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VERİTABANI YÖNETİM SİSTEMLERİ DERSİNİN ÖĞRENME STİLLERİNE BAĞLI OLARAK GELİŞTİRİLMESİ: PİLOT ÇALIŞMA

Yıl 2011, Cilt: 12 Sayı: 2, 1 - 22, 01.05.2011

Öz

Bu pilot çalışmanın amacı, Veritabanı Yönetim Sistemleri dersinin, Uludağ Üniversitesi Eğitim Fakültesi Bilgisayar ve Öğretim Teknolojileri Eğitimi Bölümü’ndeki öğrencilerin öğrenme stillerine göre yeniden yapılandırılmasını sağlamak ve öğrencilerin ders başarılarını arttırmaktır. Öğrencilerin öğrenme stillerini analiz etmek için Felder-Soloman Öğrenme Stilleri Envanteri kullanılmıştır. Çalışmanın verileri 2009 bahar yarıyılında bu dersi alan öğrenciler üzerinden toplanmıştır. Araştırmanın sonunda, katılımcıların çoğunun görsel, aktif ve hissederek öğrenme stillerine daha yatkın oldukları sonucuna ulaşılmıştır. Ulaşılan bir diğer sonuç ise katılımcıların sıralı-bütünsel öğrenme alt boyutunda dengeli bir dağılıma sahip olmalarıdır. Öğrenme stilleri ile öğrencilerin başarıları arasındaki ilişkiye bakılmış ve anlamlı bir bağlantı bulunamamıştır. Bu da gelecekte yapılması planlanan çalışma için uygun bir başlangıç oluşturmaktadır. Araştırmada elde edilen bulgular sonucunda, dersin işleniş biçimi ve kullanılacak olan öğrenme materyalleri ile ilgili bir takım stratejik kararlar alınmıştır. İleride işlenecek olan aynı ders için, öğrencilerin öğrenme stillerine uygun farklı türden materyallerin geliştirilip, bunların karma öğrenme yöntemine uygun bir ortamda sunulmasına karar verilmiştir.

