Aşamalı Araştırmaya Dayalı Öğrenme Modelinin Etkisi

Abstract

Bu çalışmanın amacı; aşamalı araştırmaya dayalı öğrenme modeline göre tasarlanan bir dersin etkililiğini belirlemektir. Bu amaçla nitel araştırma dersi aşamalı araştırmaya dayalı öğrenmeye göre tasarlanmış ve uygulanmıştır. Araştırma, nitel araştırma desenlerinden eylem araştırması ile gerçekleştirilmiştir. Araştırmanın çalışma grubunu Türkiye’deki bir devlet üniversitesinde Eğitim Programları ve Öğretim yüksek lisans programına devam eden ve Nitel Araştırma dersini alan 13 öğrenci oluşturmuştur. Verilerin toplanmasında; “Süreç Değerlendirme Formu” ve “Öğrenci Mektupları” kullanılmıştır. Veri analiz süreci; “verileri düzenleme”, “verileri özetleme” ve “ilişkilendirme/yorumlama” olmak üzere üç aşamada yürütülmüştür. Araştırma sonuçlarına göre öğrencilerin nitel araştırma ile ilgili yeni bilgi ve kavramları öğrendikleri ve nitel araştırmaya karşı olumlu tutum kazandıkları görülmüştür. Araştırmaya dayalı öğrenme modelinin öğrencilerde sabır ve saygı gibi insani değerler yanında işbirliği ve liderlik gibi sosyal becerileri, eleştirel düşünme, öz düzenleme, zamanı etkili kullanma ve sorumluluk gibi kişisel becerileri kazanmalarını sağladığı görülmüştür. Bunun yanında öğrencilerin bilimsel araştırma becerilerini kazandıkları, araştırmaya dayalı öğrenme yönteminin öğrencilerin derse aktif katılımlarını arttırdığı, etkileşimli bir sınıf ortamı oluşturduğu ve farklı bakış açılarını görmenin öğrenciler açısından verimli olduğu sonucuna ulaşılmıştır.

Keywords

• Eylem araştırması
• uzaktan öğretim
• araştırmaya dayalı öğrenme
• aşamalı araştırmaya dayalı öğrenme modeli
• nitel araştırma dersi

Effectiviness of Layered Inquiry Based Learning Model

Abstract

The aim of this study is to determine the effectiveness of the qualitative research lesson designed according to the layered-inquiry-based learning model. The research was carried out using action research from qualitative research designs. The study group consists of 13 students taking the Curriculum and Instruction master degree program at a state university in Turkey and receiving a qualitative research lesson. In data collection, ‘the process evaluation form’ and ‘student letters’ were used. The data analysis was carried out in three stages: organizing data, summarizing data, and associating/interpreting. According to the results of the research, it was observed that the students learned new information and concepts related to qualitative research and gained a positive attitude towards qualitative research. It was seen that the inquiry-based learning model enabled students to acquire human values such as patience and respect along with social skills such as cooperation and leadership, critical thinking, self-regulation, using time effectively, and responsibility. It was concluded that that the students gained scientific research skills, increased the active participation of the students in the lesson, created an interactive classroom environment and it was efficient in enabling students to see different perspectives.

Keywords

• Action research
• distance learning
• inquiry based learning
• qualitative research course
• inquiry based learning model

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