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Çeşitli Nöro-Bilişsel & Nöro-Pedagojik Uygulama ve Modalitelerin Bilişsel Becerilerin Gelişimi Üzerindeki Etkisi

Yıl 2016, Cilt: 17 Sayı: 2, 679 - 696, 01.05.2016

Öz

Son yıllarda, küresel pedagojik anlayışlara damgasını vuran eğitimsel sinirbilim educational neuroscience gibi disiplinlerarası alanlar düzeyinde gerçekleştirilen birtakım keşif ve araştırmalar 21. yüzyılın pedagojilerini derinden etkileyerek önemli nöro-bilişsel sonuçlar doğurmuştur; eğitim-öğretim süreçlerinde beyin tabanlı anlayışların benimsenmesine yol açan ve paradigma değişimini tetikleyen bu gelişmeler çeşitli nöro-bilişsel modalitelerin eğitim ortamlarına uygulanmasını gerekli kılmış ve bunun sonucunda farklı boyutlarda olumlu birtakım pedagojik iyileşme ve çıktıların gözlemlenmesinin yanında zihinsel, nöro-bilişsel süreç ve mekanizmaların düzenlenmesine ve iyileşmesine de aracılık etmiştir. Kaynak taraması ve betimsel bir bakış açısı benimsenilerek ve niteliksel metodolojilerden esinlenilerek gerçekleştirilen bu çalışma sinirbilimsel eğitim alanında ortaya konulmuş çeşitli interdisipliner keşif ve araştırmaların sonuçlarının çeşitli nöro pedegojik modaliteler bağlamında değerlendirilmesini ve bilişsel süreçlerin nasıl etkilenebileceği ile ilgili üst-anlatımsal ve üst-yorumsal bir perspektif geliştirilerek literatür taramasına dayalı bir yaklaşımı öngören niteliksel değerlendirmeler ortaya koymayı hedeflemiştir.

