Dual Situated Learning Model and Science Teaching

Abstract

According to constructivist theory, students learn by actively constructing their own knowledge, comparing new knowledge with their prior one. Thus, identifying pre-knowledge of the students helps meaningful learning and this should be a starting point in teaching. This paper tries to explain the DualSituated Learning Model by giving some examples (pressure and buoyant force) form science concepts in the 7th grade Science and Technology Course. This model is based on constructivist theory and aims at helping students actively participate in the learning activities. Besides, in this model, it is very important to determine students’ prior knowledge about subject which will be taught before starting instruction. It is hoped that this paper will help science educators and teachers prepare learning-teaching activities based on constructivist theory with the help of this model.

Keywords

• Constructivist theory,dual situated learning model,science teaching,pressure and buoyant force

İkili Yerleşik Öğrenme Modeli ve Fen Öğretimi

Öz

Öğrenciler, anlamlı öğrenmeyi önceki bilgileriyle yeni bilgiler arasında ilişkiler kurarak başarabilirler. Bu nedenle, Öğrenci ön bilgilerinin belirlenmesi ve öğrenilmesi olayına bu noktadan başlanması Önemlidir. Bu makalede, öğrencilerin ön bilgilerinin belirlenerek öğrenilmesi olayına zihinsel olarak aktif katılımlarını temel olarak öğrenmek anlayışına gündüz "İkili Yerleştirildi Öğrenme Modeli "(She, 2002, 2003, 2004a, 2004b) 7. sınıf Fen ve Teknoloji ders içi basınç ve kaldırma kuvveti kavramı ele alınarak örneklerle tanıtılmaya çalışıldı. Bu çalışmanın, ülkemizde yapılandırmacı kurama sırasında öğrenme-öğretme etkinliklerinin hazırlanması ve sınıf içi uygulamalarda kullanılmasına katkı yapacağı beklenmektedir.

Anahtar Kelimeler

• Yapılandırmacı kuram, ikili yerleşik öğrenme modeli, fen öğretimi, basınç ve kaldırma kuvveti

Kaynakça

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