İçerik Türüne Dayalı Öğretim Yaklaşımının Kural Öğretimi Üzerindeki Etkililiği

Year 2012, Volume: 2 Issue: 2 - Volume: 2 Issue: 2, 63 - 74, 15.07.2016

G. Feryal Küçüker Bahadır Erişti

Abstract

Bu araştırmanın amacı; içerik türüne dayalı öğretim yaklaşımının, ilişkisel ve işlemsel kural öğretimi üzerindeki etkililiğini belirlemektir. Araştırma, deneme öncesi araştırma desenlerinden biri olan tek grup öntest-sontest modelinde desenlenmiştir.Deneysel uygulama, Eskişehir’de bir ilköğretim okulunda, ilköğretim altıncı sınıfta öğrenim gören 241 öğrenci ile gerçekleştirilmiştir.Araştırma verileri, araştırmacı tarafından geliştirilen, ön test, son test ve kalıcılık testi olarak kullanılan Bilişim teknolojileri dersi başarı testi ve Öğrenme stratejilerini belirleme ölçeği ile elde edilmiştir. Araştırma verileri; bağımsız gruplar t testi, korelasyon analizi ve regresyon analizi yoluyla çözümlenmiştir. Araştırmada aşağıdaki sonuçlara ulaşılmıştır: İçerik türüne dayalı öğretim, kuralların öğretimi konusunda kullanılabilecek etkili biryaklaşımdır.İçerik türüne dayalı öğretim yaklaşımı, her tür kuralın öğretiminde etkili olmakla birlikte; işlemsel kurallar ile kıyaslandığında, ilişkisel kuralların öğretiminde daha etkili bir yaklaşımdır. Güdüleyici öğrenme stratejileri, kural öğrenme düzeyini yordayan etkili bir değişkendir. Öğrencilerin kullandıkları tüm öğrenme stratejileri ile karşılaştırıldığında, duyuşsal öğrenme stratejileri öğrenme düzeyinin % 6,3'ünü açıklar niteliktedir.

Keywords

İçerik türüne dayalı öğretim, kural öğretimi, ilişkisel kural, işlemsel kural, ilköğretim

The Effectiveness of The Content Based Teaching Approach on Teaching of The Rules

Abstract

The aim of this research was to determine the effectiveness of the content-based teaching approach on teaching relational and procedural rules. The research was designed as a single group pretest-posttest pattern which is one of the pre-experimental design. The experimental application was carried out in Eskisehir, Turkey with 241 primary school students whose class was sixth grade. The research data was collected by Information Technologies course achievement test which is used as a pre-test, post-test, recalling test and by the Turkish version of the identifying learning strategies scale. The data was analyzed by means of the independent samples t-test, correlation analysis and regression analysis. The following conclusions were reached based on the data obtained in this research: The content-based teaching approach is an effective approach that can be used in teaching the rules. The content-based teaching, besides being effective while teaching of any rule; compared with procedural rules, it is more effective in teaching the relational rules than the procedural rules. Motivational or emotional learning strategies is an effective variable that predicts the level of rule learning. Compared with all of the learning strategies used by the students, motivational or emotional learning strategies are capable of explaining the level of learning at a rate of 6,3%.

Keywords

Content-based teaching approach, teaching rules, relational rules, procedural rules, primary education

References

• Biggs, J., & Tang, C. (2007). Teaching for quality learning at university. (3rd Ed.). Maidenhead: Open University Press-McGraw Hill.
• Bouslama, F., Lansari, A., Al-Rawi, A. & Abonamah, A.A. (2003). A novel outcome-based educational model and its effect on student learning, curriculum development and assessment. Journal of Information Technology Education, 2, 203-213.
• Burden, P.R., & Byrd, D.M. (2003). Methods for effective teaching. Boston: Allyn and Bacon.
• De Jager, H.J., & Nieuwenhuis, F.J. (2005). Linkages between total quality management and the outcomes based approach in an education environment. Quality in Higher Education, 11 (3), 251-260.
• Dick, W., Carey, L., & Carey, J.O. (2005). The systematic design of instruction. Boston: Allyn & Bacon.
• Dijkstra, S., Krammer, H.P.M., & Van Merriënboer, J.J.G. (Eds.). (1997). Instructional models in computerbased learning environments. Heidelberg: Springer Verlag.
• Dupuy, B.C. (2000). Content-based instruction: Can it help ease the transition from beginning to advanced foreign language classes? Foreign Language Annuals, 33 (2), 205-222.
• Eggen, P.D., & Kauchak, D.P. (1999). Educational psychogoly: Windows on classrooms. New Jersey: Merrill.
• Eggen P.D., & Kauchak, D.P. (2003). Learning and teaching: Research based methods. Boston: Allyn & Bacon.
• Elliot, A.J. (1999). Approach and avoidance motivation and achievement goals. Educational Psychologist, 34, 169–189.
• Elliot, A.J. (2005). A conceptual history of the achievement goal construct. In A. J. Elliot & C. S. Dweck (Eds.). Handbook of competence and motivation (pp. 52–72). New York: Guilford Press.
• Erişti, B., & Küçük, M. (2006). Kuralların öğretimi. A.Şimşek (Ed). İçerik türlerine dayalı öğretim (ss. 71- 100) içinde. Ankara: Nobel.
• Fitzpatrick, K. (1995). Leadership challenges of outcome-based education. Education Digest, 60, 13-16.
• Gagné, R.M., Wager, W.W., Golas, K.C. & Keller, J.M. (2005). Principles of instructional design. (5th ed.).
• Belmont, CA: Thomson-Wadsworth. Grabe, W., & Stoller, F. (1997). Content-based instruction: Research foundations. In M. A. Snow & D.
• Brinton (Eds.), The content-based classroom: Perspectives on integrating language and content (pp. 5- 20). White Plains, NY: Longman.
• Güven, M., & Kürüm, D. (2006). Öğrenme stilleri ve eleştirel düşünme arasındaki ilişkiye genel bir bakış. Sosyal Bilimler Dergisi, 6 (1), 75-89.
• Hunter, M. (1994). Enhancing teaching. New York: Macmillan College Publication.
• Jonassen, D.H., & Grabowski, B.L. (1993). Handbook of individual differences, learning and instruction.
• New Jersey: Lawrence Erlbaum Associates. Kemp, J.E., Morrison, G.R., & Ross, S.M. (1994). Designing effective teaching. USA: Macmillan College Publishing.
• Kuzgun, Y., & Deryakulu, D. (Ed.). (2004). Eğitimde bireysel farklılıklar. Ankara: Nobel.
• Landa, L.N. (1983). The algo-heuristic theory of instruction. In Reigeluth, C.M. (Ed.), Instructional design theories and overview if their current status. (pp. 163–211). Hillsdale, NJ: Lawrence Erlbaum Associates Publishing.
• MacNaughton, G., & Williams, G. (2004). Techniques for teaching young children: Choices in theory and practice (2nd ed.). French Forest, Australia: Pearson Prentice Hall.
• Marczyk, G.R., DeMatteo, D. & Festinger, D. (2005). Essentials of research design and methodology (essentials of behavioral science). Hoboken, NJ: John Wiley & Sons.
• Martella, N., Slocum, T., & Martella, R. (2004). Introduction to direct instruction. USA: Pearson Education,
• Marzano, R.J. (1992). A different kind of classroom: Teaching with dimensions of learning. Alexandria, VA: Association for Supervision and Curriculum Development.
• Marzano, R.J., Pickering, D.J. & Pollock, J.E. (2001). Classroom instructions that works: Research based strategies for increasing student achievement. Alexandria: Association for Supervision and Curriculum Development.
• Merrill, M.D. (1994). Instructional design theory. Englewood Cliffs, NJ: Educational Technology Publications.
• Met, M. (1991). Learning language through content: Learning content through language. Foreign Language Annuals, 24, 281-295.
• Moore, K.D. (2001). Classroom teaching skills. Boston: McGraw Hill. Rosiek, J. (2003). Emotional scaffolding: An exploration of teacher knowledge at the intersection of student emotion and the subject matter. Journal of Teacher Education, 54 (5), 399-41.
• Senemoğlu, N. (2005). Gelişim, öğrenme ve öğretim. Kuramdan uygulamaya. Ankara: Gazi Kitabevi.
• Smith, P.L. & Ragan, T.J. (2004). Instructional design (3rd ed.). MA: John Wiley & Sons.
• Spady, W.G. (1994). Outcomes-based education: Critical issues and answers. Arlingtron: AASA.
• Steinmayr, R., & Spinath, B. (2007). Predicting school achievement from motivation and personality. German Journal of Educational Psychology, 21, 207–216.
• Stoller, F. (2004). Content-based instruction: Perspectives on curriculum planning. Annual Review of Applied Linguistics, 24 (1), 261-283.
• Stryker, S., & Leaver, B. (Eds.). (1997). Content-based instruction in foreign language education. Washington, D.C.: Georgetown University Press.
• Streblow, M., & Schiefele, U. (2006). Learning strategies in university. In H. Mandl & H.F. Friedrich (Eds.) Handbuch lernstrategien (pp. 352-365). Göttingen: Hogrefe . Şimşek, A. (Ed). (2006). İçerik türlerine dayalı öğretim. Ankara: Nobel.
• Vollmeyer, R., Rheinberg, F., & Burns, B. D. (2002). Moitivational patterns during hypermedia learning. In Gray, W.D., & Schunn, C.D. (Eds.). Proceedings of the twenty fourth annual meeting of the cognitive science society (p. 1048). Hillsdale, NJ: Lawrence Erlbaum.
• Weinstein, C.E., & Mayer, R.E. (1998). The teaching of learning strategies. In Wittrock, M.C. (Ed.). Handbook of research on teaching (pp. 315-327). London: Macmillan.
• Wolters, C.A. (2003). Regulation of motivation: Evaluating an underemphasized aspect of self-regulated learning. Educational Psychologist, 38, 189–205.
• Wolters, C.A. (1999). The relation between high school students' motivational regulation and their use of learning strategies, effort and classroom performance. Learning and Individual Differences, 11, 281– 299.
• Yanpar, T. (2006). Eğitimin teknolojik temelleri. V. Sönmez (Ed). Eğitim bilimine giriş (ss. 187-212) içinde. Ankara: Anı Yayıncılık.