BibTex RIS Kaynak Göster

Türetimci çoklu ortam öğrenme kuramı

Yıl 2005, Cilt: 28 Sayı: 28, 9 - 18, 01.06.2005

Öz

Öğrenmeyi ve kalıcılığı açıklayan farklı öğrenme yaklaşımları bulunmaktadır. Mayer’in (2001) Türetimci Çoklu Ortam Öğrenme Kuramı da bunlardan biridir. Mayer, öğrenmenin oluşması ve kalıcı öğrenmeler sağlanması için farklı yaklaşımları içinde barındıran bütünsel bir öğrenme kuramı ortaya koymuştur. Mayer’in, Türetimci Çoklu Ortam Öğrenme Kuramı, (ikili kodlama, sınırlı kapasite ve aktif işlemci) üç farklı bilişsel kurama dayandırılarak, öğrenenin zihinsel olarak seçme, organize etme ve kaynaştırma işlemleriyle sürece aktif olarak katıldığını ileri süren bir kuramdır. Bu kurama göre, etkili bir çoklu öğrenme ortamını tasarlamada yol gösterici yedi ilke bulunmaktadır. Bunlar, çoklu ortam ilkesi, uzamsal yakınlık ilkesi, zamansal yakınlık ilkesi, tutarlılık (mantıklılık) ilkesi, sıraya koyma ilkesi, gereksizlik ilkesi, bireysel farklılıklar ilkesidir. Bu makalede Mayer’in Türetimci Çoklu Ortam Öğrenme kuramı incelenerek, bu kuramın kalıcı öğrenme ve destek öğretim materyalleri çoklu öğrenme ortamlarının tasarımında göz önünde bulundurulması gereken ilkeler açıklanmıştır

