Yıl 2019, Cilt 8 , Sayı 3, Sayfalar 867 - 884 2019-10-15

Visual Literacy, Cognitive Learning Approach and Instructional Technology
Görsel Okuryazarlık, Bilişsel Öğrenme Yaklaşımı ve Öğretim Teknolojisi

Zafer GÜNEY [1]


The development of technology has affected the contribution of perception management on learning in instructional technology with its acceleration as well as leading the interaction between people in social life. The development of technology makes it important to integrate the perceptual design language into the culture of the society.

The concepts of "Visual Intelligence" and "Visual Memory" have a positive relationship with the concept of  "visual literacy“. Visual learning, visual thinking and visual communication, which form visual literacy, should be remembered in the learning process and should not be forgotten as a whole (Dwyer, 1994; İpek, 2003). Visual learning is to provide learning through visuals in the learning process, visual thinking is the interaction of vision, imagination, illustration-drawing (McKim, 1980), and visual communication is the ability to maintain a continuous connection between these sources of information. The use of visuals in education and training is a factor that increases the effectiveness, efficiency and attractiveness of the learning-teaching process and positively affects motivation. The role of a material prepared in accordance with the instructional design models in the teaching-learning process must be effective to support the visual perception that can lead the instructional purpose. The teacher, who will realize the learning process and direct the perception of the student, should be able to master the characteristics of the student population while designing the learning process and materials. and plan with new technologies.


Teknolojinin gelişmesi, toplumsal hayatta insanlar arası etkileşimi yönlendirdiği gibi meydana getirdiği ivme ile öğretim teknolojisinde de algı yönetiminin öğrenme üzerindeki katkılarını etkilemiştir. Teknolojinin gelişmesi algısal tasarım dilinin toplumun kültürüne doğru entegre edilebilmesini önemli kılmaktadır.

“Görsel zeka” ve “görsel bellek” kavramlarının, “görsel okuryazarlık” kavramı ile arasında pozitif yönlü bir ilişki bulunmaktadır. Burada görsel okuryazarlığı oluşturan görsel öğrenme, görsel düşünme ve görsel iletişimi de öğrenme sürecinde anımsamak ve bir bütün olduğunu unutmamak gerekir (Dwyer, 1994; İpek, 2003). Görsel öğrenme öğrenme sürecinde görseller yoluyla öğrenmeyi sağlamak, görsel düşünme ise görme, hayal etme (imagine), resimleme-çizme adımlarının etkileşimini (McKim,1980), görsel iletişim ise bu sunulan bilgi kaynakları arasında sürekli bağı sürdürebilmedir. Eğitim ve öğretimde görsellerin kullanılması, öğrenme-öğretme sürecinin etkililiğini, verimliliğini ve çekiciliğini arttıran, motivasyonu olumlu etkileyen bir faktördür. Öğretim tasarım modelleri doğrultusunda hazırlanmış bir materyalin öğrenme-öğretme sürecindeki rolü, görsel algıyı öğretimsel amaçlı yönlendirebilecek destekleyebilecek nitelikte etkili olmalıdır. Öğrenme sürecini gerçekleştirecek ve öğrenci algısını yönlendirecek olan öğretmenin, öğrenme süreci ve materyallerinin tasarımını yaparken öğrenci kitlesinin özelliklerine de hâkim olması gerektiği gibi, öğrencilerin algısal seçiciliklerine ve görsel öğrenme biçemlerine yönelik tasarımları görsel öğrenme süreci için görsel iletişim stratejileri ile öğretim tasarımı ve yeni teknolojilerle planlanmalıdır.

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Birincil Dil en
Konular Eğitim, Eğitim Araştırmaları
Bölüm Makaleler / Articles
Yazarlar

Orcid: 0000-0003-1974-4264
Yazar: Zafer GÜNEY (Sorumlu Yazar)
Kurum: ISTANBUL AYDIN UNIVERSITY
Ülke: Turkey


Tarihler

Yayımlanma Tarihi : 15 Ekim 2019

Bibtex @derleme { buefad567480, journal = {Bartın University Journal of Faculty of Education}, issn = {}, eissn = {1308-7177}, address = {}, publisher = {Bartın Üniversitesi}, year = {2019}, volume = {8}, pages = {867 - 884}, doi = {10.14686/buefad.567480}, title = {Visual Literacy, Cognitive Learning Approach and Instructional Technology}, key = {cite}, author = {GÜNEY, Zafer} }
APA GÜNEY, Z . (2019). Visual Literacy, Cognitive Learning Approach and Instructional Technology. Bartın University Journal of Faculty of Education , 8 (3) , 867-884 . Retrieved from https://dergipark.org.tr/tr/pub/buefad/issue/49482/567480
MLA GÜNEY, Z . "Visual Literacy, Cognitive Learning Approach and Instructional Technology". Bartın University Journal of Faculty of Education 8 (2019 ): 867-884 <https://dergipark.org.tr/tr/pub/buefad/issue/49482/567480>
Chicago GÜNEY, Z . "Visual Literacy, Cognitive Learning Approach and Instructional Technology". Bartın University Journal of Faculty of Education 8 (2019 ): 867-884
RIS TY - JOUR T1 - Visual Literacy, Cognitive Learning Approach and Instructional Technology AU - Zafer GÜNEY Y1 - 2019 PY - 2019 N1 - DO - T2 - Bartın University Journal of Faculty of Education JF - Journal JO - JOR SP - 867 EP - 884 VL - 8 IS - 3 SN - -1308-7177 M3 - UR - Y2 - 2019 ER -
EndNote %0 Bartın Üniversitesi Eğitim Fakültesi Dergisi Visual Literacy, Cognitive Learning Approach and Instructional Technology %A Zafer GÜNEY %T Visual Literacy, Cognitive Learning Approach and Instructional Technology %D 2019 %J Bartın University Journal of Faculty of Education %P -1308-7177 %V 8 %N 3 %R %U
ISNAD GÜNEY, Zafer . "Visual Literacy, Cognitive Learning Approach and Instructional Technology". Bartın University Journal of Faculty of Education 8 / 3 (Ekim 2019): 867-884 .
AMA GÜNEY Z . Visual Literacy, Cognitive Learning Approach and Instructional Technology. Bartın Üniversitesi Eğitim Fakültesi Dergisi. 2019; 8(3): 867-884.
Vancouver GÜNEY Z . Visual Literacy, Cognitive Learning Approach and Instructional Technology. Bartın University Journal of Faculty of Education. 2019; 8(3): 884-867.