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Açık Uçlu Öğrenme Çevrelerine Bilişsel Katılımı Desteklemede Soruların Kullanımı

Yıl 2006, Cilt 19, Sayı 1, 189 - 211, 01.04.2006

Öz

Kaynakça

  • Andre, T. Does answering higher-level questions while reading facilitate productive learning? Review of Educational Research, 49, 1979: 280-318.
  • Andre, T. Questions learning from reading. Questioning Exchange, 1, 1987: 47-86.
  • Andre, T. Type of inserted questions and the study-posttest delay. Journal of Experimental Education, 58, 1990: 77-86.
  • Andre, T., & Thieman, A. Level of adjunct question, type of feedback, and learning concepts by reading. Contemporary Educational Psychology, 13, 1988: 296-307.
  • Atkins, M. & Blissett, G. Interactive video and cognitive problem-solving skills. Educational Technology, 32(1), 1992: 44-50.
  • Ballstaedt, S. P. , Mandl, H., Schnotz, W. & Tergan, S. O. Textfragen. In.. Texte verstehen, texte gestalten (zz. 187-202). München; Wien; Baltimore: Urban und Schwarzenberg Verlag, 1981.
  • Benton, S.L., & Blohm, P. J. Effect of question type and position on measures of conceptual elaboration in writing. Research in the Teaching of Englisch, 20(1), 1986: 98- 108.
  • Borgman, C. L. All users of information retrieval systems are not created equal: An exploration into indfividual differences. Information Processing and Management, 25, 1989: 237-251.
  • Choi, J. Hannafin, M. Situated cognition and learning environments: Roles, structures, and implications for design. Educational Technology, Research and Development,43 (2), 1995: 53-69.
  • Davey,B. Postpassage questions: Task and reader effects on comprehension and metacomprehension processes. Journal of Reading Behavior, 19(3), 1987: 261-283.
  • deJong, T. & van Joolingen, W. Scientific discovery learning with computer simulations of conceptual domains. