schuster Macmillan.
  • Collins, A. (1991). Cognitive apprenticeship and instructional technology. In L. Idel & B. F. Jones (Eds.), Educational values and cognitive instruction: Implications for Reform. NJ: Erlbaum.
  • Cunningham, D. J. (1991). In defense ofextremism. Educational Technology, n(9),26-27.
  • Drisscoll, M. P. (1995). Psychology ofleaming for instruction Needham Heights, MA: Allyn & Bacon.
  • Gagne, R. M. (1985). The conditions ofleaming and theory ofinstruction (4th Ed.). Orlando, FL: Holt, Rinehart & Winston.
  • Gagne, R. M., & Drisscoll, M. P. (1988). Essentials ofleaming for instruction (2ndEd.). Englewood Cliffs, NJ: Prentice Hall.
  • Gagne, R. M., Briggs, L. J., & Wager, W. W. (1988). Principles ofinstructional design (3rd Ed.). Orlando, FL: Holt, Rinehart and Winston.
  • Gredler, M. E. (1992). Leaming and instruction: Theory into practice (2od Ed.). Upper Saddle River, NJ: Prentice Hall.
  • Guttman, N. (1977). On Skinner and Hull: A reminisecence and projection. American Psychologist, 32, 321-322.
  • Jonassen, D. H. (1991a). Evaluating constructivist leaming. Educational Technology, .ll(9), 28-33.
  • ------------------- (1991b). Objectivism versus constructivism: Do we need a new philosophical paradigm. Educational Technology Research & Development, 39(3),5-14.
  • Jonassen, D. H., & Reeves, T. C. (1996). Leaming with technology: Using computers as cognitive tools. In D. Jonassen (Ed.), Handbook of research for educational communications and technology. New York: Simon & Schuster Macmillan.
  • McKeachie, W. J., Pintrich, P. R., & Lin, Y. (1985). Teaching leaming strategies.Educational Psychologist, 20(3), 153-160.
  • Merrill, D. M. (1991). Constructivism and instructional design. Educational Technology, .ll(5), 45-52.
  • Newby, T. J., Stepich, D. A., Lehman, J. D., & Russell, J. D. (1996). Instructional technology for teaching and leaming: Designing instruction, integrating computers and using media. Englewood Cliffs, NJ: Prentice Hall.
  • Park, O. (1996). Adaptive instructional systems. In D. Jonassen(Ed.), Handböok of research for educational communications and technology. New York:Simon & Schuster Macmillan..
  • Slavin, R. E. (1994). Educational psychology: Theory and practice (4tb Ed.). Needham Heights, MA: Allyn and Bacon.
  • Smith, P. L., & Ragan, T. J. (1993). Instructional design. New York: Macmillan.
  • Spiro, R. J., Feltovich, P. J., Jacobson, M. J., &Coulson, R. L. (1991). Cognitive flexibility, constructivism, and hypertext: Ramdom access instruction for advanced knowledge acquisition in ill-structure domains. Educational Technology, .ll (5),24-33.
  • Stamper, C. E. (1991). The paradigm wars: Three methodological views as a base for the incorporation ofinstructional technology. Unpublished manuscript.
  • Thompson, A D., Simonson, M. R., & Hargrave, C. P. (1996). Educational technology: A review of the research (2nd Ed.). Washington, DC: Association for Educational Communications and Technology.
  • West, C. K., Farmer, J. A, & Wolff, P. M. (1991). Instructional design: Implications from cognitive science. Needham Heights, MA: Allyn and Bacon.
  • Wilson, B., & Cole, P. (1991). A review of cognitive teaching models. Educational Technology Research & Development, 39(4), 47-64.
  • Wilson, B., Teslow, J., & Osman-Jouchoux, R. (1995). The impact of constructivism (and postmodernism) on ID fundamentals. In B. B. Seels (Ed.), Instructional design fundamentals: A review an reconsideration Englewood Cliffs, NJ: Educational Technology.
  • Winn, W. D., & Snyder, D. (1996). Cognitive perspectives in psychology. In D. Jonassen (Ed.), Handbook ofresearch for educational communications and technology. New York: Simon & Schuster Macrnillan ..
  • Witkin H. A, Moore, C. A, Goodenough, D. R., & Cox, P. W. (1977). Fielddependent and field-independent cognitive styles and their educational implications. Review ofEducational Research, 47(1), 1-64

