BibTex RIS Kaynak Göster

The importance of individual learning strategies at providing effective learning situations in maritime education

Yıl 2011, Cilt: 13 Sayı: 2, 65 - 82, 01.03.2011

Öz

The distinctive nature of shipping is that it is carried out in an international environment involving multidisciplinary knowledge. This unique characteristic is valid at both the land-based side of shipping management issues and the navigational side involving deck operations as well as engineering operations. In both sides of shipping the basic performance indicators are closely related with the extent of international and multidisciplinary competencies. Such a distinctive nature is also to be considered in maritime education and training activities. In other words, the environment provided for such activities is to comply with the requirements of the distinctive nature of shipping. Individual learning styles and strategies is thought to be one of the requirements in question. The purpose of this study is to discuss the impacts of individual learning styles and strategies on maritime education and training. To do this, the individual learning styles questionnaire prepared by Richard M. Felder and Barbara A. Soloman is utilized (http://www4.ncsu.edu/unity/lockers/users/f/felder/public/ILSdir/styles.html) the Turkish version of this questionnaire has been conducted through both the students and the instructors of a maritime education institution. The detailed findings gained through this conduction are discussed and shared throughout the sections of this study supplemented by a thorough literature review.

Kaynakça

  • Brown, G. ve Atkins, M. (1994). Effective teaching in higher education, British library cataloguing. London: Routledge. Cardellini, L. (2002). An interview with Richard M. Felder. Journal of Science Education, 3 (2): 62-65. Felder, M. R. ve Silverman, K. L. (1988). Learning and teaching styles in engineering education. Journal of Engineering Education, 78(7): 674-681. Washington DC. Felder, R. M. ve Spurlin J. (2005). Applications, reliability and validity of the index of learning styles. International Journal of Engineering Education, 21 (1): 103-112. Garcia, T. ve Pintrich, R. P. (1994). Regulating motivation and cognition in the classroom: the role of self schemas and self-regulatory strategies. Self- Regulation of Learning and Performance, Issues and Educational Applications. Edited by Dale H. Schunk and Barry J. Zimmerman, New Jersey: Lawrance Erlbaum Associates, Publishers. Larkin, L. T. ve Budny, D. D. (2004). Learning styles in the classroom: approaches to enhance student motivation and learning. New Information Technologies in Education: Second Biennial International Workshop, İzmir. Laurillard, D. (1993). Rethinking university teaching- a framework for the effective use of educational technology. British Library Cataloguing. London: Routledge. Meece, L. J. (1994). The role of motivation in self-regulated learning. Self- Regulation of Learning and Performance, Issues and Educational Applications. Edited by Dale H. Schunk and Barry J. Zimmerman. New Jersey: Lawrance Erlbaum Associates, Publishers. Presley, M. ve McCormick, B. C. (1995). Cognition, teaching and assessment. New York:.Harper Collins College Publishers. Schunk, H. D. (1994). Self regulation of self-efficacy and attributions in academic settings. Self Regulation of Learning and Performance, Issues and Educational Applications. Edited by Dale H. Schunk and Barry J. Zimmerman. New Jersey: Lawrance Erlbaum Associates, Publishers.

Denizcilik eğitiminde etkin öğrenme ortamı oluşturmada bireysel öğrenme stratejilerinin önemi

