Öz
Several criterions have been developed by different scientist and working groups to enhance education. One of the most important study for this topic is seven principles that developed by Chickering and Gamson. The seven principles are; encouraging contacts between students and faculty, developing reciprocity and cooperation among students, using active learning techniques, giving prompt feedback, emphasizing time on task, communicating high expectations, and respecting diverse talents and ways of learning. The seven principles are effectively on the all milestone of the education. In this study, implementations of the ChickeringveGamson’s seven principles by preschool teachers were investigated and also the views of preschool teachers on the implementation of these seven principles were examined. The survey entitled “seven principles for good education” that developed by Chickering and Gamson and adopted to Turkish by Ugras was used as datacollection tool. The SPSS package program was used to analyze of survey data. From the obtained data, it was clearly detected that these seven principles have been implemented different level by the preschool teachers and differences were not detected on the implementation of these principles related to location area of the schools
Anahtar Kelimeler
Kaynakça
- Chickering A.W.,Gamson Z.F. 1987. Seven principles for good practice in undergraduate education. AAHE Bulletin, 39 (7): 3-7.
- Gamson Z.F. 1991. A briefhistory of the Seven PrinciplesforGoodPractice in UndergraduateEducation. In A.W. Chickering & Z.F. Gamson (Eds.), Applying the Seven Principles for Good Practice in Undergraduate Education, 5-12.
- Ryan K. 1993. Miningthevalues in thecurriculum. EducationalLeadership, 51: 16-18.
- Johnson D.W. Johnson R.T., Holubec E.J. 1993. Cooperation In The Classroom, Interaction Book Company, Edina, Minnesota.
- Davidson N., Kroll D.L. 1991. An overview of research on cooperative learning related to mathematics, Journal for Research in Mathematics Education, 22: 362-365.
- Johnson D.W., Johnson RT., Smith K.A. 1998. Cooperative Learning Returns To College What Evidence Is There That It Works? Change: The Magazine of Higher Learning, 30 (4): 26-35.
- Vygotsky L. 1978. Interaction between learning and development. From: Mindand Society (pp. 79-91). Cambridge, MA: Harvard University Press.
- Fer S., İlker C. 2007. Yapılandırmacı Öğrenme Kuramdan Uygulamaya, Morpa Yayınları, İstanbul.
- Silberman M. 1996. Active learning: 100 strategies to teach any subject. Massachusetts: Allyn & Bacon.
- Ramaprasad A. 1983. On the Definition of Feedback. Behavioural Science, 28: 4-13.
- Bangert-Drowns R.L., Kulik C.C., Kulik J.A., Morgan M. 1991. The Instructional Effect of Feedback In Test-Like Events. Review of Instructional Research, 61 (2): 213-238.
- Chickering A.W., Ehrmann S.C. 1996. Implementing the seven principles, Technology As Lever. American Association For Higher Education Bulletin, 49 (2): 3-6. Retrieved online 1 July 2009 from.
- Demirel T. 2010. Blogların öğretim amaçlı kullanımı üzerine öğretmen adaylarının görüşleri, Yayımlanmamış Yüksek Lisans Tezi, Atatürk Üniversitesi Fen Bilimleri Enstitüsü, Erzurum. ss:124
- Bishoff J.P. 2010. Utilization of the seven principles for good practice in undergraduate education in general chemistry by community college instructors, Unpublished Doctoral Dissertation, University of West Virginia, Morgantown West Virginia.ss: 121
- Sabuncuoğlu Z., Tüz M. 1999. Örgütsel Psikoloji, 362s. Bursa.
- Lepper M.R. 1988. Motivational considerations in thestudy of instruction. Cognitionand Instruction, 5: 289-309.
- Andersen S. 2000. Fundamental human needs: Making social cognition relevant, Psychological Inquiry, 11: 269-276
- Braxton J., Olsen. D., Simmons A. 1998. Affinity disciplines and the use principles of good practice for undergraduate education. Research in High Education, 39 (3): 299-318.