Kaynakça

  • Alşan, E. U. (2009). Temel kimya laboratuarı dersinde öğretmen adaylarının başarılarına öğrenme stili tercihlerinin etkisi. Necatibey Eğitim Fakültesi Elektronik Fen ve Matematik Eğitimi Dergisi (EFMED), 3(1), 117-133.
  • Arslan, B., & Babadoğan, C. (2005). İlkögretim 7. ve 8. Sınıf Ögrencilerinin Ögrenme Stillerinin Akademik Başarı Düzeyi, Cinsiyet ve Yas ile İlişkisi. Eurasian Journal of Educational Research , 35-48.
  • Ayala, J. (2009). Blended Learning as a New Approach to Social Work Education. Journal of Social Work Education, 45(2), 277-288. Retrieved from Academic Search Complete database.
  • Beck, C. R. (2001). Matching teaching strategies to learning style preferences. Teacher Educator, 37(1), 1-15.
  • Booth, B. F., & Kamal, F. (1993). Matching teaching strategies with learning styles in an undergraduate sport history course. / (Le raccordement de strategies d'enseignement avec les methodes dans un seminaire d'histoire sportive chez des etudiants du debut des etudes.). International journal of physical education (Schorndorf), 30(3), 29-37.
  • Bourne, J., Harris, D., & Mayadas, F. (2005). Online Engineering Education: Learning Anywhere, Anytime. Journal of Engineering Education , 131-146.
  • Brown, B. L. (2003). Teaching style vs. learning style. Myths and realities (ERIC Clearinghouse on Adult, Career, and Vocational Education No. 26). Ohio: Center on Education and Training for Employment
  • Bulut Özek, M., Akpolat, Z. H., & Orhan, A. (2010). Web Tabanlı Akıllı Öğretim Sistemlerinde Tip-2 Bulanık Mantık Kullanarak Öğrenci Öğrenme Stili Modelleme. Fırat Üniv. Mühendislik Bilimleri Dergisi, 22(1), 37-44.
  • Cengizhan, S. (2007). Proje Temelli ve Bilgisayar Destekli Öğretim Tasarımlarının; Bağımlı, Bağımsız ve İşbirlikli Öğrenim Stillerine Sahip Öğrencilerin Akademik Başarılarına ve Öğrenme Kalıcılığına Etkisi. Türk Eğitim Bilimleri Dergisi , 5 (3), 377-401.
  • Charkins, R. J., O'Toole, D. M., & Wetzel, J. N. (1985). Linking teacher and student learning styles with student achievement and attitudes. Journal of Economic Education, 16(2), 111-120.
  • Chuang, S. C., & Tsai, C. C. (2005). Preferences toward the constructivist Internet-based learning environments among high school students in Taiwan. Computers in Human Behavior (21), 255-272.
  • Domino, G. (1971). Interactive effects of achievement orientation and teaching style on academic achievement. Journal of Educational Psychology, 62(5), 427-431.
  • Doo Hun, L., & Morris, M. (2009). Learner and Instructional Factors Influencing Learning Outcomes within a Blended Learning Environment. Journal of Educational Technology & Society, 12(4), 282-293. Retrieved from Academic Search Complete database.
  • Dunn, R., & Dunn, K. (1992a). Teaching elementary students through their individual learnings tyles: Practical approaches for grades 3-6 Needham Heights, MA: Allyn & Bacon.
  • Dunn, R., & Dunn, K. (1992b). Teaching secondary students through their individual learnings tyles: Practical approaches for grades 7-12 Needham Heights, MA: Allyn & Bacon.
  • Ekici, G. (2008). Öğretmen Adaylarının Öğretmenlik Meslek Bilgisi Derslerine Yönelik Tutumları ile Öğrenme Biçimlerinin Belirlenmesi. Yüzüncü Yıl Üniversitesi Eğitim Fakültesi Dergisi, 5(1), 111-132.
  • Ekici, G. (2009). Meslek Lisesi Öğretmenlerinin Öğretim Biçimleri. Eğitim ve Bilim, 34(151), 104-116.
  • Ester, D. P. (1994). CAI, lecture, and student learning style: The different effects of instructional method. Journal of Research on Computing in Education, 27(2), 129.
  • Felder, R. M., & Silverman, L. K. (1988). Learning and teaching styles in engineering education. Journal of Engineering Education , 78 (7), 674-681.
  • Felder, R.M. & Soloman, B.A. (1994). Index of Learning Styles. Retrieved August 10, 2009, from http://www.engr.ncsu.edu/learningstyles/ilsweb.html
  • Gencel, İ. E. (2008). The effect of instruction based on Kolb's experiential learning theory on attitude, achievement and retention in social studies. Elementary Education Online, 7(2), 401-420.
  • Graf, S., Kinshuk, & Liu, T.-C. (2009). Supporting Teachers in Identifying Students' Learning Styles in Learning Management Systems: An Automatic Student Modelling Approach. Educational Technology & Society, 12 (4), 3–14.