Yıl 2011, Cilt: 13 Sayı: 2, 65 - 82, 01.03.2011

Öz

Denizciliğin ayırt edici özelliği, çok disiplinli donanımla uluslararası çalışma ortamında sürdürülmesidir. Bu belirgin özellik, deniz taşımacılığının işletme yönetimi boyutunu üstlenen karadaki uzantısında da, denizde yük ve yolcu hareketinin teknik seyir boyutunu üstlenen güverte ve gemi makine dairesindeki uzantısında da geçerlidir. Ayrıca, işletme yönetimi ile teknik seyir noktalarının etkin ve verimli işbirliği oluşturmalarında da, çok disiplinli donanım ve uluslararası özellik, deniz taşımacılığında genel performans belirleyici öneme sahiptir. Sözü edilen ayırt edici özellik, denizcilik eğitimine de yansıtılmak durumundadır. İlgili eğitim ortamının da, çok disiplinli donanım ve uluslararası ortam özelliklerinin gereklerini yerine getirmelidir. Bu gereklerden birinin “bireysel öğrenme stratejileri” olduğu düşünülmektedir. Bu çalışmanın amacı, söz konusu stratejilerin etkili ve verimli denizcilik eğitimindeki önemini irdelemek ve tartışmaktır. Bu amaç doğrultusunda, Richard M. Felder ve Barbara A. Soloman tarafından hazırlanan (http://www4.ncsu.edu/unity/lockers/users/f/felder/public/ILSdir/styles.htm) 44 maddelik “Öğrenme Stilleri ve Stratejileri” konulu anketin Türkçeye uyarlanmış şekli uygulanmıştır. Çalışmanın ilgili bölümlerinde, anket verileri hem akademik personel hem de lisans düzeyinde denizcilik öğrenimi görmekte olan öğrenciler açısından karşılaştırmalı olarak değerlendirilmiştir. Çalışmanın sonunda, ilgili literatür taraması ve anket sonucu elde edilen veriler ışığında, denizcilik eğitiminde bireysel öğrenme stratejilerinin etkin değerlendirilmesi için öneriler geliştirilmiştir.

Kaynakça

  • Brown, G. ve Atkins, M. (1994). Effective teaching in higher education, British library cataloguing. London: Routledge. Cardellini, L. (2002). An interview with Richard M. Felder. Journal of Science Education, 3 (2): 62-65. Felder, M. R. ve Silverman, K. L. (1988). Learning and teaching styles in engineering education. Journal of Engineering Education, 78(7): 674-681. Washington DC. Felder, R. M. ve Spurlin J. (2005). Applications, reliability and validity of the index of learning styles. International Journal of Engineering Education, 21 (1): 103-112. Garcia, T. ve Pintrich, R. P. (1994). Regulating motivation and cognition in the classroom: the role of self schemas and self-regulatory strategies. Self- Regulation of Learning and Performance, Issues and Educational Applications. Edited by Dale H. Schunk and Barry J. Zimmerman, New Jersey: Lawrance Erlbaum Associates, Publishers. Larkin, L. T. ve Budny, D. D. (2004). Learning styles in the classroom: approaches to enhance student motivation and learning. New Information Technologies in Education: Second Biennial International Workshop, İzmir. Laurillard, D. (1993). Rethinking university teaching- a framework for the effective use of educational technology. British Library Cataloguing. London: Routledge. Meece, L. J. (1994). The role of motivation in self-regulated learning. Self- Regulation of Learning and Performance, Issues and Educational Applications. Edited by Dale H. Schunk and Barry J. Zimmerman. New Jersey: Lawrance Erlbaum Associates, Publishers. Presley, M. ve McCormick, B. C. (1995). Cognition, teaching and assessment. New York:.Harper Collins College Publishers. Schunk, H. D. (1994). Self regulation of self-efficacy and attributions in academic settings. Self Regulation of Learning and Performance, Issues and Educational Applications. Edited by Dale H. Schunk and Barry J. Zimmerman. New Jersey: Lawrance Erlbaum Associates, Publishers.
Toplam 1 adet kaynakça vardır.

Ayrıntılar

Birincil Dil Türkçe
Bölüm Makaleler
Yazarlar

Mustafa Kalkan Bu kişi benim

Yayımlanma Tarihi 1 Mart 2011
Gönderilme Tarihi 16 Ağustos 2014
Yayımlandığı Sayı Yıl 2011 Cilt: 13 Sayı: 2

Kaynak Göster

APA Kalkan, M. (2011). Denizcilik eğitiminde etkin öğrenme ortamı oluşturmada bireysel öğrenme stratejilerinin önemi. Dokuz Eylül Üniversitesi Sosyal Bilimler Enstitüsü Dergisi, 13(2), 65-82.