FEUERSTEIN'S MEDIATED LEARNING EXPERIENCE AS A VEHICLE FOR ENHANCING COGNITIVE FUNCTIONING OF REMEDIAL SCHOOL LEARNERS

Öz

The study investigated the effects of mediated learning experience (MLE) intervention on Remedial school learners' cognitive functioning as measured by the Ravens Coloured Progressive Matrices (RCPM). The sample comprised 67 participants (males = 35; females =32; mean age =11.8) from Grade 4 through to Grade 7. Participants were given the RCPM on two occasions, and in-between, a non-randomly constituted experimental group was exposed to MLE intervention. Pre-post test results revealed significant improvement within the experimental group on the RCPM, while non-significant pre-post test results were found within the control group. These findings provide support for further development and application of dynamic assessment and its MLE construct. 

Anahtar Kelimeler

• dynamic assessment
• mediated learning experience
• cognitive functioning
• traditional measures
• remedial school learners

ÇÖZÜM SUNAN ÖĞRENENLERİN BİLİŞSEL İŞLEVLERİNİ GELİŞTİRMEDE FEUERSTEİN'IN ARACILI ÖĞRENME DENEYİMİ TEORİSİNİ KULLANMA

Öz

Genişletilmiş Özet Problem Durumu: Bilişsel yeteneği ölçmede kullanılan geleneksel yöntemler önyargıyla ve adaletsiz bir şekilde Batılı ülkelerdeki kültürel ve sosyo-ekonomik azınlıklara ve Afrika ülkelerinde dezavantajlı konumda bulunanlarca eleştirilmektedir. Bu toplulukların bilişsel işlevlerini artırma ve geliştirme konusunda iyileştirici ya da çözüm sunan stratejiler üretme yeteneğinden yoksun oldukları tespit edilmiştir. Güney Afrikalıların çoğunun ırk ayrımı sırasında maruz kaldıkları sosyo-ekonomik ve eğitimsel dezavantajlar ve mevcut rejimde de devam eden aynı dezavantajlı dönem göz önüne alındığında mevcut yeteneklerden ziyade gelecekteki potansiyele odaklanan değerlendirme yaklaşımlarına ihtiyaç olduğu aşikardır. Yöntem: Bu çalışmada Aracılı Öğrenme Deneyiminin (AÖD) öğrenenlerin bilişsel işlevleri üzerindeki etkisi Ravens Standart Progresif Matrisler Testi (RCPM) ile ölçülmektedir. Araştırmanın örneklemini deney grubunda yer alan 4. ve 5. ile kontrol grubunda yer alan 6. ve 7. sınıftan toplam 67 öğrenci (35 erkek, 32 bayan, ortalama yaş: 11.8) oluşturmaktadır. Katılımcılara 2 ayrı zamanda Ravens Standart Progresif Matrisler Testi (RCPM) uygulanmış ve 2 uygulama arasında da deney grubuna aracılı öğrenme deneyimi müdahalesi uygulanmıştır. Bulgular: RCPM'nin ön test puanları arasında kontrol grubu lehine yaş değişkeni dikkate alınarak anlamlı farklılıklar bulunmuştur (t [1, 66] = -5.48, p<.01). Ancak, RCPM'nin son test puanlarında deney grubu ve kontrol grubu arasında anlamlı bir fark bulunmamıştır (F [1, 66] = 0.39, p >.05). Ön test ve son test sonuçları RCPM ile deney grubunun anlamlı bir gelişme gösterdiği sonucuna ulaşılırken ön test ve son test sonuçları arasında kontrol grubunda anlamlı bir farklılık bulunmadığı ortaya konmuştur. Tartışma: RCPM'nin son test ortalamalarında deney grubu ve kontrol grubu arasındaki fark aracılık etkisi ile deney grubu lehine daralmıştır. Bu bulgu, öğrenenlerin bir aracı ile etkileşime girerek yarar sağlayabileceklerini ve böylelikle bir aracı yardımı olmaksızın ulaşabilmeleri mümkün olmayan bir bilişsel aşamaya ulaşmalarında öneri sunması bakımından oldukça önemlidir. Bu bulgular, dinamik bir değerlendirme uygulamasını ve aracılı öğrenme deneyimi (AÖD) yapısını desteklemektedir. Öneriler: Araştırma bulgularına göre iyileştirici öğrenenlerin bilişsel görevlerindeki performansı engelleyen eksiklikler aracılık için uygundur. Bu yolla bilişsel potansiyeli değerlendirmek için, çok kısa bir süre zarfında eğer değişkenlik gözlemlenebilirse, bilişsel bir değişimin uzun dönem çalışmalarla mümkün olabileceği şeklindedir. 

Anahtar Kelimeler

• Dinamik değerlendirme
• Aracılı öğrenme Deneyimi
• Bilişsel işlev
• Geleneksel ölçümler

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