BibTex RIS Kaynak Göster
Yıl 2016, Cilt: 12 Sayı: 3, 695 - 706, 22.04.2016

Öz

Kaynakça

  • Abubakar, A.B.,&Arshad, M. Y. (2015). Self-directed learning skills of problem based learning of Nigerian Scondary School Chemistry Students. International Education Studies, 8 (12), 70-79.
  • Akkoyunlu, B., & Kurbanoğlu, S. (2003). Öğretmen adaylarının bilgi okuryazarlığı ve bilgisayar öz-yeterlik algıları üzerine bir çalışma. (A study on teacher candidates’ perceived information literacy self-efficacy and perceived computer self-efficacy) Hacettepe Üniversitesi Eğitim Fakültesi Dergisi, 24 (24), 1-10.
  • Dahlgren, M.A., Castensson, R., & Dahlgren, L.O. (1998). PBL from the teachers’ perspective, Conceptions of the tutor’s role within problem based learning, Higher Education, 36, 437-447.
  • Duman, B. (2002). Küreselleşme Sürecinde Öğrenme Öğretme Nasıl Yapılmalıdır? Çukurova Üniversitesi Sosyal Bilimler Enstitüsü Dergisi, 9 (9), 40-55.
  • Evin Gencel İ. (2013). Öğretmenlerin öğretim stilleri tercihleri: Türkiye-ABD karşılaştırılması (Teachers’ teaching style preferences: A comparison of Turkey and the US) Turkish Studies - International Periodical For The Languages, Literature and History of Turkish or Turkic , 8 (8), 635-648.
  • Fee, S. B., & Minkley, A. M. (2010). Teaching computer science through problems, not solutions. Computer Science Education, 20 (2), 1-13.
  • Fisher, M., King, J., & Tague, G. (2001). Development of a self-directed learning readiness scale for nurse education. Nurse Education Today, 21 (7), 516-525.
  • Gade, S. & Chari, S. (2013). Case-based learning in endocrine physiology: and approach toward self-directed learning and the development of soft skills in medical students. Advances in Physiology Education, 37 (4), 356-360.
  • Goh, K. (2013). Reflections on PBL. Republic Polytechnic.
  • Hewitt-Taylor J. (2001). Self-directed learning: Views of teachers and students. Journal of Advanced Nursing, 36 (4), 496-504.
  • Hofer, B., & Yu, S. (2003). Teaching self-regulated learning through a “learning to learn” course. Teaching of Psychology, 30, 30-33.
  • Holen, A. (2000). The PBL Group: Self reflection and feedback for improved learning and growth. Medical Teacher, 22(5), 485-488.
  • Hollis, V. (1991). Self-directed learning as a post-basic educational continuum. The British Journal of Occupational Therapy, 54 (2), 45-48.
  • Kaufman, D.M. (2003). ABC of learning and teaching in medicine, applying educational theory in practice. BMJ, 326, 213-216.
  • Kelly, M., & Boyer, N. (2005). Breaking the institutional mold: Blended Instruction,self-direction, and multi-level adult education. International Journal of Self-Directed Learning, 2(1),1-17.
  • Kemahlı, S., & Alper, A. (2006). Probleme Dayalı Öğrenmeye Yönelik Tutum Ölçeği (Attitude toward Problem Based Learning Scale), Eğitim Bilimleri ve Uygulama, 5 (10), 191-206.
  • Kocaman, G., Dicle, A., Üstün, B., & Çimen S. (2006). Kendi kendine öğrenmeye hazıroluşluk ölçeği: geçerlik güvenirlik çalışması. DEÜ 3. Aktif Eğitim Kurultay Kitabı, 245–256; 3–4 Haziran; İzmir, Turkey.
  • Marra, R. M., Jonassen, D. H., Palmer, B., & Luft, S. (2014). Why problem based learning Works: Theoretical Foundations. Journal of Excellence in College Teaching, 25 (3-4), 221-228.
  • Massa, N. M. (2008). Problem based learning. New England Journal of Higher Education, 22 (4), 19-20.
  • Mocker, D. W., & Spear, G. E. (1992). Lifelong Learning: Formal, Nonformal, Informal, and Self-Directed. Information Series No. 241.
  • Ngeow, K., & Kong, Y.S. (2001). Learning to learn: Preparing teachers and students for problem-based learning, Career World, 29 (4), 18-19.
  • Özdemir, S. T. (2003). Tıp eğitimi ve yetişkin öğrenmesi (Medical education and adult learning), Uludağ Üniversitesi Tıp Fakültesi Dergisi, 29 (2), 25-28.
  • Ramani, S., &Leinster, S. (2008). Teaching in the clinical environment. Medical Teacher, 30, 347-364.
  • Saracaloglu, A. S., & Kanmaz, A. (2012). Eğitim fakültesi birinci sınıf öğrencilerinin problem çözme becerilerine genel bir bakış. (A general view to problem solving skills of educational faculty first grade students), NWSA: Education Sciences, 7(2), 683-699.
  • Sarmasoğlu, Ş., & Görgülü, S. (2014). Hemşirelik öğrencilerinin kendi kendine öğrenmeye hazıroluş düzeyleri (Self-directed learning readiness levels of nurisig students) Hacettepe University Faculty of Health Sciences Nursing Journal, 1(3)
  • Strobel, J., & Barneveld, A. (2009). When is PBL more effective? A meta-synthesis of meta-analyses comparing PBL to conventional classrooms. Interdisciplinary Journal of Problem-based Learning, 3 (1), 44-58.
  • Şahin, E., & Erden, M. (2009). Özyönetimli öğrenmeye hazırbulunuşluk ölçeğinin geçerlik ve güvenirlik çalışması (Reliability and validity of self directed learning readiness scale), NWSA: Education Sciences, 4(3), 695-706.
  • Tan, O. S. (2009). PBL and creativity. Singapore: CengageLearning.
  • Wang, Q., Li, H., Pang, W., Liang, S.,&Su, Y. (20169. Developing an integrated framework of problem-based learning and coaching psychology for medical education: a participatory research. BMC Medical Education, 16 (2), 1-14.
  • Williams B. (2001). The theoretical links between problem-based learning and self-directed learning for continuing professional nursing education. Teaching in Higher Education, 6: 138-145.

