Reasoning Scaffold Model for Instructional Simulation Development and Application

Yıl 2015, Cilt: 44 Sayı: 1, 143 - 169, 17.11.2014

Habibe Aldağ Ahmet Doğanay Lütfiye Sema Köroğlu-ulutaş

https://doi.org/10.14812/cuefd.54365

Öz

Numerous studies have been carried out in computer-mediated and computer-supported learning environments. They have reported the effectiveness of scaffolding strategies for engaging students in the learning process. These studies in variety of subjects such as economics, mathematics have focused mostly on developing ill-structured problem solving, decision making, and critical thinking skills and rarely on argumentation skills. On the other hand, concept attainment is discussed and studied intensively from various theoretical perspectives for more than 50 years. Theory-based concept learning claims that people understand and explain new situations based on their prior experience which has resemblance to a theory in itself. It is compatible with constructivist approaches. For a basic 8th Grade Genetic Simulation, a scaffolding model is developed according to the theory-based concept view and scientific discovery learning. Toulmin argumentation model as scaffolding strategy is functionalized by Socratic questioning technique to engage learner in analysis and reflection in a simulated concept learning environment. In this paper, the model for scaffolded simulation and the development process are explained. The issues arising from a successful application study of simulation model are presented.

Anahtar Kelimeler

Scientific discovery learning, Concept learning, Toulmin Argumentation Model, Reasoning scaffold, Question prompt, Simulation

Öğretimsel Simulasyonlar için Akıl Yürütme Desteği Modeli: Tasarım, Geliştirme ve Uygulama

Öz

Bilgisayar destekli öğretim çevrelerinde yeni destekleme stratejileri ile yapılan çalışmaların etkili olduğu görülmektedir. Bu çalışmalar genellikle ekonomi veya matematik gibi alanlarda iyi-yapılandırılmamış problem çözümleri, karar verme ve eleştirel düşünme üzerine yapılmıştır. Tartışma kuramın destekleme stratejileri ile ilişkilendirildiği bilgisayar destekli çalışmaların sayısı fazla değildir. Bunun yanında kavram öğretimi en az 50 yıldır farklı kuramsal yaklaşımlar ile çalışılmıştır. Kuram temelli kavram öğrenme bireyin kendine-özgü bilgi ve deneyimler temelinde olayları ilişkilendirdiğini veya açıkladığı savunmaktadır. Geleneksel öğretim tasarımı yaklaşımları ile kıyaslanıldığında kuram-temelli kavram öğrenme, yapıcı öğrenme yaklaşımı ile daha uyumlu görünmektedir. Bu ilke temelinde 8. Sınıf genetic ünitesindeki kavramların buluş yoluyla öğretimi için bir simulasyon modeli geliştirilmiş ve uygulanmıştır. Tartışma Modeli, öğrencinin inceleme ve yansıtma davranışlarını harekete geçirme amacıyla destek stratejisi olarak kullanılmıştır. Toulmin’in Tartışma modeli sokratik sorgulama tekniği ile buluşa destek yapı olarak işlevselleştirilmiştir. Bu çalışmada geliştirilen akıl yürütme-destekli simulasyon modeli ve modelin işleyiş süreci tanıtılacaktır

Anahtar Kelimeler

Buluş yoluyla öğrenme, Kavram Öğrenme, Toulmin Tartışma Modeli, Akıl yürütme destekleri, Simulasyon, Benzetim

Kaynakça

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