ÖGRENME VE ÖGRETME KURAMLARıNıN EGİTİM İLETİŞİMİNE KATKISI

Year 2000, Volume: 17 Issue: 1, 176 - 190, 01.01.2000

References

  • Bednar, A. K., Cunningham, D., Duffy, T. M., & Perry, J. D. (1997, November). Theory into practice: How do we link? [Online]. Available: http://ithaca.icbLhw.ac.uk/pub/nato_asi/dufl.txt.gz
  • Bell-Gredler, M. E. (1986). Leaming and instruction: Theory into practice. Englewood Cliffs, NJ: Merrill/Prentice Hall.
  • Black, E. (1997, November). Behaviorism as a leaming theory [Online]. Available: http://129.7.160.115/inst5931/Behaviorism.htrnl.
  • Brown, J. S., Collins, A., & Duguid, P. (1989). Situated cognition and the culture ofleaming. Educational Researcher, ,lli(I), 32-42.
  • Burton J. K., Moore, D. M., & Magliaro, S. O. (1996). Behaviorism and instructional technology. In D. Jonassen (Ed.), Handbook ofresearch for educational communications and technology. New York: Simon & Schuster Macmillan.
  • Collins, A. (1991). Cognitive apprenticeship and instructional technology. In L. Idel & B. F. Jones (Eds.), Educational values and cognitive instruction: Implications for Reform. NJ: Erlbaum.
  • Cunningham, D. J. (1991). In defense ofextremism. Educational Technology, n(9),26-27.
  • Drisscoll, M. P. (1995). Psychology ofleaming for instruction Needham Heights, MA: Allyn & Bacon.
  • Gagne, R. M. (1985). The conditions ofleaming and theory ofinstruction (4th Ed.). Orlando, FL: Holt, Rinehart & Winston.
  • Gagne, R. M., & Drisscoll, M. P. (1988). Essentials ofleaming for instruction (2ndEd.). Englewood Cliffs, NJ: Prentice Hall.
  • Gagne, R. M., Briggs, L. J., & Wager, W. W. (1988). Principles ofinstructional design (3rd Ed.). Orlando, FL: Holt, Rinehart and Winston.
  • Gredler, M. E. (1992). Leaming and instruction: Theory into practice (2od Ed.). Upper Saddle River, NJ: Prentice Hall.
  • Guttman, N. (1977). On Skinner and Hull: A reminisecence and projection. American Psychologist, 32, 321-322.
  • Jonassen, D. H. (1991a). Evaluating constructivist leaming. Educational Technology, .ll(9), 28-33.
  • ------------------- (1991b). Objectivism versus constructivism: Do we need a new philosophical paradigm. Educational Technology Research & Development, 39(3),5-14.
  • Jonassen, D. H., & Reeves, T. C. (1996). Leaming with technology: Using computers as cognitive tools. In D. Jonassen (Ed.), Handbook of research for educational communications and technology. New York: Simon & Schuster Macmillan.
  • McKeachie, W. J., Pintrich, P. R., & Lin, Y. (1985). Teaching leaming strategies.Educational Psychologist, 20(3), 153-160.
  • Merrill, D. M. (1991). Constructivism and instructional design. Educational Technology, .ll(5), 45-52.
  • Newby, T. J., Stepich, D. A., Lehman, J. D., & Russell, J. D. (1996). Instructional technology for teaching and leaming: Designing instruction, integrating computers and using media. Englewood Cliffs, NJ: Prentice Hall.
  • Park, O. (1996). Adaptive instructional systems. In D. Jonassen(Ed.), Handböok of research for educational communications and technology. New York:Simon & Schuster Macmillan..
  • Slavin, R. E. (1994). Educational psychology: Theory and practice (4tb Ed.). Needham Heights, MA: Allyn and Bacon.
  • Smith, P. L., & Ragan, T. J. (1993). Instructional design. New York: Macmillan.
  • Spiro, R. J., Feltovich, P. J., Jacobson, M. J., &Coulson, R. L. (1991). Cognitive flexibility, constructivism, and hypertext: Ramdom access instruction for advanced knowledge acquisition in ill-structure domains. Educational Technology, .ll (5),24-33.
  • Stamper, C. E. (1991). The paradigm wars: Three methodological views as a base for the incorporation ofinstructional technology. Unpublished manuscript.
  • Thompson, A D., Simonson, M. R., & Hargrave, C. P. (1996). Educational technology: A review of the research (2nd Ed.). Washington, DC: Association for Educational Communications and Technology.
  • West, C. K., Farmer, J. A, & Wolff, P. M. (1991). Instructional design: Implications from cognitive science. Needham Heights, MA: Allyn and Bacon.
  • Wilson, B., & Cole, P. (1991). A review of cognitive teaching models. Educational Technology Research & Development, 39(4), 47-64.
  • Wilson, B., Teslow, J., & Osman-Jouchoux, R. (1995). The impact of constructivism (and postmodernism) on ID fundamentals. In B. B. Seels (Ed.), Instructional design fundamentals: A review an reconsideration Englewood Cliffs, NJ: Educational Technology.
  • Winn, W. D., & Snyder, D. (1996). Cognitive perspectives in psychology. In D. Jonassen (Ed.), Handbook ofresearch for educational communications and technology. New York: Simon & Schuster Macrnillan ..
  • Witkin H. A, Moore, C. A, Goodenough, D. R., & Cox, P. W. (1977). Fielddependent and field-independent cognitive styles and their educational implications. Review ofEducational Research, 47(1), 1-64
There are 30 citations in total.

Details

Primary Language Turkish
Journal Section Research Article
Authors

C. Hakan Aydın This is me

Publication Date January 1, 2000
Published in Issue Year 2000 Volume: 17 Issue: 1

Cite

APA Aydın, C. H. (2000). ÖGRENME VE ÖGRETME KURAMLARıNıN EGİTİM İLETİŞİMİNE KATKISI. Kurgu, 17(1), 176-190.

19150