The Relationship Between The Attitudes of Medical School Students Towards Problem-Based Learning and Their Self-Directed Learning Readiness / Tıp Fakültesi Öğrencilerinin Probleme Dayalı Öğrenmeye Yönelik Tutumları ile Özyönetimli Öğrenmeye İlişkin Hazırb

Yıl 2016, Cilt: 12 Sayı: 3, 695 - 706, 22.04.2016

Öz

The aim of this study was to examine the relationship between the attitudes of the medical school students undergoing Problem-Based Learning (PBL) towards PBL and their levels of self-directed learning readiness. The comparison method of this study was based on relational survey model. The participants of the study was the Medical Faculty of Çanakkale Onsekiz Mart University in Turkey. There were 336 students in the first, second and third terms in the academic year of 2014-2015, and the practices related to PBL were performed with 33 groups of students. Each group was composed of approximately 10-12 students. Students were randomly assigned to each group. The study was conducted with 11 groups of students randomly selected, undergoing the exercises of PBL. The data of the study were collected by the Attitude towards Problem-Based Learning Scale developed by Kemahlı and Alper (2006) and the Self-Directed Learning Readiness Scale (SDLRS) developed by Fisher and et al. (2001) and adapted into Turkish by Şahin and Erden (2009). The study revealed a negative, insignificant relationship between the total scores of the students in regard to PBL and the scores in regard to SDLRS. Further, the study found that there was a significant relationship between the sub-scale of self-management of the scale of SDLR and the sub-scale of problem-solving and group work of the scale of PBL and that there were significant relationships between the sub-scale of eagerness to learn, problem-solving and group work of these scales.

