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Aktif öğrenme gruplarındaki kültürler arası etkileşim örüntülerini incelenmesi: Erasmus+ Sanat Köprüleri Oluşturmak Projesi Örneği

Yıl 2024, Cilt: 8 Sayı: 3, 1025 - 1039, 25.07.2024
https://doi.org/10.34056/aujef.1406380

Öz

Bu çalışmanın amacı aktif öğrenme gruplarındaki kültürlerarası etkileşim örüntülerini ortaya çıkarmaktır. Çalışma grubunu 15-17 yaş aralığındaki, 9., 10 ve 11. sınıfta eğitimlerine devam etmekte olan 28 öğrenci oluşturmaktadır. Söz konusu katılımcı öğrenciler Romanya, Polonya ve Türkiye’de yer alan güzel sanatlar liselerinde öğrenim görmektedirler. Bu üç okul, Erasmus+ Programı tarafından desteklenen “Sanat Köprüleri Oluşturmak” (Building Bridges through Arts) Projesi kapsamında ortak etkinlikler yürütmek amacı ile biraraya gelmişlerdir. Etkinlikler, aktif öğrenme grupları şeklinde gerçekleştirilmiştir. Çalışmada yarı yapılandırılmış görüşme soruları kullanılmıştır. Görüşme sorularının analizi sonucunda öğrenciler, aktif öğrenme grupları oluşturulmasının farklı kültürleri tanıma, kişiler arası etkileşimin güçlenmesi, işbirliğine teşvik etmesi, birlikte ürün oluşturulması, birlikte karar vermeyi kolaylaştırması, zamanı olumlu yönetme konusunda görüşler bildirmişlerdir.