Kaynakça

  • Araya, D. (2013). Thinking forward: Vivek Wadhwa on singularity university. ELearning and Digital Media, 10(3), 320. doi:10.2304/elea.2013.10.3.320.
  • Back, K. W. (2015). The mediating effects of hope between attitude toward school physical education, academic stress, ego-resilience, and psychological wellbeing of high school students. Indian Journal of Science and Technology, 8(S7), 596. doi:10.17485/ijst/2015/v8is7/70446.
  • Balcı, A. (2006). Sosyal Bilimlerde Araştırma. Ankara: PegemA.
  • Baumeister, R. F. (2014). Self-regulation, ego depletion, and inhibition. Neuropsychologia, 65, 313–319. doi:10.1016/j.neuropsychologia.2014.08.012.
  • Briner, R. B. (2000). Relationships between work environments, psychological environments and psychological well-being. Occupational Medicine, 50 (5), 299– 303. doi:10.1093/occmed/50.5.299.
  • Brown, T. T., & Daly, A. J. (2016). Welcome to educational Neuroscience. Educational Neuroscience, 1 (0), . doi:10.1177/2377616116632069.
  • Caspar, E. A., Cleeremans, A., & Haggard, P. (2015). The relationship between human agency and embodiment. Consciousness and Cognition, 33, 226–236. doi:10.1016/j.concog.2015.01.007.
  • Dixon, M., & Senior, K. (2011). Appearing pedagogy: From embodied learning and teaching to embodied pedagogy. Pedagogy, Culture & Society, 19 (3), 473–484. doi:10.1080/14681366.2011.632514.
  • Domschke, K. (2015). Our genes, our choices - by David Goldman. Genes, Brain and Behavior, 14(5), 440–441. doi:10.1111/gbb.12219.
  • Gardner, H. (2008). Quandaries for Neuroeducators. Mind, Brain, and Education, 2(4), 165–169. doi:10.1111/j.1751-228x.2008.00050.x.
  • Gleeson, J. G. (2003). Building a better brain. Development, 130(23), 5563–5564. doi:10.1242/dev.00754.
  • Hárai, D. (2015). The crisis of intellectuality. Hungarian Educational Researcch Journal, 2015(4), . doi:10.14413/herj2015.04.06.
  • Hossin, M. Z. (2016). From habitual sleep hours to morbidity and mortality: Existing evidence, potential mechanisms, and future agenda. Sleep Health. doi:10.1016/j.sleh.2016.01.006.
  • http://developingchild.harvard.edu/wp-content/uploads/2015/05/Enhancing-andPracticing-Executive-Function-Skills-with-Children-from-Infancy-toAdolescence-1.pdf. Erişim tarihi:16/04/2016.
  • http://www.education.vic.gov.au/Documents/about/research/sovc2010chapter5.pdf. Erişim tarihi: 20.06.2016.
  • Hübler, A. W., Foster, G. C., & Phelps, K. C. (2007). Managing chaos: Thinking out of the box. Complexity, 12(3), 10–13. doi:10.1002/cplx.20159.
  • Joiner, E. G., & Restak, R. M. (1983). The brain: The last frontier. The Modern Language Journal, 67(2), 171. doi:10.2307/328296.
  • Karasar, N. (1999). Bilimsel Araştırma Yöntemi. Ankara: Nobel.
  • Klinberg, T. (2009). The overflowing brain: Information overload and the limits of working memory. Choice Reviews Online, 46(10), 46–5905–46–5905. doi:10.5860/choice.46-5905.
  • Lim, B. D. (2012). Kierkegaard’s existential ethics: Ethics as theory of moral education. The Journal of Moral Education, 24(3), 45. doi:10.17715/jme.2012.12.24.3.45.
  • Lovett, N., & Lovett, T. (2016). Wellbeing in education: Staff matter. International Journal of Social Science and Humanity, 6(2), 107–112. doi:10.7763/ijssh.2016.v6.628.
  • Magsino, R. (2007). Globalization and education in the 21st century. Encounters/Encuentros/Rencontres on Education. doi:10.15572/enco2007.04.
  • Maloney, E. A., & Beilock, S. L. (2012). Erratum: Math anxiety: Who has it, why it develops, and how to guard against it. Trends in Cognitive Sciences, 16(10), 526. doi:10.1016/j.tics.2012.08.011.
  • Mills, K. (2015). 3 things Neuroscience teaches us about the changing ‘Teenage Brain’. http://www.learningandthebrain.com/blog/teenagebrain/. Erişim Tarihi: 20/06/2016.
  • Momeni, N. (2009). The relation between managers’ emotional intelligence and the organizational climate they create. Public Personnel Management, 38(2), 35–48. doi:10.1177/009102600903800203.
  • Müller, A., Mitchell, J. E., & de Zwaan, M. (2015). Compulsive buying. The American Journal on Addictions, 24(2), 132–137. doi:10.1111/ajad.12111.
  • Panadero, E., Kirschner, P. A., Jarvela, S., Malmberg, J., & Jarvenoja, H. (2015). How individual self-regulation affects group regulation and performance: A shared regulation intervention. Small Group Research, 46(4), 431–454. doi:10.1177/1046496415591219.
  • Papanicolaou, A., Simos, P., Breier, J., Fletcher, J., Foorman, B., Francis, D., Davis, R. (2003). Brain Mechanisms for reading in children with and without dyslexia: A review of studies of normal development and plasticity. Developmental Neuropsychology, 24(2), 593–612. doi:10.1207/s15326942dn242&3_05.
