The Effect of Writing-to-Learn Strategies on 6 Grade Students’ Conceptual Understanding of Matter and Heat Unit

Year 2018, Volume: 8 Issue: 4, 89 - 108, 29.12.2018

Fatma Yaman

https://doi.org/10.19126/suje.425308

Cited By: 6

Abstract

The purpose of the study was to examine opinions of students about
thinking-style-based differentiated instruction designed for the units “Booking
a Hotel Room” and “Check-in and Check-out in a Hotel” in scope of Vocational
Foreign Language Course at associate degree. Qualitative research method, case
study and interview form were used in the study. The study was carried out with
25 students studying at Tourism and Hotel Management Program and taking
Vocational Foreign Language Course at 2014-2015 spring semester at a Vocational
College. Functions, levels and scopes of thinking styles were taken into
consideration. Process was differentiated in the study using stations, complex
instruction, orbital studies, learning centers, entry points and learning
contracts. After the experimental study, lasting 42 periods, the students were
asked to express their opinions about the process. The data were collected
using a standardized open-ended interview form. The results of the research
showed that the opinions of the students about thinking-style-based differentiated
instruction were positive and that the activities increased their interests and
participation in the course.

Keywords

Thinking styles, differentiated instruction, vocational foreign language course, opinions of students

Öğrenme Amaçlı Yazma Etkinliklerinin Ortaokul 6. Sınıf Öğrencilerinin Madde ve Isı Ünitesindeki Kavramsal Anlamalarına Etkisi

Abstract

Bu çalışmanın amacı, önlisans düzeyinde mesleki
yabancı dil dersi kapsamında “Rezervasyon Yapma” ve “Otele Giriş-Çıkış
İşlemleri” üniteleri için öğrencilerin düşünme stillerine göre tasarlanan
farklılaştırılmış öğretim etkinlikleri hakkında öğrenci görüşlerini
belirlemektir. Araştırma, nitel araştırma yöntemlerinden durum çalışmasına göre
desenlenmiş ve veri toplamak amacıyla görüşme formu kullanılmıştır. Araştırma;
2014-2015 bahar yarıyılında, bir Meslek Yüksekokulu’nun Turizm ve Otel
İşletmeciliği programında öğrenim gören 25 ikinci sınıf öğrencisi ile
yürütülmüştür. Çalışmada, öğrencilerin düşünme stillerinin işlev, düzey ve
kapsam boyutları ve bu boyutların 7 alt boyutu dikkate alınmıştır.
Farklılaştırma süreç boyutunda yapılmıştır. Süreç farklılaştırılırken,
istasyon, karmaşık öğretim, yörünge çalışmaları, merkezler, giriş noktaları ve
öğrenme sözleşmeleri stratejilerinden faydalanılmıştır. Uygulama süreci, 42
ders saatinde yürütülmüştür. Uygulama sürecinin ardından, öğrenci görüşleri
açık uçlu görüşme formu aracılığıyla elde edilmiştir. Araştırmadan elde edilen
sonuçlar, düşünme stillerine göre farklılaştırılmış öğretim etkinlikleri
hakkında öğrenci görüşlerinin genel olarak olumlu olduğunu ve bu etkinliklerin
öğrencilerin derse olan ilgilerini ve derse katılımlarını arttırdığını
göstermiştir.

Keywords

Düşünme stilleri, farklılaştırılmış öğretim, mesleki yabancı dil dersi, öğrenci görüşleri

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