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BİLGİSAYAR DESTEKLİ EĞİTİM YAZILIMLARINDA KULLANILAN ÖN ÖRGÜTLEYİCİLERİN ALAN BAĞIMLI VE ALAN BAĞIMSIZ ÖĞRENCİLERİN AKADEMİK BAŞARILARINA ETKİSİ

Year 2007, Volume 5, Issue 4, 587 - 607, 01.12.2007

Abstract

Bu çalışma, Bilgisayar Destekli Eğitim (BDE) yazılımlarında ön örgütleyicilere yer verilmesinin farklı bilişsel stillere sahip öğrencilerin akademik başarıları üzerindeki etkisini belirlemek amacıyla yapılmıştır. Araştırmada ön test-son test kontrol gruplu desen kullanılmıştır. Çalışmanın örneklemi, Gazi Üniversitesi Gazi Eğitim Fakültesi Resim ve Tarih Eğitimi Bölümlerinde okuyan 54 öğrenciden oluşmaktadır. Araştırmada, Witkin tarafından geliştirilen alan bağımlılığı/bağımsızlığı bilişsel stil modeli ve Ausubel’in anlamlı öğrenme kuramının önerdiği ön örgütleyici stratejisi ele alınmıştır. Witkin ve arkadaşları tarafından geliştirilen ve Fişek Okman tarafından Türkçeye uyarlanan “Saklı Şekiller Grup Testi” kullanılarak, öğrencilerin bilişsel stilleri belirlenmiştir. Öğrenciler bilişsel stilleri ve ön örgütleyicilerin bulunma durumuna göre 4 ayrı ortama yerleştirilmişlerdir. 3 haftalık deneysel işlem sonrasında öğrencilerin akademik başarıları belirlenmiştir. Araştırmanın sonucunda; alan bağımlı ve alan bağımsız öğrencilerin bilgisayar destekli eğitim yazılımlarına çalışmaları sonunda akademik başarıları arasında anlamlı bir fark olmadığı [t=1.16, p>.05], BDE yazılımlarında ön örgütleyicilerin bulunma durumunun öğrencilerin akademik başarıları açısından anlamlı bir fark yaratmadığı [t=0.23, p > .05] belirlenmiştir.