  • Pastena, N., & Minichiello, G. (2015). Neuro-phenomenology and Neuro-physiology of learning in education. Procedia - Social and Behavioral Sciences, 174, 2368– 2373. doi:10.1016/j.sbspro.2015.01.902.
  • Paunesku, D., Walton, G. M., Romero, C., Smith, E. N., Yeager, D. S., & Dweck, C. S. (2015). Mind-set interventions are a Scalable treatment for academic Underachievement. Psychological Science, 26(6), 784–793. doi:10.1177/0956797615571017.
  • Rahmat, N., Min, L.S., Sungif, N. A. M., Yusup, F. N. M. (2015). Undergraduates academic achievement. Advances in Language and Literary Studies, 6(1), . doi:10.7575/aiac.alls.v.6n.1p.114.
  • Rahmat,N., Sing Min, L., Sungif,N. A. M., Yusup, F. N. M., (2015). English language proficiency tests and academic achievement: A study on the Malaysian university English test as a predictor of technical Programme. Advances in Language and Literary Studies. Vol 6. No:1. P. 114-119. Doi:10.7575/aiac.alls.v.6n.1p.114.
  • Reed, H. E., & Brescia, W. (2011). Introducing neuroeducational research - by Paul Howard-Jones. British Journal of Educational Technology, 42(3), E62–E62. doi:10.1111/j.1467-8535.2011.01187_5.x.
  • Roeser, R. W., & Peck, S. C. (2009). An education in awareness: Self, motivation, and self-regulated learning in contemplative perspective. Educational Psychologist, 44(2), 119–136. doi:10.1080/00461520902832376.
  • Ruvio, A., Somer, E., & Rindfleisch, A. (2013). When bad gets worse: The amplifying effect of materialism on traumatic stress and maladaptive consumption. Journal of the Academy of Marketing Science, 42(1), 90–101. doi:10.1007/s11747-013-0345- 6.
  • Ryan, N. (2012). Willpower: Rediscovering the greatest human strength, by Roy F. Baumeister and John Tierney. The Journal of Positive Psychology, 7(5), 446–448. doi:10.1080/17439760.2012.711350.
  • Saxe, G. B., & de Kirby, K. (2014). Cultural context of cognitive development. Wiley Interdisciplinary Reviews: Cognitive Science, 5(4), 447–461. doi:10.1002/wcs.1300.
  • Schonert-Reichl, K. A., Oberle, E., Lawlor, M. S., Abbott, D., Thomson, K., Oberlander, T. F., Diamond, A. (2015). Enhancing cognitive and Social–Emotional development through a simple-to-administer Mindfulness-Based school program for elementary school children: A Randomized controlled trial. 51(1), . Retrieved from http://www.ncbi.nlm.nih.gov/pmc/articles/PMC4323355/pdf/nihms660668.pdf.
  • Smith, G. E., Housen, P.,Yaffe, K. Ruff, R., Kennison, R.F., Mahncke, H. V. & Zelinski, E, M. (2009). A cognitive training program based on princples of brain. https://search.nih.gov/search?utf8=%E2%9C%93&affiliate=nih&query=%28Smit h%2C+Housen%2C+Yaffe%2C+Ruff%2C+Kennison%2C+Mahncke%2C+%26+ Zelinski%2C+2009%29&commit=Search Erişim tarihi: 16/04/2016.
  • Stafford, T. (2015). The science of learning: Five classic studies. The Guardian. Retrieved from http://www.theguardian.com/education/2015/dec/12/the-science-of-learningfive-classic-studies.
  • Sukel, K. (2014). How should we be thinking about genetic studies? http://dana.org/Briefing_Papers/How_Should_We_Be_Thinking_About_Genetic_ Studies_/. Erişim tarihi: 16/04/2016.
  • Teleb, A. A. & Al Awamleh, A., (2013). The relationship between self compassion and emotional intelligence for university students. Current Research in Psychology, 4(2), 20–27. doi:10.3844/crpsp.2013.20.27.
  • Temple, M., & Gall, T. L. (2016). Working through existential anxiety toward authenticity: A spiritual journey of meaning making. Journal of Humanistic Psychology. doi:10.1177/0022167816629968.
  • Tomasello, M. (2000). Culture and cognitive development. Current Directions in Psychological Science, 9(2), 37–40. doi:10.1111/1467-8721.00056.
  • Tononi, G., & Cirelli, C. (2013). Why is sleep so important? Retrieved April 17, 2016, from http://www.dana.org/WorkArea/DownloadAsset.aspx?id=114318.
  • Zardini, E. (2014). Context and consequence. An intercontextual substructural logic. Synthese, 191(15), 3473–3500. doi:10.1007/s11229-014-0490-6.
  • Zelazo, P. D., & Carlson, S. M. (2012). Hot and cool executive function in childhood and adolescence: Development and plasticity. Child Development Perspectives. doi:10.1111/j.1750-8606.2012.00246.x.
  • Zhang, M., Tillman, D. A., & An, S. A. (2015). Global prevalence of sleep deprivation in students and heavy media use. Education and Information Technologies. doi:10.1007/s10639-015-9440-2.