Kaynakça

  • Baek, Y., & Layne, B. (1988). Color, garphics and animation in a computer assisted learning tutorial lesson. Journal of Computer Based Instruction, 15, 131-135.
  • Cooper, G. (1998). Research into cognitive load theory and instructional design at UNSW. Retrived December 11, 2003 from http://education.arts.unsw.edu.au/CLT_NET_Aug_97.HTML.
  • Marmara Üniversitesi (2003). Bilgisayar destekli medya uygulamaları ders programı. Retrived May 5, 2005 from http://iletisim.marmara.edu.tr/bilisim/BilDesMedUyg.htm
  • Harp, S. F. and Mayer, R. E. (1997). The role of interest in learning from scientific text and illustrations: On the distinction between emotional interest and cognitive interest. Journal of Educational Psychology, 89(1997), 92–102.
  • Mayer, R. E. (2001). Multimedia learning. Cambridge: Cambridge University Press.
  • Mayer, R. E. (2003). The promise of multimedia learning: using the same instructional design methods across different media [Electronic Version]. Learning and Instruction. 13(2), 125-139.
  • Mayer, R. E. and Anderson, R. B. (1992). The instructive animation: helping students build connections between words and pictures in multimedia learning [Electronic Version]. Journal of Educational Psychology, 84(1992), 444–452.
  • Mayer, R. E., Steinhoff, K., Bower, G. and Mars, R. (1995). A generative theory of textbook design: using annotated illustrations to foster meaningful learning of science text [Electronic Version]. Educational Technology Research and Development 43 (1995), 31–43.
  • Mene, J. M. & Mene, J. W. (1972). The relative efficiency of bimodal presentation as an aid to learning. Audio Visual Communication Review, 20, 170-180.
  • Moreno, R. and Mayer, R.E. (2000). Engaging students in active learning: the case for personalized multimedia messages [Electronic Version]. Journal of Educational Psychology, 92(2000), 724–733.
  • Najjar, L. J. (1996). The effects of multimedia and elaborative encoding on learning [Electronic Version]. Technical Report GIT-GVU-96-05.
  • Newby, T. J., Stepich, D. A., Lehman J. D. and Rusell, J. D. (2000). Instructional technology for teaching and learning desinging instruction, integrating computers and using media (2 Ed.). New Jersey: Prentice-Hall Inc.
  • nd Ed.). New Jersey: Prentice-Hall Inc.
  • Plass, J. L., Dorothy, M. C., Mayer, R. E. ve Leuntner, D. (2003). Cognitive load in reading a foreign language text with multimedia aids and the influence of verbal and spatial ağabeylities [Electronic Version]. Computers in Human Behaviour, 19, (2003), 221-243.
  • Raupers, P. M.(2000).Effects of accommodating learning- style preferences on long-term retention of technology training content [Electronic Version]. National Forum Of Special Education Journal, 9E, (2000).
  • Scarlatos, T. (2003). What is multimedia? Retrived March 12, 2004 from http://www.cs.sunysb.edu/~tony/334/ whatismultimedia/multimedia.htm.
  • Senemoğlu, N. (1997). Gelişim ve öğrenme kuramdan uygulamaya. Ankara: Spot Matbaacılık.
  • Sezgin, M. E. (2002). İkili kodlama kuramına dayalı olarak hazırlanan multimedia ders yazılımının fen bilgisi öğretimindeki akademik başarıya, öğrenme düzeyine ve kalıcılığa etkisi, Çukurova Üniversitesi, Adana, yayımlanmamış yüksek lisans tezi.
  • Shepherdson, E. (2001). Teaching concepts utilizing active learning computer environments. Retrived Nowember 20, 2004 from http://moment.mit.edu/thesisemma/pdf%20files/thesis.htm.
  • Smith, L. (2002). Multimedia, what, why, how. 31N5: Multimedia and HCI. Retrived April 3, 2004 from http://www.cs.stir.ac.uk/courses/IT82/Handouts/Intro2004_color.pdf.
  • Tsoua,W., Wang, W. ve Tzeng, Y.(2004). Applying a multimedia storytelling website in foreign language learning [Electronic Version]. Computers & Education.
  • Whelan, R. (2002). Optimizing cognitive load in multimedia learning. Retrived April 3, 2004 from http://create.alt.ed.nyu.edu/bob/doctoral.pdf.
  • Wilson, B. G. (1995). Maintaining the ties between learning theory and instructional design. Retrived April 3, 2004 from http://carbon.cudenver.edu/~bwilson/mainties.html.
  • Zhang, J. ve Wang H. W. (1998). An exploration of the relations between external representations and working memory.
  • Retrived March 12, 2004 from http://citeseer.nj.nec.com/cache/papers/cs/19926/http:zSzzSzacad88.
Yıl 2005, Cilt: 28 Sayı: 28, 9 - 18, 01.06.2005