References

  • Abouserie, R. & Moss, D. (1992). Cognitive style, gender, attitude toward computer asisted learning and acedemic achievement. Educational Studies, 18(2), 151- 161.
  • Akpınar, Y. (1999). Bilgisayar destekli öğretim ve uygulamalar. Ankara. Anı Yayınları.
  • Boyle, T. (1997). Design for multimedia learning. EdingburghGate, Prentice Hall.
  • Brenner, J. (1997). Student’s cognitive styles in asynchronous distance education courses at a community college. 3rd International Conference on Asynchronous Learning Networks, New York konferansında sunulmuş bildiri.
  • Büyüköztürk, Ş. (2001). Veri analizi el kitabı. Ankara. Pegema Yayıncılık.
  • Canino, C. & Cichelli, T. (1988). Cognitive styles, computerızed treatments on matematics achievement and reaction to treatments. Journal of Educational Computing Research, 4(3), 253-264.
  • Cliburn, J. W. (1990). Concept maps to promote meaningful learning. Journal of College Science Teaching. 19(4), 212-217.
  • Coffey, J. W. & Canas A. J. (2001). An advance organizer approach to distance learning course presentation. International Conferance On Technology and Education’da sunulmuş bildiri.
  • Daniels, H. L. (1996). Interaction of cognitive style and learner control of presentation mode in hypermedia environment. Yayımlanmamış Doktora tezi. Faculty Of Virginia Polytechnic Institute and State University. Philosophy in Curriculum and Instruction.
  • Dikdere, M. (1999). A study on the communication strategies used by field dependent and independent Turkish efl learners to express lexical meaning. Yayımlanmamış Doktora Tezi. Eskişehir: Anadolu Üniversitesi Sosyal Bilimler Enstitüsü.
  • Erden, M. ve Akman, Y. (1998). Eğitim psikolojisi. Ankara: Arkadaş Yayınevi.
  • Goodenough, D. (1986). History of the field dependence construct. M. Bertini, L.
  • Pizzamiglio, S. W. (Ed.). Field dependence in psychological theory,research, and application (5-13). Hillsdale, NJ: Lawrence Erlbaum.
  • Howard, J. R., Watson, J. A. & Alllen, J. (1993). Cognitive style and the selection of logo problem-solving-strategies by young black children. Journal of Educational Computing Research, 9(3), 229-354.
  • Kaminski, C. W. (2002). Formative use of select and fill in concept in online instruction: Implications for students of different learning style. Association for the Education of Teachers in Science konferansında sunulmuş bildiri.
  • Kenny, R. F., Grabowski, B. L., Middlemiss, M. & Van Neste-Kenny (1991). The generative effects of graphic organizers with computer-based interactive video by global an analytic thinkers. Association for the Development of Computer Based Instruction Systems yıllık toplantılarında sunulmuş bildiri.
  • McManus, T. (2000). Individualizing instruction in a web-based hypermedia learning environment: Nonlinearity, advance organizers, and self-regulated learners. Journal of Interactive Learning Research, 11(3), 219-251.
  • Meng, K. & Patty, D. (1991). Field dependence and contextual organizer. Journal of Educational Research, 84(3), 183-189.
  • Okman-Fişek, G. (1979). Saklı şekiller grup testi. Boğaziçi Üniversitesi Yayınları.
  • Park, I. & Hannafin, M. J. (1993). Empirically based guidelines for the designof interactive multimedia. Educational Technology Research and Development, 41(3), 63-85.
  • Park, S. (1995). Implications of learning strategy research for designing computer- assisted ınstruction. Journal Research on Computers in Education, 27(4), 435- 455.
  • Pithers, R. T. (2002). Cognitive Learning Style: A review of the field dependent- field independent approach. Journal of Vocational Education and Training, 54(1), 117-132.
  • Reynolds, C. J. & Salend, S. J. (1990). Teacher-directed and student-mediated textbook comprehension strategies. Academic Therapy, 25(4), 417-427.
  • Saidi, H. (1993). The impact of advance organizers upon students’ achievement in computer-assisted video instruction. Journal of Educational Technology Systems, 22(1), 29-38.
  • Senemoğlu, N. (2001). Gelişim öğrenme ve öğretim. Ankara: Gazi Kitabevi.
  • Shapiro, A. M. (1999). The relationship between prior knowledge and interactive overviews during hypermedia-aided learning. Journal of Educational Computing Research, 20(2), 143-167.
  • Stone, C. L. (1983). A meta-analysis of advance organizer studies. Journal of Experimental Education, (54), 194-199.
  • Story, C. (1998). What instructional designers need to know about advance organizers. International Journal of Instructional Media, (25), 253-262.
  • Tabak, S. (2000). Sağlık eğitimi. Ankara.
  • Uşun, S. (2000). Dünyada ve Türkiye’de bilgisayar destekli öğretim. Ankara: Pegema Yayıncılık.
  • Wang, W., Tseng, C. & Huang, S. (2001). Using subsumption theory based computer mindtools to assist pupils in constructing probability concept. Proceedings of ICCE/SchoolNet,(1), 106-113.
  • Willerman, M. & Mac Harg, R. A. (1991). The concept map as an advance organizer. Journal of Research In Science Teaching, 28(8), 705-711.
  • Witkin, H. A. , Moore, C. A. , Goodenough, D. R. & Cox, P. W. (1977). Field- dependent and field-independent cognitive styles and their educational implications. Review of Educational Research, (47), 1-64.
  • Yeh, S. W. & Lehman, J. D. (2001). Effects of learner control and learning strategies on english foreign language learning from interactive hypermedia lessons. Journal of Educational Multimedia and Hypermedia, 10(2), 141-159.

