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Learning occurs in the learner: New generation of education specialist

Year 2013, Volume: 2 Issue: 1, 39 - 48, 31.01.2013
https://doi.org/10.19128/turje.181053

Abstract

In light of the fact that learning, as a phenomenon, is an electro-chemical process and is rearranging the neuro-networking, there is no “teaching” as such. We, as education specialists, can only help other human beings to learn something. Therefore, we should put all our focus and emphasis on “learning”. “Teachers” who were trained through traditional methods, usually act with the urge of controlling reflex. The traditional understanding of education and learning, based on reductionist approach where the main focus is on behavioral change, has been replaced by a totally different approach which is influenced by recent developments over the past fifteen years in the realm of science and technology. Especially with the help of Functional Magnetic Resonance Imaging (FMRI), we can now monitor how human brain reacts to different stimulus and how different parts of human brain function together. With that technology in place, the definition of learning has been radically changed. The main purpose of this article is to make suggestions to education specialists with regard to their approach to learners in light of the contemporary educational understanding and in so doing contribute to the establishment of the profile of new generation of education specialists.

References

  • Acat, M.,B., Anılan, H., Anagun, S.S. (2010). The Problems Encountered Designing Constructivist Learning Environments in Science Education and Practical Suggestions. The Turkish Online Journal of Educational Technology, Vol.9, Issue 2.
  • Abbott, J., Ryan, T. (1999). Consstructing Knowledge, Reconstructing Schooling. Educational Leadership, 57, 66-69.
  • Baum, M., Dohring, K., & Eckert, P. (1994). Active learning study. A report on the nature and degree of active learning by students and teachers. Report prepared for OECD/CERI, Paris.
  • Black, A., & Ammon, P. (1992). A developmental-constructivist approach to teacher education. Journal of Teacher Education, 43(5), 323-335.
  • Brooks, J.G; Brooks, M. (1999). In search of understanding: The case for constructivist classrooms. ASCD.
  • Driscoll, M. P. (2000). Psychology of Learning for Instruction, 2nd Edition. Boston: Allyn & Bacon.
  • Duman, B. (2009). Neden Beyin Temelli Öğrenme? Pegem Akademi 2.baskı.
  • Fullan, M. (1993). Why Teachers must become change agents. Educational Leadership, 50(6), 12-17.
  • Hopkins, D., & Aldrige, K. (1995). New images of active learning for students and teachers, a summary of the UK.
  • National case study for the OECD/CERI comparative study on active learning. Cambridge: University of Cambridge Institute of Education.
  • Hull, C. L. (1943). Principles of Behavior: An Introduction to Behavior Theory. New York: Appleton-Century- Crofts.
  • Jensen, E. (1997). Brain based learning (handout), Six Day Brain Based Certification Level One Conference. San Antonio, 4-9.
  • Jensen, E. 1998. Teaching with the Brain in Mind. ASCD.
  • Kolb, D.A. (1984). Experiential learning: Experience as a source of learning and development. Prentice Hall.
  • Kücük, M., Çepni, S. (2004). Measurement and Assessment for Science Education in the Turkish Educational Context: Problems and Reflections. Asia-Pacific Forum on Science Learning and Teaching , Vol.5, Issue 3.
  • Mayer, R. (1996). Learners as information processors: Legacies and limitations of educational psychology's second metaphor. Educational Psychologist, 31(3/4), 51-161.
  • Newquist, H.P. 2004. The Great Brain Book. New York, NY: Scholastic Inc.
  • Özar, M. (2012). Turkish Curriculum: Claimed to be based on Constructivism. International Journal of Business and Social Science, Vol.3 No.18- 122-130
  • Peggy A. Ertmer, P.A., Newby, T.J. (1993). Behaviorism, Cognitivism, Constructivism: Comparing Critical Features from an Instructional Design Perspective. Performance Improvement Quarterly, Volume 6, Issue 4, pages 50–72.
  • Perkins, D. (1999 ).The Many Faces of Constructivısm.” Educational Leadership, 57, 3.
  • Reigeluth, C., M. (Ed.). (1999). Instructional Design Theories and Models: A New Paradigm of Instructional Theory Mahwah, NJ: Lawrence Erlbaum, Vol.2
  • Selley, Nick. (1999). The Art of Constructivist Teaching in the Primary School: A Guide for Students and Teachers. David Fulton Publishers.
  • Slavin, R.E. (2011). Educational Psychology: Theory and Practice. 10th edition, Pretice Hall.
  • Thorndike, E. L. (1905). The elements of psychology. New York: A. G. Seiler.
  • Watson, J. B. (1930). Behaviorism (revised edition). University of Chicago Press.
  • Zull, J.E. (2002). The Art of Changing the Brain. Stylus Publishing.