- Cihangir Z. 2005. Öz-belirlememodeli: Özerklik desteği, ihtiyaç doyumu, iyi olma. Yayımlanmamış Doktora Tezi, Gazi Üniversitesi, Ankara. ss:171
- Mukawa T.E. 2006. Meta-analysis of the effectiveness of online instruction in higher education using Chickeringand Gamson’s seven principles for good practice, Unpublished Doctoral Dissertation, The University of San Francisco, San Francisco. ss: 162
- Philip M. 2011. A Comparison of Centralized and Decentralized Developmental Education Courses in Four Public Appalachian Community Collegesand Students’ Perceptions Regardingthe Seven Principles for Good Practice. Doctor of Education, College of Human Resources and Education at West Virginia University.
- Creswell J.W. 2003. Researchdesign: Qualitative, quantitative, andmixedmethodsapproaches (2nd ed.). ThousandOaks, CA: Sage.
- Greene J.C., Caracelli V.J., Graham W.D. 2001. Toward a
- conceptualframeworkformixed-methodevaluationdesigns. Educational Evaluation andPolicy Analysis, 11 (3): 255-274.
- Marks G.N. 1998. Attitudestoschool life: Theirinfluencesandtheireffects on achievementandleavingschool. AustralianCouncilForEducationalResearch, LSAY Research Report, No: 5.
- Page D., Mukherjee A. 2000. Improvingundergraduatestudentinvolvement in Management Scienceand Business Writingcoursesusingthe Seven Principles in action. Education, 120 (3): 547-559.
- Uğraş, M., 2014. Chickering ve Gamson' un yedi ilkesinin ortaokul Fen ve Teknoloji Derslerinde uygulanması üzerine öğretmen ve öğrencilerin algılarının incelenmesi, Doktora Tezi, Fırat Üniversitesi. Elazığ. ss: 186.
Öz
İyi bir eğitim için farklı bilim adamı ve çalışma grupları tarafından çeşitli kriterler geliştirilmektedir. Bu
çalışmaların en önemlilerinden biri de Chickering ve Gamson tarafından geliştirilen 7 ilkedir. Bu yedi ilke şu
şekildedir: öğrenci-fakülte etkileşiminin teşvik edilmesi, öğrenciler arası işbirliğinin sağlanması, aktif öğrenme
yöntemlerinin teşvik edilmesi, zamanında geri bildirimin sağlanması, görevleri zamanında yapmanın
vurgulanması, üst düzey beklentilerin ifade edilmesi, değişik yeteneklere ve öğrenme stillerine saygı duyulması.
Bu yedi ilke eğitimin her aşaması için geçerlidir. Yapılan bu çalışma ile Chickering ve Gamson’ un bu 7
ilkesinin okulöncesi öğretmenlerince uygulamaları araştırılmış ve öğretmenlerin bu ilkelerin uygulanması ile
ilgili görüşleri incelenmiştir. Çalışmada veri toplama aracı olarak Chickering ve Gamson tarafından geliştirilen
ve Uğraş tarafından Türkçe' ye uyarlanan "iyi eğitim için yedi ilke" ölçeği kullanılmıştır. Anket verilerinin
analizi SPSS paket programı kullanılarak gerçekleştirilmiştir. Çalışmada ayrıca okulöncesi öğretmenleri ile
mülakatlar da yapılmıştır. Elde edilen verilerin analizinden bu 7 ilkenin her birinin öğretmenler tarafından farklı
düzeylerde uygulandığı ve okulun bulunduğu yerleşim bölgelerine göre ilkelerin uygulanmasında herhangi bir
farklılığın olmadığı tespit edilmiştir.
Anahtar Kelimeler
Kaynakça
- Chickering A.W.,Gamson Z.F. 1987. Seven principles for good practice in undergraduate education. AAHE Bulletin, 39 (7): 3-7.
- Gamson Z.F. 1991. A briefhistory of the Seven PrinciplesforGoodPractice in UndergraduateEducation. In A.W. Chickering & Z.F. Gamson (Eds.), Applying the Seven Principles for Good Practice in Undergraduate Education, 5-12.
- Ryan K. 1993. Miningthevalues in thecurriculum. EducationalLeadership, 51: 16-18.
- Johnson D.W. Johnson R.T., Holubec E.J. 1993. Cooperation In The Classroom, Interaction Book Company, Edina, Minnesota.
- Davidson N., Kroll D.L. 1991. An overview of research on cooperative learning related to mathematics, Journal for Research in Mathematics Education, 22: 362-365.
- Johnson D.W., Johnson RT., Smith K.A. 1998. Cooperative Learning Returns To College What Evidence Is There That It Works? Change: The Magazine of Higher Learning, 30 (4): 26-35.