  • Graf, S., Liu, T.-C, Kinshuk, Chen, N.S, & Yang, S.J.H. (2009). Learning styles and cognitive traits – Their relationship and its benefits in web-based educational systems. Computers in Human Behavior, 25, 1280–1289.
  • Grasha, A. F., & Riechmann, S. W. (1974). A Rational Approach to Developing and Assessing the Construct Validity of a Student Learning Style Scales Instrument. The Journal of Psychology , 87, 213-223.
  • James, W. B., & Gardner, D. L. (1995). Learning Styles: Implications for Distance Learning. New Directions for Adult and Continuing Education (67), 19-32.
  • Keskin Samancı, N., & Özer Keskin, M. (2007). Felder ve Soloman öğrenme stili endeksi: Türkçeye uyarlanması ve geçerlik-güvenirlik çalışması. Ahi Evran Üniversitesi Kırşehir Eğitim Fakültesi Dergisi , 8 (2), 37-54.Kolb, D. (1985). Learning Style Inventory. Boston, MA: McBer and Co.
  • Kılıç, E., & Karadeniz, Ş. (2004). Cinsiyet ve öğrenme stilinin gezinme stratejisi ve başarıya etkisi. Gazi Eğitim Fakültesi Dergisi, 24(3), 129-146.
  • Lenehan, M., Dunn, R., Ingham, J., & Signer, B. (1994). Effects of learning-style intervention on college students' achievement, anxiety, anger and curiosity. Journal of College Student Development, 35(6), 461-466.
  • Liegle, J. O., & Janicki, T. N. (2006). The Effect of Learning Styles on The Navigation Needs of Web-based Learners. Computers in Human Behavior , 885-898.
  • Marsh, G. E., McFadden, A. C., & Price, B. (2003). Blended Instruction: Adapting Conventional Instruction for Large Classes. Online Journal of Distance Learning Administration , 6 (4).
  • McCarthy, B. (1987). The 4MAT system: Teaching to learning styles with right/left mode techniques. Barrington, IL: Excel Inc.
  • Mickler, M. L., & Zippert, C. P. (1987). Teaching strategies based on learning styles of adult students. Community/Junior College Quarterly of Research and Practice, 11(1), 33-37.
  • Miller, P. (2001). Learning styles: The multimedia of the mind. Research Report (ED 451 140)
  • Mitchell, J. L. (2000). The Effect of Matching Teaching Style with Learning Style on Achievement and Attitudes for Women in a Web-based Distance Education Course. DAI-A, 61(04), 1370-1370.
  • Nelson, B., Dunn, R., Griggs, S. A., Primavera, L., Fitzpatrick, M., Bacilious, Z., et al. (1993). Effects of Learning Style Intervention on College-Students Retention and Achievement. Journal of College Student Development, 34(5), 364-369.
  • Osguthorpe, T. R., & Graham, R. C. (2003). Blended learning environments. Quarterly Review of Distance Education, 4 (3), 227–233.
  • Peker, M. (2005). İlköğretim matematik öğretmenliğini kazanan öğrencilerin öğrenme stilleri ve matematik başarısı arasındaki ilişki. Eğitim Araştırmaları Dergisi, 21, 200-210.
  • Scribner, S. A., & Anderson, M. A. (2005). Novice drafters’ spatial visualization development: Influence of instructional methods and individual learning styles. Journal of Industrial Teacher Education, 42(2), 38-60.
  • Spoon, J. C., & Schell, J. W. (1998). Aligning student learning styles with instructor teaching styles. Journal of Industrial Teacher Education, 35(2), 41-56.
  • Stitt-Gohdes, W. L. (2003). Student teachers and their students: Do their instructional and learning preferences match? Business Education Forum, 57(4), 22-27.
  • Tüysüz, C., & Tatar, E. (2008). Öğretmen adaylarının öğrenme stillerinin kimya dersine yönelik tutum ve başarılarına etkisi. Mustafa Kemal Üniversitesi Sosyal Bilimler Enstitüsü Dergisi, 5(9), 97-107.
  • Vaughan, N. (2007). Perspectives on Blended Learning in Higher Education. International Journal on E-Learning , 6 (1), 81-94.
  • Yazıcı, H. J. (2005). A Study of Collaborative Learning Style and Team Learning Performance. Education + Training , 47 (3), 216-229.
  • Young, J.R., 2002. Hybrid teaching seeks to end the divide between traditional and online instruction. Chronicle of Higher Education 48 (28), A33–A34.
  • Young, M. R., Klemz, B. R., & Murphy, J. W. (2003). Enhancing learning outcomes: The effects of instructional technology, learning styles, instructional methods, and student behavior. Journal of Marketing Education, 25(2), 130.

