SÜREÇ TEMELLİ ÖĞRENME-ÖĞRETİM MODELİ

Year 2007, Issue: 19, - 2, 01.12.2007

Bilal Duman

Abstract

Süreç-temelli öğretim modeli, planların yaygın ve sürekli uygulanması aracılığıyla önce belli bir konu alanlarında daha sonra benzer konu ve farklı program alanlarında bilgiyi yapılandırmak ve davranışları iyileştirmek için öğrencinin planlama becerilerini geliştirmeye dayalı bilişsel farkındalık bir modeldir. Bu çalışmanın amacı süreç-temelli öğretim (STÖ) modelini ve dört öğrenme-öğretme süreç aşamalarını tanıtmaktır. Bu çalışmanın genel amacı doğrultusundaki aşağıdaki soruların cevapları aranmıştır: Süreç-temelli öğrenme-öğretme modeli nedir? Süreç-temelli öğrenme-öğretme modelinin özellikleri nelerdir? Süreç-Temelli Öğretim Modelinin Etkileşim Ve iletişim Boyutları nasıldır? Süreç-Temelli Öğretim (STÖ) Modelinin Aşamaları nelerdir? Bu araştırma tarama modeline göre tasarlanmıştır. literatür taranarak süreç-temelli öğretim ile ilgili bilgiler toplanmıştır. Bu çalışmada STÖ modelinin sade, kolay ve belirli program alanlarından genel ve karmaşık program alanlarına doğru hareket eden ve tersine çevrilmiş üçgen piramit modelindeki dört öğrenme-öğretme süreç aşamaları ve özellikleri tanıtılmaktadır. Süreç-temelli öğretim modelinin kuramsal çerçevesi eğitim psikolojisinin bulgularından, nöropsikolojiden, planlamadan ve problem çözmeden türetilmiştir. Süreç-temelli öğretim modeli, öğrencilere nasıl öğrenileceğini ve problem çözüleceğini sistematik ve açık bir şekilde öğretme yoludur.

Keywords

Süreç-Temelli öğrenme, öğretme, model, strateji

Process-Based Learning-Teaching Model

Abstract

Process Based Instruction (PBI) model is a metacognition model that based on student’s development on planning process skills to construct knowledge and to improve behaviors firstly within specific curriculum task and then within similar and different curriculum areas through PBI plans used widespread and continually. The purpose of study is to introduce process-based instruction (PBI) model and four teaching and learning phases of the PBI model. General aim of this study is to look for answers to the questions bellow: What is process-based learning teaching theory? What are properties of process-based learning teaching model? What is the dimension of interaction and communication of process-based learning teaching model? What is stage of process-based learning teaching model? This study is designed according to survey model. Data were collected related to process-based instruction by surveying literature. In this research, inverted triangular pyramid model of four teaching and learning process phrases and features of PBI moving from basic, easy and specific curriculum areas to complex and general curriculum areas are being introduced. The theory of PBI model derives from the problem solving, planning, neuropsychological and educational psychology literature. PBI is away of systematically and explicitly teaching and students how to learn and how to problem solve.

Keywords

Process-based Learning, Instruction, model, teaching, strategy

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