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Tıp Fakültesi Öğrencilerinin Bilişsel Esneklik Düzeyleri, Öğrenme Yaklaşımları ve Kullandıkları Öğrenme Stratejileri

Year 2020, , 76 - 97, 30.04.2020
https://doi.org/10.25282/ted.589099

Abstract

Amaç: Bu araştırmanın amacı, üniversite öğrencilerinin bilişsel esneklik düzeyleri, öğrenme yaklaşımları ile kullandıkları öğrenme stratejilerini belirlemek ve bunlar arasındaki ilişkileri incelemektir.

Gereç ve Yöntem: Araştırmada açımlayıcı desen karma araştırma yöntemi kullanılmıştır. Araştırmanın nicel kısmında öğrencilerin bilişsel esneklik düzeyleri, öğrenme yaklaşımları ve kullandıkları öğrenme stratejileri incelenmiş ve aralarındaki ilişkiler belirlenmiştir. Araştırmanın nitel kısmında bilişsel esneklik, öğrenme yaklaşımları ve öğrenme stratejileri ölçeğinden öğrencilerin elde ettikleri puanlar göz önünde bulundurularak, bu ölçeklerden yüksek ve düşük puan alan her dönemden iki öğrenci olmak üzere toplam on iki öğrenci odak grup olarak belirlenmiş ve bu öğrencilerle görüşme gerçekleştirilmiştir. Araştırmanın nicel kısmında tıp fakültesi dönem I’den dönem VI’ya 626 öğrenci, nitel kısımda ise odak grupta yer alan 12 öğrenci araştırma grubunu oluşturmuştur. Veriler, bilişsel esneklik, öğrenme yaklaşımları ve öğrenme stratejileri ölçeğiyle elde edilmiştir.

Bulgular: Araştırma sonucunda tıp fakültesi öğrencilerinin bilişsel esneklik düzeyinin yüksek olduğu, derin ve yüzeysel öğrenme yaklaşımına sahip olmakla birlikte derin öğrenme yaklaşımlarının yüzeysel öğrenme yaklaşımlarından bir miktar yüksek olduğu, sosyo-duyuşsal, anlamlandırma, tekrar ve dikkat öğrenme stratejilerinin her birinden yararlandıkları belirlenmiştir. Erkeklerin yüzeysel öğrenme eğilimi kadınlardan yüksektir. Kadınlar dikkat öğrenme stratejisini erkeklerden daha çok kullanmaktadır. Çalışmada yer alan öğrenciler, sınavların kendilerinin öğrenme düzeylerini ölçmediğini, sınavların onları “bilgiyi ezberlemeye” yönlendirdiğini belirtmiştir.

Sonuçlar: Derin öğrenme yaklaşımı ile yüzeysel öğrenme yaklaşımının bir arada yüksek miktarda kullanılması bir çelişki gibi görünse de odak grup görüşmeleri göstermiştir ki; eğitim sistemi öğrencilere bazı mesajlar vermektedir: “Derin öğrenmeye çalışırsan sınıfı geçebileceğin garanti değil, ancak gereken bilgileri ezberlersen durum net: Başarı!”. Bilişsel esneklik arttıkça sosyo-duyuşsal öğrenme stratejisi kullanımı da artmaktadır. Derin öğrenme yaklaşımı arttıkça sosyo-duyuşsal öğrenme stratejisi, anlamlandırma öğrenme stratejisi ve tekrar öğrenme stratejisi kullanımı artmaktadır.   

References

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Cognitive Flexibility Levels, Learning Approaches and Learning Strategies of The Medical Students

Year 2020, , 76 - 97, 30.04.2020
https://doi.org/10.25282/ted.589099

Abstract

Purpose: This study aims to investigate university students’ cognitive flexibility level, learning approaches and strategies they use as well as the relations between these approaches and strategies.

Instrument and Method: In this study, exploratory design mixed research method was applied. In the quantitative part of the study, students’ cognitive flexibility levels, learning approaches, and strategies they use were investigated and the relations among them were determined. In the qualitative part of the study, 12 student-centered interviews, of both semesters, were conducted with those who had high and low grades from cognitive flexibility, learning approaches and learning strategies scale. In the quantitative part of the study, 626 students of medical school from I. year to the VI and in the qualitative part, the 12 students who were in the focus group formed the study group. The data were collected via cognitive flexibility, learning approaches and learning strategies scale.

Findings: In the study it was revealed that medical faculty students’ cognitive flexibility level was high; students had both deep and surface learning approaches while deep learning approaches were higher than surface ones to a certain extent, students benefited from each of socio-emotional, sense-making, repetition and attention learning strategies. Male students’ surface learning tendency is higher than that of the female. The female students use attention learning strategy more than the male ones do. The students that took part in the study claimed that the examinations did not measure their learning degree and forced them to towards “memorizing information”.

Results: While using deep learning approach and surface learning approach at a high quantity may seem as a contradiction, focus group interviews have shown that education system gives some messages to students: “If you study deeply, it is not certain to pass; but if you memorize, it is clear: Success!”. When cognitive flexibility increases, the usage of socio-emotional learning strategy also increases. When deep learning approach increases, the use of socio-emotional learning strategy, sense-making learning strategy and repetition learning strategy increases.

References

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There are 55 citations in total.

Details

Primary Language English
Subjects Health Care Administration
Journal Section Original Article
Authors

Çetin Toraman 0000-0001-5319-0731

Ayşen Melek Aytuğ Koşan 0000-0001-5298-2032

Mustafa Onur Yurdal 0000-0002-9632-7192

Publication Date April 30, 2020
Submission Date July 8, 2019
Published in Issue Year 2020

Cite

Vancouver Toraman Ç, Aytuğ Koşan AM, Yurdal MO. Cognitive Flexibility Levels, Learning Approaches and Learning Strategies of The Medical Students. TED. 2020;19(57):76-97.