Kaynakça

  • Anderson, R. C. (1984). Some reflections on the acquisition of knowledge. Educational Research, 13, 2-5.
  • Ballatore, M., & Ferede, M. K. (2013). The Erasmus Programme in France, Italy and the United Kingdom: Student mobility as a signal of distinction and privilege. European Educational Research Journal, 12(4), 525–533. https://doi.org/10.2304/eerj.2013.12.4.525
  • Baltacı, A. (2017). Nitel veri analizinde Miles-Huberman modeli. Ahi Evran Üniversitesi Sosyal Bilimler Enstitüsü Dergisi (AEÜSBED), 3(1), 1-15.
  • Baltacı, A. (2017). Sosyal bilimlerde araştırma yöntemleri. Pegem Akademi.
  • Bellanca, J. (1997). Active learning handbook for the multiple intelligences classroom. Sky Light Training and Publishing Inc.
  • Bleszynska, K. M. (2008). Constructing intercultural education. Intercultural Education, 19(6), 537-545. https://doi.org/10.1080/14675980802568335
  • Bransford, J., Brown, A., & Cocking, R. (2000). How people learn: Body, mind, experience and school. National Academy Press.
  • Buil-Fabregá, M., Martínez Casanovas, M., Ruiz-Munzón, N., & Filho, W. L. (2019). Flipped classroom as an active learning methodology in sustainable development curricula. Sustainability, 11, 4577. https://doi.org/10.3390/su11174577
  • Cooperstein, S. E., & Kocevar-Weidinger, E. (2003). Beyond active learning: A constructivist approach to learning. Reference Services Review, 32(2), 141-148.
  • Creswell, J. W. (2013). Qualitative inquiry & research design: Choosing among five approaches (3rd ed.). SAGE Publications.
  • Dewey, J. (1972). Experience and education. Collier Books.
  • Dory, Y. D., Belcher, J., Bessette, M., Danziger, M., McKinney, A., & Hult, E. (2003). Technology for active learning. Materials Today, 44-49.
  • Dunkase, J. A., Hand, B. M., & Shymansky, J. A. (1997). The effect of a teacher enhancement project designed to promote interactive constructivist teacher strategies in elementary school science on students’ perceptions and attitudes. Presented at the School Science & Mathematics Conference, Milwaukee, WI.
  • European Commission. (2023). Erasmus+ Programme Guide. https://erasmus-plus.ec.europa.eu/document/erasmus-programme-guide-2023-version-1
  • Grabinger, R. S., & Dunlap, J. C. (1995). Rich environments for active learning: A definition. ALT-J, 3(2), 5-34. https://doi.org/10.1080/0968776950030202
  • Hart, J., Noack, M., Plaimauer, C., & Bjornavold, J. (2020). Towards a structured and consistent terminology on transversal skills and competences. 2nd Report to ESCO Member States Working Group on a Terminology for Transversal Skills and Competences (TSCs), CEDEFOB.
  • Hart, J., Adams, R., & Walker, L. (2020). CEDEFOP knowledge, skills and competencies framework. Publications Office of the European Union.
  • Hill, A. (2013). Teaching in the new learning spaces. https://www.jcu.edu.au/__data/assets/pdf_file/0013/104332/jcu_125842.pdf
  • Johnson, D. W., Johnson, R. T., & Holubec, E. J. (1994). The nuts & bolts of cooperative learning. Interaction Book Company.
  • Kardaş, M. N., & Uca, N. (2016). Aktif öğrenme yönteminin kullanıldığı çalışmaların öğrenci başarısı, tutumu ve görüşleri açısından incelenmesi: Bir meta-analiz çalışması. International Journal of Turkish Education Sciences, 4(7), 118-130.
  • Levine, M. (2002). A mind at a time. Simon and Schuster Publishing Inc.
  • Lord, S. M., Prince, M. J., Stefanou, C. R., Stolk, D., & Chen, J. C. (2012). The effect of different active learning environments on student outcomes related to lifelong learning. International Journal of Engineering Education, 28(3), 606–620.
  • Niemi, H. (2002). Active learning—a cultural change needed in teacher education and schools. Teaching and Teacher Education, 18(1), 763–780.
  • Patton, M. Q. (2002). Qualitative research and evaluation methods (3rd ed.). Sage.
  • Romanow, D., Napier, N. P., & Cline, M. K. (2020). Using active learning, group formation, and discussion to increase student learning: A business intelligence skills analysis. Journal of Information Systems Education, 31(3), 218-231. http://jise.org/Volume31/n3/JISEv31n3p218.html
  • Ruggery, A. (2022). An introduction to ecological active learning. Current Directions in Psychological Science, 31(6), 471–479. https://doi.org/10.1177/0963721422111211
  • Spiceland, J. D., & Hawkins, P. H. (2002). The impact on learning of an asynchronous active learning course format. JALN, 6(1), 68-75.
  • Taraban, R., Box, C., Myers, R., Pollard, R., & Bowen, C. W. (2007). Effects of active-learning experiences on achievement, attitudes, and behaviors in high school biology. Journal of Research in Science Teaching, 44, 960-979. https://doi.org/10.1002/tea.20183
  • Tesfaye, S., & Berhanu, K. (2015). Improving students’ participation in active learning methods: Group discussions, presentations and demonstrations: A case of Madda Walabu University second year tourism management students of 2014. Journal of Education and Practice, 22(6), 2222-1735.
  • Urry, J. (2002). Mobility and proximity. Journal of the British Sociological Association, 36(2), 255-273. https://doi.org/10.1177/0038038502036002002
  • Ün Açıkgöz, K. (2004). Aktif öğrenme yöntemleri. Biliş Yayıncılık.
  • Venton, B. J., & Pompano, R. R. (2021). Strategies for enhancing remote student engagement through active learning. Analytical and Bioanalytical Chemistry, 413, 1507–1512. https://doi.org/10.1007/s00216-021-03159-0
  • Vygotsky, L. S. (1978). Mind in society: The development of higher psychological processes. Harvard University Press.
  • Yıldırım, A., & Şimşek, H. (2008). Sosyal bilimlerde nitel araştırma yöntemleri. Seçkin Yayıncılık.
  • Yıldız Demirtaş, V., & Gökdağ Baltacıoğlu, M. (2010). Öğrenme stillerine göre yaratıcılık düzeyleri. e-Journal of New World Sciences Academy, 5(4), 1308-7274.
  • Yıldız Demirtaş, V. (2017). Aktif öğrenme ve işbirlikli öğrenme yöntem ve teknikleri. In D. Birsen & A. Vesile (Eds.), Öğretim ilke ve yöntemleri (3rd ed.). Eğiten Kitap.

