Dual Situated Learning Model and Science Teaching

Yıl 2007, Cilt: 6 Sayı: 3, 390 - 396, 26.06.2007

Ercan Akpınar , Ömer Ergin

Öz

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.

Anahtar Kelimeler

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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