Öz

Kaynakça

  • Baek, Y., & Layne, B. (1988). Color, garphics and animation in a computer assisted learning tutorial lesson. Journal of Computer Based Instruction, 15, 131-135.
  • Cooper, G. (1998). Research into cognitive load theory and instructional design at UNSW. Retrived December 11, 2003 from http://education.arts.unsw.edu.au/CLT_NET_Aug_97.HTML.
  • Marmara Üniversitesi (2003). Bilgisayar destekli medya uygulamaları ders programı. Retrived May 5, 2005 from http://iletisim.marmara.edu.tr/bilisim/BilDesMedUyg.htm
  • Harp, S. F. and Mayer, R. E. (1997). The role of interest in learning from scientific text and illustrations: On the distinction between emotional interest and cognitive interest. Journal of Educational Psychology, 89(1997), 92–102.
  • Mayer, R. E. (2001). Multimedia learning. Cambridge: Cambridge University Press.
  • Mayer, R. E. (2003). The promise of multimedia learning: using the same instructional design methods across different media [Electronic Version]. Learning and Instruction. 13(2), 125-139.
  • Mayer, R. E. and Anderson, R. B. (1992). The instructive animation: helping students build connections between words and pictures in multimedia learning [Electronic Version]. Journal of Educational Psychology, 84(1992), 444–452.
  • Mayer, R. E., Steinhoff, K., Bower, G. and Mars, R. (1995). A generative theory of textbook design: using annotated illustrations to foster meaningful learning of science text [Electronic Version]. Educational Technology Research and Development 43 (1995), 31–43.
  • Mene, J. M. & Mene, J. W. (1972). The relative efficiency of bimodal presentation as an aid to learning. Audio Visual Communication Review, 20, 170-180.
  • Moreno, R. and Mayer, R.E. (2000). Engaging students in active learning: the case for personalized multimedia messages [Electronic Version]. Journal of Educational Psychology, 92(2000), 724–733.
  • Najjar, L. J. (1996). The effects of multimedia and elaborative encoding on learning [Electronic Version]. Technical Report GIT-GVU-96-05.
  • Newby, T. J., Stepich, D. A., Lehman J. D. and Rusell, J. D. (2000). Instructional technology for teaching and learning desinging instruction, integrating computers and using media (2 Ed.). New Jersey: Prentice-Hall Inc.
  • nd Ed.). New Jersey: Prentice-Hall Inc.
  • Plass, J. L., Dorothy, M. C., Mayer, R. E. ve Leuntner, D. (2003). Cognitive load in reading a foreign language text with multimedia aids and the influence of verbal and spatial ağabeylities [Electronic Version]. Computers in Human Behaviour, 19, (2003), 221-243.
  • Raupers, P. M.(2000).Effects of accommodating learning- style preferences on long-term retention of technology training content [Electronic Version]. National Forum Of Special Education Journal, 9E, (2000).
  • Scarlatos, T. (2003). What is multimedia? Retrived March 12, 2004 from http://www.cs.sunysb.edu/~tony/334/ whatismultimedia/multimedia.htm.
  • Senemoğlu, N. (1997). Gelişim ve öğrenme kuramdan uygulamaya. Ankara: Spot Matbaacılık.
  • Sezgin, M. E. (2002). İkili kodlama kuramına dayalı olarak hazırlanan multimedia ders yazılımının fen bilgisi öğretimindeki akademik başarıya, öğrenme düzeyine ve kalıcılığa etkisi, Çukurova Üniversitesi, Adana, yayımlanmamış yüksek lisans tezi.
  • Shepherdson, E. (2001). Teaching concepts utilizing active learning computer environments. Retrived Nowember 20, 2004 from http://moment.mit.edu/thesisemma/pdf%20files/thesis.htm.
  • Smith, L. (2002). Multimedia, what, why, how. 31N5: Multimedia and HCI. Retrived April 3, 2004 from http://www.cs.stir.ac.uk/courses/IT82/Handouts/Intro2004_color.pdf.
  • Tsoua,W., Wang, W. ve Tzeng, Y.(2004). Applying a multimedia storytelling website in foreign language learning [Electronic Version]. Computers & Education.
  • Whelan, R. (2002). Optimizing cognitive load in multimedia learning. Retrived April 3, 2004 from http://create.alt.ed.nyu.edu/bob/doctoral.pdf.
  • Wilson, B. G. (1995). Maintaining the ties between learning theory and instructional design. Retrived April 3, 2004 from http://carbon.cudenver.edu/~bwilson/mainties.html.
  • Zhang, J. ve Wang H. W. (1998). An exploration of the relations between external representations and working memory.
  • Retrived March 12, 2004 from http://citeseer.nj.nec.com/cache/papers/cs/19926/http:zSzzSzacad88.
Toplam 25 adet kaynakça vardır.

Ayrıntılar

Birincil Dil Türkçe
Bölüm Makaleler
Yazarlar

Buket Akkoyunlu Bu kişi benim

Meryem Yılmaz Bu kişi benim

Yayımlanma Tarihi 1 Haziran 2005
Yayımlandığı Sayı Yıl 2005 Cilt: 28 Sayı: 28

Kaynak Göster

APA Akkoyunlu, B., & Yılmaz, M. (2005). Türetimci çoklu ortam öğrenme kuramı. Hacettepe Üniversitesi Eğitim Fakültesi Dergisi, 28(28), 9-18.