THE EFFECTS OF ADVANCE ORGANIZERS EXISTENCE IN COMPUTER AIDED INSTRUCTIONAL SOFTWARE ON FIELD DEPENDENT AND FIELD INDEPENDENT STUDENTS’ ACADEMIC ACHIEVEMENT

Year 2007, Volume 5, Issue 4, 587 - 607, 01.12.2007

Abstract

This study aims to investigate the effects of advance organizers existing in computer assisted instruction software on academic achievement of the students who have different types of cognitive styles. In the research, pretest-posttest control group design was used. The sample consisted of 54 students studying at the departments of Art Education and History Education of in Faculty of Gazi Education, Gazi University. In this study, field dependent and field independent cognitive styles and advance organizers were used as independent variables. Cognitive styles of students are determined by the “Group Embedded Figure Test” which is developed by Witkin and his friends and adapted in Turkish by Fişek Okman. Students were settled into four different groups according to their cognitive styles and existence of advance organizers. The academic achievements of students were determined after 3 weeks treatment. The findings of the research showed that there wasn’t a significant difference between the academic achievement of field dependent and field independent students after an instruction with instructional software [t=1.16, p > .05]. The existence of advance organizers in an instructional software didn’t have an affect on the academic achievement of students [t=0.23, p > .05].

References

  • Abouserie, R. & Moss, D. (1992). Cognitive style, gender, attitude toward computer asisted learning and acedemic achievement. Educational Studies, 18(2), 151- 161.
  • Akpınar, Y. (1999). Bilgisayar destekli öğretim ve uygulamalar. Ankara. Anı Yayınları.
  • Boyle, T. (1997). Design for multimedia learning. EdingburghGate, Prentice Hall.
  • Brenner, J. (1997). Student’s cognitive styles in asynchronous distance education courses at a community college. 3rd International Conference on Asynchronous Learning Networks, New York konferansında sunulmuş bildiri.
  • Büyüköztürk, Ş. (2001). Veri analizi el kitabı. Ankara. Pegema Yayıncılık.
  • Canino, C. & Cichelli, T. (1988). Cognitive styles, computerızed treatments on matematics achievement and reaction to treatments. Journal of Educational Computing Research, 4(3), 253-264.
  • Cliburn, J. W. (1990). Concept maps to promote meaningful learning. Journal of College Science Teaching. 19(4), 212-217.
  • Coffey, J. W. & Canas A. J. (2001). An advance organizer approach to distance learning course presentation. International Conferance On Technology and Education’da sunulmuş bildiri.
  • Daniels, H. L. (1996). Interaction of cognitive style and learner control of presentation mode in hypermedia environment. Yayımlanmamış Doktora tezi. Faculty Of Virginia Polytechnic Institute and State University. Philosophy in Curriculum and Instruction.
  • Dikdere, M. (1999). A study on the communication strategies used by field dependent and independent Turkish efl learners to express lexical meaning. Yayımlanmamış Doktora Tezi. Eskişehir: Anadolu Üniversitesi Sosyal Bilimler Enstitüsü.
  • Erden, M. ve Akman, Y. (1998). Eğitim psikolojisi. Ankara: Arkadaş Yayınevi.
  • Goodenough, D. (1986). History of the field dependence construct. M. Bertini, L.
  • Pizzamiglio, S. W. (Ed.). Field dependence in psychological theory,research, and application (5-13). Hillsdale, NJ: Lawrence Erlbaum.
  • Howard, J. R., Watson, J. A. & Alllen, J. (1993). Cognitive style and the selection of logo problem-solving-strategies by young black children. Journal of Educational Computing Research, 9(3), 229-354.
  • Kaminski, C. W. (2002). Formative use of select and fill in concept in online instruction: Implications for students of different learning style. Association for the Education of Teachers in Science konferansında sunulmuş bildiri.