Examining Intercultural Interaction Patterns in Active Learning Groups: Erasmus+ Building Bridges through Project Arts Example

Yıl 2024, Cilt: 8 Sayı: 3, 1025 - 1039, 25.07.2024
https://doi.org/10.34056/aujef.1406380

Öz

The aim of this study is to reveal intercultural interaction patterns in active learning groups. The study group consists of 28 students between ages of 15-17 who continue their education in the 9th, 10th and 11th grades. The participating students in question are studying at fine arts high schools in Romania, Poland and Türkiye. These three schools came together to carry out joint activities with the scope of the “Building Bridges through Arts” Project supported by Erasmus+ Programme. Activities were carried out in active learning groups. Semi-structured interview questions were used in the study. As a result of the analysis of the interview questions, students expressed opinions that creating active learning groups helped them learn about different cultures, strengthen interpersonal interaction, create products together; encourage collaboration, facilitate making decisions together and enhance positive time management.

Kaynakça

  • Anderson, R. C. (1984). Some reflections on the acquisition of knowledge. Educational Research, 13, 2-5.
  • Ballatore, M., & Ferede, M. K. (2013). The Erasmus Programme in France, Italy and the United Kingdom: Student mobility as a signal of distinction and privilege. European Educational Research Journal, 12(4), 525–533. https://doi.org/10.2304/eerj.2013.12.4.525
  • Baltacı, A. (2017). Nitel veri analizinde Miles-Huberman modeli. Ahi Evran Üniversitesi Sosyal Bilimler Enstitüsü Dergisi (AEÜSBED), 3(1), 1-15.
  • Baltacı, A. (2017). Sosyal bilimlerde araştırma yöntemleri. Pegem Akademi.
  • Bellanca, J. (1997). Active learning handbook for the multiple intelligences classroom. Sky Light Training and Publishing Inc.
  • Bleszynska, K. M. (2008). Constructing intercultural education. Intercultural Education, 19(6), 537-545. https://doi.org/10.1080/14675980802568335
  • Bransford, J., Brown, A., & Cocking, R. (2000). How people learn: Body, mind, experience and school. National Academy Press.
  • Buil-Fabregá, M., Martínez Casanovas, M., Ruiz-Munzón, N., & Filho, W. L. (2019). Flipped classroom as an active learning methodology in sustainable development curricula. Sustainability, 11, 4577. https://doi.org/10.3390/su11174577
  • Cooperstein, S. E., & Kocevar-Weidinger, E. (2003). Beyond active learning: A constructivist approach to learning. Reference Services Review, 32(2), 141-148.
  • Creswell, J. W. (2013). Qualitative inquiry & research design: Choosing among five approaches (3rd ed.). SAGE Publications.
  • Dewey, J. (1972). Experience and education. Collier Books.
  • Dory, Y. D., Belcher, J., Bessette, M., Danziger, M., McKinney, A., & Hult, E. (2003). Technology for active learning. Materials Today, 44-49.
  • Dunkase, J. A., Hand, B. M., & Shymansky, J. A. (1997). The effect of a teacher enhancement project designed to promote interactive constructivist teacher strategies in elementary school science on students’ perceptions and attitudes. Presented at the School Science & Mathematics Conference, Milwaukee, WI.
  • European Commission. (2023). Erasmus+ Programme Guide. https://erasmus-plus.ec.europa.eu/document/erasmus-programme-guide-2023-version-1
  • Grabinger, R. S., & Dunlap, J. C. (1995). Rich environments for active learning: A definition. ALT-J, 3(2), 5-34. https://doi.org/10.1080/0968776950030202