- Vygotsky L. 1978. Interaction between learning and development. From: Mindand Society (pp. 79-91). Cambridge, MA: Harvard University Press.
- Fer S., İlker C. 2007. Yapılandırmacı Öğrenme Kuramdan Uygulamaya, Morpa Yayınları, İstanbul.
- Silberman M. 1996. Active learning: 100 strategies to teach any subject. Massachusetts: Allyn & Bacon.
- Ramaprasad A. 1983. On the Definition of Feedback. Behavioural Science, 28: 4-13.
- Bangert-Drowns R.L., Kulik C.C., Kulik J.A., Morgan M. 1991. The Instructional Effect of Feedback In Test-Like Events. Review of Instructional Research, 61 (2): 213-238.
- Chickering A.W., Ehrmann S.C. 1996. Implementing the seven principles, Technology As Lever. American Association For Higher Education Bulletin, 49 (2): 3-6. Retrieved online 1 July 2009 from.
- Demirel T. 2010. Blogların öğretim amaçlı kullanımı üzerine öğretmen adaylarının görüşleri, Yayımlanmamış Yüksek Lisans Tezi, Atatürk Üniversitesi Fen Bilimleri Enstitüsü, Erzurum. ss:124
- Bishoff J.P. 2010. Utilization of the seven principles for good practice in undergraduate education in general chemistry by community college instructors, Unpublished Doctoral Dissertation, University of West Virginia, Morgantown West Virginia.ss: 121
- Sabuncuoğlu Z., Tüz M. 1999. Örgütsel Psikoloji, 362s. Bursa.
- Lepper M.R. 1988. Motivational considerations in thestudy of instruction. Cognitionand Instruction, 5: 289-309.
- Andersen S. 2000. Fundamental human needs: Making social cognition relevant, Psychological Inquiry, 11: 269-276
- Braxton J., Olsen. D., Simmons A. 1998. Affinity disciplines and the use principles of good practice for undergraduate education. Research in High Education, 39 (3): 299-318.
- Cihangir Z. 2005. Öz-belirlememodeli: Özerklik desteği, ihtiyaç doyumu, iyi olma. Yayımlanmamış Doktora Tezi, Gazi Üniversitesi, Ankara. ss:171
- Mukawa T.E. 2006. Meta-analysis of the effectiveness of online instruction in higher education using Chickeringand Gamson’s seven principles for good practice, Unpublished Doctoral Dissertation, The University of San Francisco, San Francisco. ss: 162
- Philip M. 2011. A Comparison of Centralized and Decentralized Developmental Education Courses in Four Public Appalachian Community Collegesand Students’ Perceptions Regardingthe Seven Principles for Good Practice. Doctor of Education, College of Human Resources and Education at West Virginia University.
- Creswell J.W. 2003. Researchdesign: Qualitative, quantitative, andmixedmethodsapproaches (2nd ed.). ThousandOaks, CA: Sage.
- Greene J.C., Caracelli V.J., Graham W.D. 2001. Toward a
- conceptualframeworkformixed-methodevaluationdesigns. Educational Evaluation andPolicy Analysis, 11 (3): 255-274.
- Marks G.N. 1998. Attitudestoschool life: Theirinfluencesandtheireffects on achievementandleavingschool. AustralianCouncilForEducationalResearch, LSAY Research Report, No: 5.
- Page D., Mukherjee A. 2000. Improvingundergraduatestudentinvolvement in Management Scienceand Business Writingcoursesusingthe Seven Principles in action. Education, 120 (3): 547-559.
- Uğraş, M., 2014. Chickering ve Gamson' un yedi ilkesinin ortaokul Fen ve Teknoloji Derslerinde uygulanması üzerine öğretmen ve öğrencilerin algılarının incelenmesi, Doktora Tezi, Fırat Üniversitesi. Elazığ. ss: 186.
Ayrıntılar
| Birincil Dil | Türkçe |
|---|---|
| Bölüm | Makaleler |
| Yazarlar | |
| Yayımlanma Tarihi | 17 Şubat 2015 |
| Gönderilme Tarihi | 17 Şubat 2015 |
| Yayımlandığı Sayı | Yıl 2014 Cilt: 3 Sayı: 2 |