  • Kenny, R. F., Grabowski, B. L., Middlemiss, M. & Van Neste-Kenny (1991). The generative effects of graphic organizers with computer-based interactive video by global an analytic thinkers. Association for the Development of Computer Based Instruction Systems yıllık toplantılarında sunulmuş bildiri.
  • McManus, T. (2000). Individualizing instruction in a web-based hypermedia learning environment: Nonlinearity, advance organizers, and self-regulated learners. Journal of Interactive Learning Research, 11(3), 219-251.
  • Meng, K. & Patty, D. (1991). Field dependence and contextual organizer. Journal of Educational Research, 84(3), 183-189.
  • Okman-Fişek, G. (1979). Saklı şekiller grup testi. Boğaziçi Üniversitesi Yayınları.
  • Park, I. & Hannafin, M. J. (1993). Empirically based guidelines for the designof interactive multimedia. Educational Technology Research and Development, 41(3), 63-85.
  • Park, S. (1995). Implications of learning strategy research for designing computer- assisted ınstruction. Journal Research on Computers in Education, 27(4), 435- 455.
  • Pithers, R. T. (2002). Cognitive Learning Style: A review of the field dependent- field independent approach. Journal of Vocational Education and Training, 54(1), 117-132.
  • Reynolds, C. J. & Salend, S. J. (1990). Teacher-directed and student-mediated textbook comprehension strategies. Academic Therapy, 25(4), 417-427.
  • Saidi, H. (1993). The impact of advance organizers upon students’ achievement in computer-assisted video instruction. Journal of Educational Technology Systems, 22(1), 29-38.
  • Senemoğlu, N. (2001). Gelişim öğrenme ve öğretim. Ankara: Gazi Kitabevi.
  • Shapiro, A. M. (1999). The relationship between prior knowledge and interactive overviews during hypermedia-aided learning. Journal of Educational Computing Research, 20(2), 143-167.
  • Stone, C. L. (1983). A meta-analysis of advance organizer studies. Journal of Experimental Education, (54), 194-199.
  • Story, C. (1998). What instructional designers need to know about advance organizers. International Journal of Instructional Media, (25), 253-262.
  • Tabak, S. (2000). Sağlık eğitimi. Ankara.
  • Uşun, S. (2000). Dünyada ve Türkiye’de bilgisayar destekli öğretim. Ankara: Pegema Yayıncılık.
  • Wang, W., Tseng, C. & Huang, S. (2001). Using subsumption theory based computer mindtools to assist pupils in constructing probability concept. Proceedings of ICCE/SchoolNet,(1), 106-113.
  • Willerman, M. & Mac Harg, R. A. (1991). The concept map as an advance organizer. Journal of Research In Science Teaching, 28(8), 705-711.
  • Witkin, H. A. , Moore, C. A. , Goodenough, D. R. & Cox, P. W. (1977). Field- dependent and field-independent cognitive styles and their educational implications. Review of Educational Research, (47), 1-64.
  • Yeh, S. W. & Lehman, J. D. (2001). Effects of learner control and learning strategies on english foreign language learning from interactive hypermedia lessons. Journal of Educational Multimedia and Hypermedia, 10(2), 141-159.

Details

Other ID JA43VT57EZ
Journal Section Articles
Authors

Sibel SOMYÜREK This is me


H. İbrahim YALIN This is me

Publication Date December 1, 2007
Application Date December 1, 2007
Acceptance Date
Published in Issue Year 2007, Volume 5, Issue 4

Cite

APA Somyürek, S. & Yalın, H. İ. (2007). BİLGİSAYAR DESTEKLİ EĞİTİM YAZILIMLARINDA KULLANILAN ÖN ÖRGÜTLEYİCİLERİN ALAN BAĞIMLI VE ALAN BAĞIMSIZ ÖĞRENCİLERİN AKADEMİK BAŞARILARINA ETKİSİ . Türk Eğitim Bilimleri Dergisi , 5 (4) , 587-607 . Retrieved from https://dergipark.org.tr/en/pub/tebd/issue/26114/275121

The Journal of Turkish Educational Sciences is published by Gazi University.