  • Hart, J., Noack, M., Plaimauer, C., & Bjornavold, J. (2020). Towards a structured and consistent terminology on transversal skills and competences. 2nd Report to ESCO Member States Working Group on a Terminology for Transversal Skills and Competences (TSCs), CEDEFOB.
  • Hart, J., Adams, R., & Walker, L. (2020). CEDEFOP knowledge, skills and competencies framework. Publications Office of the European Union.
  • Hill, A. (2013). Teaching in the new learning spaces. https://www.jcu.edu.au/__data/assets/pdf_file/0013/104332/jcu_125842.pdf
  • Johnson, D. W., Johnson, R. T., & Holubec, E. J. (1994). The nuts & bolts of cooperative learning. Interaction Book Company.
  • Kardaş, M. N., & Uca, N. (2016). Aktif öğrenme yönteminin kullanıldığı çalışmaların öğrenci başarısı, tutumu ve görüşleri açısından incelenmesi: Bir meta-analiz çalışması. International Journal of Turkish Education Sciences, 4(7), 118-130.
  • Levine, M. (2002). A mind at a time. Simon and Schuster Publishing Inc.
  • Lord, S. M., Prince, M. J., Stefanou, C. R., Stolk, D., & Chen, J. C. (2012). The effect of different active learning environments on student outcomes related to lifelong learning. International Journal of Engineering Education, 28(3), 606–620.
  • Niemi, H. (2002). Active learning—a cultural change needed in teacher education and schools. Teaching and Teacher Education, 18(1), 763–780.
  • Patton, M. Q. (2002). Qualitative research and evaluation methods (3rd ed.). Sage.
  • Romanow, D., Napier, N. P., & Cline, M. K. (2020). Using active learning, group formation, and discussion to increase student learning: A business intelligence skills analysis. Journal of Information Systems Education, 31(3), 218-231. http://jise.org/Volume31/n3/JISEv31n3p218.html
  • Ruggery, A. (2022). An introduction to ecological active learning. Current Directions in Psychological Science, 31(6), 471–479. https://doi.org/10.1177/0963721422111211
  • Spiceland, J. D., & Hawkins, P. H. (2002). The impact on learning of an asynchronous active learning course format. JALN, 6(1), 68-75.
  • Taraban, R., Box, C., Myers, R., Pollard, R., & Bowen, C. W. (2007). Effects of active-learning experiences on achievement, attitudes, and behaviors in high school biology. Journal of Research in Science Teaching, 44, 960-979. https://doi.org/10.1002/tea.20183
  • Tesfaye, S., & Berhanu, K. (2015). Improving students’ participation in active learning methods: Group discussions, presentations and demonstrations: A case of Madda Walabu University second year tourism management students of 2014. Journal of Education and Practice, 22(6), 2222-1735.
  • Urry, J. (2002). Mobility and proximity. Journal of the British Sociological Association, 36(2), 255-273. https://doi.org/10.1177/0038038502036002002
  • Ün Açıkgöz, K. (2004). Aktif öğrenme yöntemleri. Biliş Yayıncılık.
  • Venton, B. J., & Pompano, R. R. (2021). Strategies for enhancing remote student engagement through active learning. Analytical and Bioanalytical Chemistry, 413, 1507–1512. https://doi.org/10.1007/s00216-021-03159-0
  • Vygotsky, L. S. (1978). Mind in society: The development of higher psychological processes. Harvard University Press.
  • Yıldırım, A., & Şimşek, H. (2008). Sosyal bilimlerde nitel araştırma yöntemleri. Seçkin Yayıncılık.
  • Yıldız Demirtaş, V., & Gökdağ Baltacıoğlu, M. (2010). Öğrenme stillerine göre yaratıcılık düzeyleri. e-Journal of New World Sciences Academy, 5(4), 1308-7274.
  • Yıldız Demirtaş, V. (2017). Aktif öğrenme ve işbirlikli öğrenme yöntem ve teknikleri. In D. Birsen & A. Vesile (Eds.), Öğretim ilke ve yöntemleri (3rd ed.). Eğiten Kitap.
Toplam 36 adet kaynakça vardır.