Improving a Database Management Systems Course Through Student Learning Styles: A Pilot Study

Yıl 2011, Cilt: 12 Sayı: 2, 1 - 22, 01.05.2011

Öz

This is a pilot study, which aims to reorganize a course to better serve learners’ learning styles. In essence, this study is a case study to improve the performance of the Database Management Systems Course in the department of Computer Education and Instructional Technologies CEIT at Uludag University. Learning styles of students were analyzed through Felder-Soloman's Index of Learning Styles ILS . A part of data was conducted during the Spring 2009. The participants were the students of the respective course. Findings showed that participants were mostly visual, active and sensory type learners. They were balanced on sequential-global dimensions. No significant relationship was found between the learning styles and achievement scores. This result forms appropriate pre-study conditions for the upcoming study. It was decided for the upcoming study that different learning materials that suits characteristics of participants be developed and blended learning is proposed as a delivery method

Kaynakça

  • Alşan, E. U. (2009). Temel kimya laboratuarı dersinde öğretmen adaylarının başarılarına öğrenme stili tercihlerinin etkisi. Necatibey Eğitim Fakültesi Elektronik Fen ve Matematik Eğitimi Dergisi (EFMED), 3(1), 117-133.
  • Arslan, B., & Babadoğan, C. (2005). İlkögretim 7. ve 8. Sınıf Ögrencilerinin Ögrenme Stillerinin Akademik Başarı Düzeyi, Cinsiyet ve Yas ile İlişkisi. Eurasian Journal of Educational Research , 35-48.
  • Ayala, J. (2009). Blended Learning as a New Approach to Social Work Education. Journal of Social Work Education, 45(2), 277-288. Retrieved from Academic Search Complete database.
  • Beck, C. R. (2001). Matching teaching strategies to learning style preferences. Teacher Educator, 37(1), 1-15.
  • Booth, B. F., & Kamal, F. (1993). Matching teaching strategies with learning styles in an undergraduate sport history course. / (Le raccordement de strategies d'enseignement avec les methodes dans un seminaire d'histoire sportive chez des etudiants du debut des etudes.). International journal of physical education (Schorndorf), 30(3), 29-37.
  • Bourne, J., Harris, D., & Mayadas, F. (2005). Online Engineering Education: Learning Anywhere, Anytime. Journal of Engineering Education , 131-146.
  • Brown, B. L. (2003). Teaching style vs. learning style. Myths and realities (ERIC Clearinghouse on Adult, Career, and Vocational Education No. 26). Ohio: Center on Education and Training for Employment
  • Bulut Özek, M., Akpolat, Z. H., & Orhan, A. (2010). Web Tabanlı Akıllı Öğretim Sistemlerinde Tip-2 Bulanık Mantık Kullanarak Öğrenci Öğrenme Stili Modelleme. Fırat Üniv. Mühendislik Bilimleri Dergisi, 22(1), 37-44.
  • Cengizhan, S. (2007). Proje Temelli ve Bilgisayar Destekli Öğretim Tasarımlarının; Bağımlı, Bağımsız ve İşbirlikli Öğrenim Stillerine Sahip Öğrencilerin Akademik Başarılarına ve Öğrenme Kalıcılığına Etkisi. Türk Eğitim Bilimleri Dergisi , 5 (3), 377-401.
  • Charkins, R. J., O'Toole, D. M., & Wetzel, J. N. (1985). Linking teacher and student learning styles with student achievement and attitudes. Journal of Economic Education, 16(2), 111-120.
  • Chuang, S. C., & Tsai, C. C. (2005). Preferences toward the constructivist Internet-based learning environments among high school students in Taiwan. Computers in Human Behavior (21), 255-272.
  • Domino, G. (1971). Interactive effects of achievement orientation and teaching style on academic achievement. Journal of Educational Psychology, 62(5), 427-431.
  • Doo Hun, L., & Morris, M. (2009). Learner and Instructional Factors Influencing Learning Outcomes within a Blended Learning Environment. Journal of Educational Technology & Society, 12(4), 282-293. Retrieved from Academic Search Complete database.
  • Dunn, R., & Dunn, K. (1992a). Teaching elementary students through their individual learnings tyles: Practical approaches for grades 3-6 Needham Heights, MA: Allyn & Bacon.
  • Dunn, R., & Dunn, K. (1992b). Teaching secondary students through their individual learnings tyles: Practical approaches for grades 7-12 Needham Heights, MA: Allyn & Bacon.
  • Ekici, G. (2008). Öğretmen Adaylarının Öğretmenlik Meslek Bilgisi Derslerine Yönelik Tutumları ile Öğrenme Biçimlerinin Belirlenmesi. Yüzüncü Yıl Üniversitesi Eğitim Fakültesi Dergisi, 5(1), 111-132.
  • Ekici, G. (2009). Meslek Lisesi Öğretmenlerinin Öğretim Biçimleri. Eğitim ve Bilim, 34(151), 104-116.
  • Ester, D. P. (1994). CAI, lecture, and student learning style: The different effects of instructional method. Journal of Research on Computing in Education, 27(2), 129.
  • Felder, R. M., & Silverman, L. K. (1988). Learning and teaching styles in engineering education. Journal of Engineering Education , 78 (7), 674-681.
  • Felder, R.M. & Soloman, B.A. (1994). Index of Learning Styles. Retrieved August 10, 2009, from http://www.engr.ncsu.edu/learningstyles/ilsweb.html