The Effect of Different Neuro-Cognitive & NeuroPedagogical Modalities and Applications on NeuroCognitive Development

Yıl 2016, Cilt: 17 Sayı: 2, 679 - 696, 01.05.2016

Öz

In recent years, educational neuroscience, as an emerging field unleashing its postulates within the context of interdisciplinary research and explorations, has deeply affected 21st century global pedagogical policies and approaces. It has also led to important discoveries related with the workings of human brain, illuminating various neuro-cognitive phenomena, which has led to the adoption of a new understanding and approach about learning processes and triggered brand-new perspectives and paradigm shifts. These developments have made it necessary to apply a variety of neuro-cognitive modalities to learning environments as a result of observation of a number of positive pedagogical improvements and outputs, which have played a mediating role in the betterment and regulation of neuro-cognitive processes. Throughout the course of the constitution of our manuscript, the chief focus of our concern has been to bring under daylight the related sources of educational neuroscience, drowing from qualitatively-inspired metainterpretations and meta-evaluations and inspired from approaches based on descriptive methodologies and perspectives about these neuro pedagogical modalities

Kaynakça

  • Araya, D. (2013). Thinking forward: Vivek Wadhwa on singularity university. ELearning and Digital Media, 10(3), 320. doi:10.2304/elea.2013.10.3.320.
  • Back, K. W. (2015). The mediating effects of hope between attitude toward school physical education, academic stress, ego-resilience, and psychological wellbeing of high school students. Indian Journal of Science and Technology, 8(S7), 596. doi:10.17485/ijst/2015/v8is7/70446.
  • Balcı, A. (2006). Sosyal Bilimlerde Araştırma. Ankara: PegemA.
  • Baumeister, R. F. (2014). Self-regulation, ego depletion, and inhibition. Neuropsychologia, 65, 313–319. doi:10.1016/j.neuropsychologia.2014.08.012.
  • Briner, R. B. (2000). Relationships between work environments, psychological environments and psychological well-being. Occupational Medicine, 50 (5), 299– 303. doi:10.1093/occmed/50.5.299.
  • Brown, T. T., & Daly, A. J. (2016). Welcome to educational Neuroscience. Educational Neuroscience, 1 (0), . doi:10.1177/2377616116632069.
  • Caspar, E. A., Cleeremans, A., & Haggard, P. (2015). The relationship between human agency and embodiment. Consciousness and Cognition, 33, 226–236. doi:10.1016/j.concog.2015.01.007.
  • Dixon, M., & Senior, K. (2011). Appearing pedagogy: From embodied learning and teaching to embodied pedagogy. Pedagogy, Culture & Society, 19 (3), 473–484. doi:10.1080/14681366.2011.632514.
  • Domschke, K. (2015). Our genes, our choices - by David Goldman. Genes, Brain and Behavior, 14(5), 440–441. doi:10.1111/gbb.12219.
  • Gardner, H. (2008). Quandaries for Neuroeducators. Mind, Brain, and Education, 2(4), 165–169. doi:10.1111/j.1751-228x.2008.00050.x.
  • Gleeson, J. G. (2003). Building a better brain. Development, 130(23), 5563–5564. doi:10.1242/dev.00754.
  • Hárai, D. (2015). The crisis of intellectuality. Hungarian Educational Researcch Journal, 2015(4), . doi:10.14413/herj2015.04.06.
  • Hossin, M. Z. (2016). From habitual sleep hours to morbidity and mortality: Existing evidence, potential mechanisms, and future agenda. Sleep Health. doi:10.1016/j.sleh.2016.01.006.
  • http://developingchild.harvard.edu/wp-content/uploads/2015/05/Enhancing-andPracticing-Executive-Function-Skills-with-Children-from-Infancy-toAdolescence-1.pdf. Erişim tarihi:16/04/2016.
  • http://www.education.vic.gov.au/Documents/about/research/sovc2010chapter5.pdf. Erişim tarihi: 20.06.2016.
