Gelişmiş laboratuvar becerileri modeli ve Libya Omar Al-Mukhtar Üniversitesi'nde bilgisayar bilimleri dersine uygulanışı

Year 2014, Volume: 4 Issue: 1, 32 - 43, 01.04.2014

Aisha Othman Crinela Pislaru Ahmed Impes

Abstract

Bu makale, Libya'daki Omar Al-Mukhtar Üniversitesi, Fen Fakültesi bünyesinde yer alan Bilgisayar Bölümü'nde okul temelli öğrenim (OTÖ) ve laboratuvar temelli öğrenim (LTÖ) arasındaki beceri mevcut beceri boşluğuna yönelik tespitleri sunmaktadır. Yazarlar, öğretim görevlileri, laboratuvar görevlileri ve öğrenciler tarafından doldurulan bir anket geliştirmişlerdir. Amaç, OTÖ faaliyetleri esnasındaki öğrenci becerileri ile LTÖ oturumlarında ihtiyaç duyulanlar arasındaki boşluğa yönelik paydaş algılarını keşfetmekti. Anket, bilişsel, psikomotor ve duygusal olmak üzere üç öğrenim alanına ilişkin becerilere odaklanmıştır. Bulgular, iki önemli IT becerisi ve grup çalışma becerisi boşluğu bulunduğunu ve geri kalanlarında materyal eksikliği, alıştırmaları yapmak için gerekli teorik konuları anlama eksikliği, IT alanına sınırlı erişim, geliştirme aşamalarında eksiklik, zayıf müfredat incelemesi ve uygulamalı görevlerle teorik içerik arasında sınırlı bağlantılar bulunduğunu göstermektedir. Yanıtların kantitatif ve kalitatif analiziyle elde edilen sonuçlar, laboratuvar oturumları için gerekli uygulamalı ve sosyal becerilerden oluşan bir LTÖ beceri modeli geliştirmekte kullanılmıştır. Önerilen bu model, öğrencinin öğrenim ve tatmin kalitesini artıracak yardımcı öğretim ve öğrenim faaliyetlerini ve materyallerini tasarlamakta ve geliştirmekte kullanılacaktır.

Keywords

Okul temelli öğrenim (STÖ), laboratuvar temelli öğrenim (LTÖ), e-öğrenim, Bloom taksonomisi, bilişsel alan, psikomotor alan, duygusal alan, sosyal beceriler.

An Improved Lab Skills Model and its Application to the Computer Science Course at Omar Al-Mukhtar University, Libya

Abstract

This paper provides an identification of the existing skills gap between school-based learning (SBL) and laboratory-based learning (LBL) in the Computing Department within the Faculty of Science at Omar Al-Mukhtar University in Libya. The authors developed a questionnaire which was completed by lecturers, laboratory demonstrators and students. The aim was to discover these stakeholders' perceptions about the gap between the students' skills during SBL activities and those required by LBL sessions. The questions referred to skills related to three learning domains: cognitive, psychomotor and affective. The findings show there are two most significant IT skills gap and group work skills, and others are lack of materials, lack of understanding of theoretical issues necessary to perform exercises, limited access to IT, a lack of development processes, poor curriculum review and limited links between practical tasks and theoretical content. The results of quantitative and qualitative analysis of the responses were used to develop an LBL skills model comprising the hard and soft skills required for lab sessions. This proposed model will be used to design and develop supplementary teaching and learning activities and materials which will increase the quality of student learning and satisfaction.

Keywords

School-based learning (SBL), lab-based learning (LBL), e-learning, Bloom's taxonomy, cognitive domain, psychomotor domain, affective domain, soft skills.

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