The Use of Direct and Indirect Teaching Strategies: An Evaluative Case Study

Yıl 2017, Cilt: 6 Sayı: 2, 304 - 327, 09.10.2017

Meryem Özdemir Durmuş Kılıç

https://doi.org/10.30703/cije.333886

Öz

This study aims to determine how much the teacher candidates use direct
and indirect teaching models and strategies and to what extent these strategies
are effective. An evaluative case study design was used in this present study
that was carried out within the scope of qualitative research method. The study
group consists of thirty one (31) teacher candidates. Observation and opinion
form was used as the data collection tool. Presentations using direct and
indirect teaching strategies were applied by the participant teacher candidates
in a period of fourteen weeks. As a result of the research, in which
descriptive and content analysis and arithmetic means were used, it has been
observed that the lessons that were taught using direct teaching strategies
were more effective than the lessons that were taught using indirect teaching
strategies. Teacher candidates have reported that more effective learning took
place when interesting activities and materials were used in class, so they
need to be used more in teaching environments. In addition, it was concluded
that teacher candidates were more effective in preparation and course process
rather than general order and management process of their presentations. In
line with these results; determining the use of direct and indirect teaching
strategies according to the relevant situation and time and if necessary using
these two strategies in an integrated manner or alternately with each other
will lead to an effective and permanent learning in education. It should be
taken into consideration that direct teaching strategies always prepare
appropriate grounds for learning the facts, principles and action sequences in
the most effective manner, and also that upper level and permanent learnings
can be achieved if the conditions required by the indirect teaching strategies
are met.

Anahtar Kelimeler

Direct Teaching, Indirect Teaching, Teaching Strategy, Teaching Model, Effective Learning

Doğrudan ve Dolaylı Öğretim Stratejilerinin Kullanımına İlişkin Değerlendirici Durum Çalışması

Öz

Bu araştırmada; öğretmen adaylarının doğrudan ve dolaylı öğretim modeli
ve stratejilerini ne kadar kullandıkları ve bu stratejilerin ne düzeyde etkili
olduğunu belirlemek amaçlanmıştır. Nitel araştırma kapsamında yürütülen
araştırmada değerlendirici durum çalışması deseni kullanılmıştır. Araştırmanın
katılımcılarını otuz bir öğretmen adayı oluşturmaktadır. Veri toplama aracı
olarak gözlem ve görüş formu kullanılmıştır. Doğrudan ve dolaylı öğretim
stratejilerinin kullanıldığı sunumlar öğretmen adayları tarafından on dört
hafta boyunca uygulanmıştır. Analizinde, betimsel ve içerik analizi ile aritmetik
ortalamaların kullanıldığı araştırmanın sonucunda; doğrudan öğretim
stratejileriyle işlenen derslerin, dolaylı öğretim stratejileriyle işlenen
derslere göre daha fazla kullanılıp etkili olduğu görülmüştür. Öğretmen
adaylarının, ilgi çekici aktivite ve materyal kullanıldığında daha etkili öğrenmelerin
gerçekleştiğini, dolayısıyla bunların daha çok kullanılması gerektiğini
belirttikleri görülmüştür. Ayrıca öğretmen adaylarının, sunumlarında genel
düzen ve yönetim sürecinden ziyade, hazırlık ve ders sürecinde daha etkin
oldukları sonucuna ulaşılmıştır. Bu sonuçlar doğrultusunda; doğrudan ve dolaylı
öğretim stratejilerinin durum ve zamana göre kullanımlarının belirlenmesinin ve
gerektiğinde bu iki stratejinin birbirine entegre olarak veya birbiriyle
dönüşümlü bir şekilde kullanılmasının, öğretimde etkili ve kalıcı öğrenmeleri
ortaya çıkaracağı görülmektedir. Doğrudan öğretim stratejilerinin olgu, ilke ve
eylem dizilerinin en etkili biçimde öğrenilmesine her zaman uygun zemin
hazırladığı gerçeği ile dolaylı öğretim stratejilerinin gerektirdiği şartların
sağlanması halinde üst düzey öğrenmelerin gerçekleşebileceği ve kalıcı öğrenmelerin
sağlanabileceği göz önünde bulundurulmalıdır.

Anahtar Kelimeler

Doğrudan Öğretim, Dolaylı Öğretim, Öğretim Stratejisi, Öğretim Modeli, Etkili Öğrenme

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