  • Hübler, A. W., Foster, G. C., & Phelps, K. C. (2007). Managing chaos: Thinking out of the box. Complexity, 12(3), 10–13. doi:10.1002/cplx.20159.
  • Joiner, E. G., & Restak, R. M. (1983). The brain: The last frontier. The Modern Language Journal, 67(2), 171. doi:10.2307/328296.
  • Karasar, N. (1999). Bilimsel Araştırma Yöntemi. Ankara: Nobel.
  • Klinberg, T. (2009). The overflowing brain: Information overload and the limits of working memory. Choice Reviews Online, 46(10), 46–5905–46–5905. doi:10.5860/choice.46-5905.
  • Lim, B. D. (2012). Kierkegaard’s existential ethics: Ethics as theory of moral education. The Journal of Moral Education, 24(3), 45. doi:10.17715/jme.2012.12.24.3.45.
  • Lovett, N., & Lovett, T. (2016). Wellbeing in education: Staff matter. International Journal of Social Science and Humanity, 6(2), 107–112. doi:10.7763/ijssh.2016.v6.628.
  • Magsino, R. (2007). Globalization and education in the 21st century. Encounters/Encuentros/Rencontres on Education. doi:10.15572/enco2007.04.
  • Maloney, E. A., & Beilock, S. L. (2012). Erratum: Math anxiety: Who has it, why it develops, and how to guard against it. Trends in Cognitive Sciences, 16(10), 526. doi:10.1016/j.tics.2012.08.011.
  • Mills, K. (2015). 3 things Neuroscience teaches us about the changing ‘Teenage Brain’. http://www.learningandthebrain.com/blog/teenagebrain/. Erişim Tarihi: 20/06/2016.
  • Momeni, N. (2009). The relation between managers’ emotional intelligence and the organizational climate they create. Public Personnel Management, 38(2), 35–48. doi:10.1177/009102600903800203.
  • Müller, A., Mitchell, J. E., & de Zwaan, M. (2015). Compulsive buying. The American Journal on Addictions, 24(2), 132–137. doi:10.1111/ajad.12111.
  • Panadero, E., Kirschner, P. A., Jarvela, S., Malmberg, J., & Jarvenoja, H. (2015). How individual self-regulation affects group regulation and performance: A shared regulation intervention. Small Group Research, 46(4), 431–454. doi:10.1177/1046496415591219.
  • Papanicolaou, A., Simos, P., Breier, J., Fletcher, J., Foorman, B., Francis, D., Davis, R. (2003). Brain Mechanisms for reading in children with and without dyslexia: A review of studies of normal development and plasticity. Developmental Neuropsychology, 24(2), 593–612. doi:10.1207/s15326942dn242&3_05.
  • Pastena, N., & Minichiello, G. (2015). Neuro-phenomenology and Neuro-physiology of learning in education. Procedia - Social and Behavioral Sciences, 174, 2368– 2373. doi:10.1016/j.sbspro.2015.01.902.
  • Paunesku, D., Walton, G. M., Romero, C., Smith, E. N., Yeager, D. S., & Dweck, C. S. (2015). Mind-set interventions are a Scalable treatment for academic Underachievement. Psychological Science, 26(6), 784–793. doi:10.1177/0956797615571017.
  • Rahmat, N., Min, L.S., Sungif, N. A. M., Yusup, F. N. M. (2015). Undergraduates academic achievement. Advances in Language and Literary Studies, 6(1), . doi:10.7575/aiac.alls.v.6n.1p.114.
  • Rahmat,N., Sing Min, L., Sungif,N. A. M., Yusup, F. N. M., (2015). English language proficiency tests and academic achievement: A study on the Malaysian university English test as a predictor of technical Programme. Advances in Language and Literary Studies. Vol 6. No:1. P. 114-119. Doi:10.7575/aiac.alls.v.6n.1p.114.
  • Reed, H. E., & Brescia, W. (2011). Introducing neuroeducational research - by Paul Howard-Jones. British Journal of Educational Technology, 42(3), E62–E62. doi:10.1111/j.1467-8535.2011.01187_5.x.
  • Roeser, R. W., & Peck, S. C. (2009). An education in awareness: Self, motivation, and self-regulated learning in contemplative perspective. Educational Psychologist, 44(2), 119–136. doi:10.1080/00461520902832376.