Ayrıntılar

Birincil Dil İngilizce
Konular Hayat Boyu Öğrenme, Çok Kültürlü Eğitim
Bölüm Araştırma Makalesi
Yazarlar

Burcu Meral Tezeren 0000-0001-9338-1508

Vesile Yıldız Demirtaş 0000-0002-4202-7733

Gökçe Bozdoğan 0009-0000-8206-0506

Yayımlanma Tarihi 25 Temmuz 2024
Gönderilme Tarihi 18 Aralık 2023
Kabul Tarihi 25 Temmuz 2024
Yayımlandığı Sayı Yıl 2024 Cilt: 8 Sayı: 3

Kaynak Göster

APA Tezeren, B. M., Yıldız Demirtaş, V., & Bozdoğan, G. (2024). Examining Intercultural Interaction Patterns in Active Learning Groups: Erasmus+ Building Bridges through Project Arts Example. Anadolu Üniversitesi Eğitim Fakültesi Dergisi, 8(3), 1025-1039. https://doi.org/10.34056/aujef.1406380
AMA Tezeren BM, Yıldız Demirtaş V, Bozdoğan G. Examining Intercultural Interaction Patterns in Active Learning Groups: Erasmus+ Building Bridges through Project Arts Example. Anadolu Üniversitesi Eğitim Fakültesi Dergisi. Temmuz 2024;8(3):1025-1039. doi:10.34056/aujef.1406380
Chicago Tezeren, Burcu Meral, Vesile Yıldız Demirtaş, ve Gökçe Bozdoğan. “Examining Intercultural Interaction Patterns in Active Learning Groups: Erasmus+ Building Bridges through Project Arts Example”. Anadolu Üniversitesi Eğitim Fakültesi Dergisi 8, sy. 3 (Temmuz 2024): 1025-39. https://doi.org/10.34056/aujef.1406380.
EndNote Tezeren BM, Yıldız Demirtaş V, Bozdoğan G (01 Temmuz 2024) Examining Intercultural Interaction Patterns in Active Learning Groups: Erasmus+ Building Bridges through Project Arts Example. Anadolu Üniversitesi Eğitim Fakültesi Dergisi 8 3 1025–1039.
IEEE B. M. Tezeren, V. Yıldız Demirtaş, ve G. Bozdoğan, “Examining Intercultural Interaction Patterns in Active Learning Groups: Erasmus+ Building Bridges through Project Arts Example”, Anadolu Üniversitesi Eğitim Fakültesi Dergisi, c. 8, sy. 3, ss. 1025–1039, 2024, doi: 10.34056/aujef.1406380.
ISNAD Tezeren, Burcu Meral vd. “Examining Intercultural Interaction Patterns in Active Learning Groups: Erasmus+ Building Bridges through Project Arts Example”. Anadolu Üniversitesi Eğitim Fakültesi Dergisi 8/3 (Temmuz 2024), 1025-1039. https://doi.org/10.34056/aujef.1406380.
JAMA Tezeren BM, Yıldız Demirtaş V, Bozdoğan G. Examining Intercultural Interaction Patterns in Active Learning Groups: Erasmus+ Building Bridges through Project Arts Example. Anadolu Üniversitesi Eğitim Fakültesi Dergisi. 2024;8:1025–1039.
MLA Tezeren, Burcu Meral vd. “Examining Intercultural Interaction Patterns in Active Learning Groups: Erasmus+ Building Bridges through Project Arts Example”. Anadolu Üniversitesi Eğitim Fakültesi Dergisi, c. 8, sy. 3, 2024, ss. 1025-39, doi:10.34056/aujef.1406380.
Vancouver Tezeren BM, Yıldız Demirtaş V, Bozdoğan G. Examining Intercultural Interaction Patterns in Active Learning Groups: Erasmus+ Building Bridges through Project Arts Example. Anadolu Üniversitesi Eğitim Fakültesi Dergisi. 2024;8(3):1025-39.

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