The Evolvement of Autonomous Learning Through Social Constructivist Movement

Yıl 2020, Cilt: 6 Sayı: 1, 91 - 105, 01.04.2020

Samira Hammoodi Akbar Rahimi Alishah

Öz

One of the purpose of education is to develop students’ autonomous learning ability. Education needs to constantly develop to maintain student achievement is effectively performed. Teachers should be creative in order to manage the educational process effectively. Teachers should find ways to increase student engagement, assessment, and motivation. Instructors can help students to trust themselves both in education and social lives. Constructivist movement cultivates assertion on the students’ active learning, such as context and society to foster instruction or scaffolding and enhance student motivation, autonomy, comprehension, collaboration, and student performance. Actually, autonomous learning is a popular aim. It is one of the most important principles for practical, pedagogical, and philosophical purposes. Instructors use scaffolding to enhance students towards independence. This paper aims to elucidate the guidance of constructivist learning theory to autonomous learning theory to cultivate learners’ autonomy and how instructors assess autonomous learners who play an active role in a non-traditional way, explaining the implications of constructivism for autonomous learning.

Anahtar Kelimeler

scaffolding, assessment, motivation, feedback

Sosyal Yapılandırmacı Hareket Yoluyla Özerk Öğrenmenin Gelişim

Öz

Eğitimin amaçlarından biri öğrencilerin kendi kendilerini öğrenme
becerilerini geliştirmektir. Eğitim öğrenci başarısını, etkin bir
şekilde sürdürmek için sürekli gelişime ihtiyaç vardır. Öğretmenlerin
eğitimi daha verimli bir şekilde gerçekleştirebilmeleri için yaratıcı
olmaları gerekmektedir. Öğretmenler, öğrencinin katılımı konusunda,
değerlendirmesini ve motivasyonunu artırmanın yollarını bulmalıdır.
Eğitmenler, öğrencilerin okulda ve hayatta kendi öğrenimleri için güvenilir
olmalarına yardımcı olabilir. Yapısal hareket, öğrencilerin motivasyonunu,
özerkliğini, kavrayışını, iş birliğini ve öğrenci performansını arttırmak
için bağlam ve toplum gibi aktif öğrenmeleri konusunda iddiayı geliştirir.
Aslında, bağımsız öğrenme popüler bir hedeftir. Pratik, eğitimsel ve felsefi
amaçlar için en önemli olanlardan biridir. Öğretmenler öğrenci yönünü
geliştirmek için iskele kullanırlar. Bu makale, öğrencilerin özerkliğini
geliştirmek için yapısal öğrenme teorisinin otonom öğrenme teorisine
rehberliğini ve eğitmenlerin otonom öğrenme için yapısalcılığın etkilerini
açıklayarak, geleneksel olmayan bir şekilde aktif rol oynayan özerk
öğrencileri nasıl değerlendirdiklerini açıklamayı amaçlamaktadır.

Anahtar Kelimeler

Yapısalcılık, Kendi Kendine Öğrenme, İskele, Değerlendirme, Motivasyon, Tepkiler

Kaynakça

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