  • Gencel, İ. E. (2008). The effect of instruction based on Kolb's experiential learning theory on attitude, achievement and retention in social studies. Elementary Education Online, 7(2), 401-420.
  • Graf, S., Kinshuk, & Liu, T.-C. (2009). Supporting Teachers in Identifying Students' Learning Styles in Learning Management Systems: An Automatic Student Modelling Approach. Educational Technology & Society, 12 (4), 3–14.
  • Graf, S., Liu, T.-C, Kinshuk, Chen, N.S, & Yang, S.J.H. (2009). Learning styles and cognitive traits – Their relationship and its benefits in web-based educational systems. Computers in Human Behavior, 25, 1280–1289.
  • Grasha, A. F., & Riechmann, S. W. (1974). A Rational Approach to Developing and Assessing the Construct Validity of a Student Learning Style Scales Instrument. The Journal of Psychology , 87, 213-223.
  • James, W. B., & Gardner, D. L. (1995). Learning Styles: Implications for Distance Learning. New Directions for Adult and Continuing Education (67), 19-32.
  • Keskin Samancı, N., & Özer Keskin, M. (2007). Felder ve Soloman öğrenme stili endeksi: Türkçeye uyarlanması ve geçerlik-güvenirlik çalışması. Ahi Evran Üniversitesi Kırşehir Eğitim Fakültesi Dergisi , 8 (2), 37-54.Kolb, D. (1985). Learning Style Inventory. Boston, MA: McBer and Co.
  • Kılıç, E., & Karadeniz, Ş. (2004). Cinsiyet ve öğrenme stilinin gezinme stratejisi ve başarıya etkisi. Gazi Eğitim Fakültesi Dergisi, 24(3), 129-146.
  • Lenehan, M., Dunn, R., Ingham, J., & Signer, B. (1994). Effects of learning-style intervention on college students' achievement, anxiety, anger and curiosity. Journal of College Student Development, 35(6), 461-466.
  • Liegle, J. O., & Janicki, T. N. (2006). The Effect of Learning Styles on The Navigation Needs of Web-based Learners. Computers in Human Behavior , 885-898.
  • Marsh, G. E., McFadden, A. C., & Price, B. (2003). Blended Instruction: Adapting Conventional Instruction for Large Classes. Online Journal of Distance Learning Administration , 6 (4).
  • McCarthy, B. (1987). The 4MAT system: Teaching to learning styles with right/left mode techniques. Barrington, IL: Excel Inc.
  • Mickler, M. L., & Zippert, C. P. (1987). Teaching strategies based on learning styles of adult students. Community/Junior College Quarterly of Research and Practice, 11(1), 33-37.
  • Miller, P. (2001). Learning styles: The multimedia of the mind. Research Report (ED 451 140)
  • Mitchell, J. L. (2000). The Effect of Matching Teaching Style with Learning Style on Achievement and Attitudes for Women in a Web-based Distance Education Course. DAI-A, 61(04), 1370-1370.
  • Nelson, B., Dunn, R., Griggs, S. A., Primavera, L., Fitzpatrick, M., Bacilious, Z., et al. (1993). Effects of Learning Style Intervention on College-Students Retention and Achievement. Journal of College Student Development, 34(5), 364-369.
  • Osguthorpe, T. R., & Graham, R. C. (2003). Blended learning environments. Quarterly Review of Distance Education, 4 (3), 227–233.
  • Peker, M. (2005). İlköğretim matematik öğretmenliğini kazanan öğrencilerin öğrenme stilleri ve matematik başarısı arasındaki ilişki. Eğitim Araştırmaları Dergisi, 21, 200-210.
  • Scribner, S. A., & Anderson, M. A. (2005). Novice drafters’ spatial visualization development: Influence of instructional methods and individual learning styles. Journal of Industrial Teacher Education, 42(2), 38-60.
  • Spoon, J. C., & Schell, J. W. (1998). Aligning student learning styles with instructor teaching styles. Journal of Industrial Teacher Education, 35(2), 41-56.
  • Stitt-Gohdes, W. L. (2003). Student teachers and their students: Do their instructional and learning preferences match? Business Education Forum, 57(4), 22-27.
  • Tüysüz, C., & Tatar, E. (2008). Öğretmen adaylarının öğrenme stillerinin kimya dersine yönelik tutum ve başarılarına etkisi. Mustafa Kemal Üniversitesi Sosyal Bilimler Enstitüsü Dergisi, 5(9), 97-107.
  • Vaughan, N. (2007). Perspectives on Blended Learning in Higher Education. International Journal on E-Learning , 6 (1), 81-94.
  • Yazıcı, H. J. (2005). A Study of Collaborative Learning Style and Team Learning Performance. Education + Training , 47 (3), 216-229.
  • Young, J.R., 2002. Hybrid teaching seeks to end the divide between traditional and online instruction. Chronicle of Higher Education 48 (28), A33–A34.
  • Young, M. R., Klemz, B. R., & Murphy, J. W. (2003). Enhancing learning outcomes: The effects of instructional technology, learning styles, instructional methods, and student behavior. Journal of Marketing Education, 25(2), 130.
Toplam 45 adet kaynakça vardır.

Ayrıntılar

Birincil Dil Türkçe
Bölüm Research Article
Yazarlar

Adem Uzun Bu kişi benim

Semiral Öncü Bu kişi benim

Yayımlanma Tarihi 1 Mayıs 2011
Yayımlandığı Sayı Yıl 2011 Cilt: 12 Sayı: 2

Kaynak Göster

APA Uzun, A., & Öncü, S. (2011). VERİTABANI YÖNETİM SİSTEMLERİ DERSİNİN ÖĞRENME STİLLERİNE BAĞLI OLARAK GELİŞTİRİLMESİ: PİLOT ÇALIŞMA. Ahi Evran Üniversitesi Kırşehir Eğitim Fakültesi Dergisi, 12(2), 1-22.

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