Kaynakça

  • Abubakar, A.B.,&Arshad, M. Y. (2015). Self-directed learning skills of problem based learning of Nigerian Scondary School Chemistry Students. International Education Studies, 8 (12), 70-79.
  • Akkoyunlu, B., & Kurbanoğlu, S. (2003). Öğretmen adaylarının bilgi okuryazarlığı ve bilgisayar öz-yeterlik algıları üzerine bir çalışma. (A study on teacher candidates’ perceived information literacy self-efficacy and perceived computer self-efficacy) Hacettepe Üniversitesi Eğitim Fakültesi Dergisi, 24 (24), 1-10.
  • Dahlgren, M.A., Castensson, R., & Dahlgren, L.O. (1998). PBL from the teachers’ perspective, Conceptions of the tutor’s role within problem based learning, Higher Education, 36, 437-447.
  • Duman, B. (2002). Küreselleşme Sürecinde Öğrenme Öğretme Nasıl Yapılmalıdır? Çukurova Üniversitesi Sosyal Bilimler Enstitüsü Dergisi, 9 (9), 40-55.
  • Evin Gencel İ. (2013). Öğretmenlerin öğretim stilleri tercihleri: Türkiye-ABD karşılaştırılması (Teachers’ teaching style preferences: A comparison of Turkey and the US) Turkish Studies - International Periodical For The Languages, Literature and History of Turkish or Turkic , 8 (8), 635-648.
  • Fee, S. B., & Minkley, A. M. (2010). Teaching computer science through problems, not solutions. Computer Science Education, 20 (2), 1-13.
  • Fisher, M., King, J., & Tague, G. (2001). Development of a self-directed learning readiness scale for nurse education. Nurse Education Today, 21 (7), 516-525.
  • Gade, S. & Chari, S. (2013). Case-based learning in endocrine physiology: and approach toward self-directed learning and the development of soft skills in medical students. Advances in Physiology Education, 37 (4), 356-360.
  • Goh, K. (2013). Reflections on PBL. Republic Polytechnic.
  • Hewitt-Taylor J. (2001). Self-directed learning: Views of teachers and students. Journal of Advanced Nursing, 36 (4), 496-504.
  • Hofer, B., & Yu, S. (2003). Teaching self-regulated learning through a “learning to learn” course. Teaching of Psychology, 30, 30-33.
  • Holen, A. (2000). The PBL Group: Self reflection and feedback for improved learning and growth. Medical Teacher, 22(5), 485-488.
  • Hollis, V. (1991). Self-directed learning as a post-basic educational continuum. The British Journal of Occupational Therapy, 54 (2), 45-48.
  • Kaufman, D.M. (2003). ABC of learning and teaching in medicine, applying educational theory in practice. BMJ, 326, 213-216.
  • Kelly, M., & Boyer, N. (2005). Breaking the institutional mold: Blended Instruction,self-direction, and multi-level adult education. International Journal of Self-Directed Learning, 2(1),1-17.
  • Kemahlı, S., & Alper, A. (2006). Probleme Dayalı Öğrenmeye Yönelik Tutum Ölçeği (Attitude toward Problem Based Learning Scale), Eğitim Bilimleri ve Uygulama, 5 (10), 191-206.
  • Kocaman, G., Dicle, A., Üstün, B., & Çimen S. (2006). Kendi kendine öğrenmeye hazıroluşluk ölçeği: geçerlik güvenirlik çalışması. DEÜ 3. Aktif Eğitim Kurultay Kitabı, 245–256; 3–4 Haziran; İzmir, Turkey.
  • Marra, R. M., Jonassen, D. H., Palmer, B., & Luft, S. (2014). Why problem based learning Works: Theoretical Foundations. Journal of Excellence in College Teaching, 25 (3-4), 221-228.
  • Massa, N. M. (2008). Problem based learning. New England Journal of Higher Education, 22 (4), 19-20.
  • Mocker, D. W., & Spear, G. E. (1992). Lifelong Learning: Formal, Nonformal, Informal, and Self-Directed. Information Series No. 241.
  • Ngeow, K., & Kong, Y.S. (2001). Learning to learn: Preparing teachers and students for problem-based learning, Career World, 29 (4), 18-19.
  • Özdemir, S. T. (2003). Tıp eğitimi ve yetişkin öğrenmesi (Medical education and adult learning), Uludağ Üniversitesi Tıp Fakültesi Dergisi, 29 (2), 25-28.
  • Ramani, S., &Leinster, S. (2008). Teaching in the clinical environment. Medical Teacher, 30, 347-364.
  • Saracaloglu, A. S., & Kanmaz, A. (2012). Eğitim fakültesi birinci sınıf öğrencilerinin problem çözme becerilerine genel bir bakış. (A general view to problem solving skills of educational faculty first grade students), NWSA: Education Sciences, 7(2), 683-699.
  • Sarmasoğlu, Ş., & Görgülü, S. (2014). Hemşirelik öğrencilerinin kendi kendine öğrenmeye hazıroluş düzeyleri (Self-directed learning readiness levels of nurisig students) Hacettepe University Faculty of Health Sciences Nursing Journal, 1(3)
  • Strobel, J., & Barneveld, A. (2009). When is PBL more effective? A meta-synthesis of meta-analyses comparing PBL to conventional classrooms. Interdisciplinary Journal of Problem-based Learning, 3 (1), 44-58.
  • Şahin, E., & Erden, M. (2009). Özyönetimli öğrenmeye hazırbulunuşluk ölçeğinin geçerlik ve güvenirlik çalışması (Reliability and validity of self directed learning readiness scale), NWSA: Education Sciences, 4(3), 695-706.
  • Tan, O. S. (2009). PBL and creativity. Singapore: CengageLearning.
  • Wang, Q., Li, H., Pang, W., Liang, S.,&Su, Y. (20169. Developing an integrated framework of problem-based learning and coaching psychology for medical education: a participatory research. BMC Medical Education, 16 (2), 1-14.
  • Williams B. (2001). The theoretical links between problem-based learning and self-directed learning for continuing professional nursing education. Teaching in Higher Education, 6: 138-145.
Toplam 30 adet kaynakça vardır.

Ayrıntılar

Bölüm Tanıtmalar
Yazarlar

İlke Evin Gencel

Mustafa Onur Yurdal

Yayımlanma Tarihi 22 Nisan 2016
Gönderilme Tarihi 10 Mart 2016
Yayımlandığı Sayı Yıl 2016 Cilt: 12 Sayı: 3

Kaynak Göster

APA Evin Gencel, İ., & Yurdal, M. O. (2016). The Relationship Between The Attitudes of Medical School Students Towards Problem-Based Learning and Their Self-Directed Learning Readiness / Tıp Fakültesi Öğrencilerinin Probleme Dayalı Öğrenmeye Yönelik Tutumları ile Özyönetimli Öğrenmeye İlişkin Hazırb. Eğitimde Kuram Ve Uygulama, 12(3), 695-706.