Öğrenme öğrenende gerçekleşir: Yeni nesil eğitim uzmanı

Year 2013, Volume: 2 Issue: 1, 39 - 48, 31.01.2013
https://doi.org/10.19128/turje.181053

Abstract

Öğrenme olgusunun elektro-kimyasal bir süreç ve beyin hücreleri arasında yeni ağların oluşturulması (neuro-networking) olduğunu düşünürsek, aslında “öğretmek” diye bir eylem ve süreç yoktur. Bizler, eğitim uzmanları, başka bir insanın öğrenmesine yardımcı olabiliriz. Bu sebeple tüm vurgumuzu öğrenme olgusu üzerine odaklamalıyız. Geleneksel eğitim anlayışına sahip bir ekolle yetiştirilmiş “öğretmenler”, çoğunlukla “öğrencilerin” davranışlarını kontrol etme refleksi ile hareket eder. Öğrenmeyi ve eğitimi, davranış değişikliği olarak algılayan ve insanı bu indirgemeci anlayışla ele alan yaklaşım son on beş yılda gelişen bilim ve teknoloji ile yerini tamamen farklı bir anlayışa bırakmıştır. Özellikle Fonksiyonel Manyetik Rezonans Görüntüleme (FMRG –FMRI) teknolojileriyle bugün artık insan beyninin hangi uyaranlara nasıl reaksiyon gösterdiği ve farklı uyaranlarla beynin farklı bölgelerinin nasıl birlikte çalıştığını görüntülemek mümkündür. Bu teknoloji sayesinde öğrenme olgusunun tanımı radikal olarak değişmiştir. Bu makalenin amacı, çağdaş öğrenme yaklaşımları doğrultusunda yeni nesil “eğitim uzmanlarının” “öğrenenlere” nasıl yaklaşmaları gerektiği konusunda önerilerde bulunarak ve böylece yeni nesil “eğitim uzmanı” profilinin oluşumuna katkıda bulunmaktır.

References

  • Acat, M.,B., Anılan, H., Anagun, S.S. (2010). The Problems Encountered Designing Constructivist Learning Environments in Science Education and Practical Suggestions. The Turkish Online Journal of Educational Technology, Vol.9, Issue 2.
  • Abbott, J., Ryan, T. (1999). Consstructing Knowledge, Reconstructing Schooling. Educational Leadership, 57, 66-69.
  • Baum, M., Dohring, K., & Eckert, P. (1994). Active learning study. A report on the nature and degree of active learning by students and teachers. Report prepared for OECD/CERI, Paris.
  • Black, A., & Ammon, P. (1992). A developmental-constructivist approach to teacher education. Journal of Teacher Education, 43(5), 323-335.
  • Brooks, J.G; Brooks, M. (1999). In search of understanding: The case for constructivist classrooms. ASCD.
  • Driscoll, M. P. (2000). Psychology of Learning for Instruction, 2nd Edition. Boston: Allyn & Bacon.
  • Duman, B. (2009). Neden Beyin Temelli Öğrenme? Pegem Akademi 2.baskı.
  • Fullan, M. (1993). Why Teachers must become change agents. Educational Leadership, 50(6), 12-17.
  • Hopkins, D., & Aldrige, K. (1995). New images of active learning for students and teachers, a summary of the UK.
  • National case study for the OECD/CERI comparative study on active learning. Cambridge: University of Cambridge Institute of Education.
  • Hull, C. L. (1943). Principles of Behavior: An Introduction to Behavior Theory. New York: Appleton-Century- Crofts.
  • Jensen, E. (1997). Brain based learning (handout), Six Day Brain Based Certification Level One Conference. San Antonio, 4-9.
  • Jensen, E. 1998. Teaching with the Brain in Mind. ASCD.
  • Kolb, D.A. (1984). Experiential learning: Experience as a source of learning and development. Prentice Hall.
  • Kücük, M., Çepni, S. (2004). Measurement and Assessment for Science Education in the Turkish Educational Context: Problems and Reflections. Asia-Pacific Forum on Science Learning and Teaching , Vol.5, Issue 3.
  • Mayer, R. (1996). Learners as information processors: Legacies and limitations of educational psychology's second metaphor. Educational Psychologist, 31(3/4), 51-161.
  • Newquist, H.P. 2004. The Great Brain Book. New York, NY: Scholastic Inc.
  • Özar, M. (2012). Turkish Curriculum: Claimed to be based on Constructivism. International Journal of Business and Social Science, Vol.3 No.18- 122-130
  • Peggy A. Ertmer, P.A., Newby, T.J. (1993). Behaviorism, Cognitivism, Constructivism: Comparing Critical Features from an Instructional Design Perspective. Performance Improvement Quarterly, Volume 6, Issue 4, pages 50–72.
  • Perkins, D. (1999 ).The Many Faces of Constructivısm.” Educational Leadership, 57, 3.
  • Reigeluth, C., M. (Ed.). (1999). Instructional Design Theories and Models: A New Paradigm of Instructional Theory Mahwah, NJ: Lawrence Erlbaum, Vol.2
  • Selley, Nick. (1999). The Art of Constructivist Teaching in the Primary School: A Guide for Students and Teachers. David Fulton Publishers.
  • Slavin, R.E. (2011). Educational Psychology: Theory and Practice. 10th edition, Pretice Hall.
  • Thorndike, E. L. (1905). The elements of psychology. New York: A. G. Seiler.
  • Watson, J. B. (1930). Behaviorism (revised edition). University of Chicago Press.
  • Zull, J.E. (2002). The Art of Changing the Brain. Stylus Publishing.

Details

Primary Language Turkish
Subjects Studies on Education
Journal Section Reviews
Authors

Mirac OZAR

Publication Date January 31, 2013
Acceptance Date January 24, 2013
Published in Issue Year 2013 Volume: 2 Issue: 1

Cite

APA OZAR, M. (2013). Öğrenme öğrenende gerçekleşir: Yeni nesil eğitim uzmanı. Turkish Journal of Education, 2(1), 39-48. https://doi.org/10.19128/turje.181053

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