  • Ruvio, A., Somer, E., & Rindfleisch, A. (2013). When bad gets worse: The amplifying effect of materialism on traumatic stress and maladaptive consumption. Journal of the Academy of Marketing Science, 42(1), 90–101. doi:10.1007/s11747-013-0345- 6.
  • Ryan, N. (2012). Willpower: Rediscovering the greatest human strength, by Roy F. Baumeister and John Tierney. The Journal of Positive Psychology, 7(5), 446–448. doi:10.1080/17439760.2012.711350.
  • Saxe, G. B., & de Kirby, K. (2014). Cultural context of cognitive development. Wiley Interdisciplinary Reviews: Cognitive Science, 5(4), 447–461. doi:10.1002/wcs.1300.
  • Schonert-Reichl, K. A., Oberle, E., Lawlor, M. S., Abbott, D., Thomson, K., Oberlander, T. F., Diamond, A. (2015). Enhancing cognitive and Social–Emotional development through a simple-to-administer Mindfulness-Based school program for elementary school children: A Randomized controlled trial. 51(1), . Retrieved from http://www.ncbi.nlm.nih.gov/pmc/articles/PMC4323355/pdf/nihms660668.pdf.
  • Smith, G. E., Housen, P.,Yaffe, K. Ruff, R., Kennison, R.F., Mahncke, H. V. & Zelinski, E, M. (2009). A cognitive training program based on princples of brain. https://search.nih.gov/search?utf8=%E2%9C%93&affiliate=nih&query=%28Smit h%2C+Housen%2C+Yaffe%2C+Ruff%2C+Kennison%2C+Mahncke%2C+%26+ Zelinski%2C+2009%29&commit=Search Erişim tarihi: 16/04/2016.
  • Stafford, T. (2015). The science of learning: Five classic studies. The Guardian. Retrieved from http://www.theguardian.com/education/2015/dec/12/the-science-of-learningfive-classic-studies.
  • Sukel, K. (2014). How should we be thinking about genetic studies? http://dana.org/Briefing_Papers/How_Should_We_Be_Thinking_About_Genetic_ Studies_/. Erişim tarihi: 16/04/2016.
  • Teleb, A. A. & Al Awamleh, A., (2013). The relationship between self compassion and emotional intelligence for university students. Current Research in Psychology, 4(2), 20–27. doi:10.3844/crpsp.2013.20.27.
  • Temple, M., & Gall, T. L. (2016). Working through existential anxiety toward authenticity: A spiritual journey of meaning making. Journal of Humanistic Psychology. doi:10.1177/0022167816629968.
  • Tomasello, M. (2000). Culture and cognitive development. Current Directions in Psychological Science, 9(2), 37–40. doi:10.1111/1467-8721.00056.
  • Tononi, G., & Cirelli, C. (2013). Why is sleep so important? Retrieved April 17, 2016, from http://www.dana.org/WorkArea/DownloadAsset.aspx?id=114318.
  • Zardini, E. (2014). Context and consequence. An intercontextual substructural logic. Synthese, 191(15), 3473–3500. doi:10.1007/s11229-014-0490-6.
  • Zelazo, P. D., & Carlson, S. M. (2012). Hot and cool executive function in childhood and adolescence: Development and plasticity. Child Development Perspectives. doi:10.1111/j.1750-8606.2012.00246.x.
  • Zhang, M., Tillman, D. A., & An, S. A. (2015). Global prevalence of sleep deprivation in students and heavy media use. Education and Information Technologies. doi:10.1007/s10639-015-9440-2.
Toplam 48 adet kaynakça vardır.

Ayrıntılar

Birincil Dil Türkçe
Bölüm Research Article
Yazarlar

Mehmet Şirin Demir Bu kişi benim

Mehmet Emin Usta Bu kişi benim

Ahmet Yayla Bu kişi benim

Nejdet Taşkın Bu kişi benim

Yunus Hastunç Bu kişi benim

Özlem Alav Bu kişi benim

Yayımlanma Tarihi 1 Mayıs 2016
Yayımlandığı Sayı Yıl 2016 Cilt: 17 Sayı: 2

Kaynak Göster

APA Demir, M. Ş., Usta, M. E., Yayla, A., Taşkın, N., vd. (2016). Çeşitli Nöro-Bilişsel & Nöro-Pedagojik Uygulama ve Modalitelerin Bilişsel Becerilerin Gelişimi Üzerindeki Etkisi. Ahi Evran Üniversitesi Kırşehir Eğitim Fakültesi Dergisi, 17(2), 679-696.

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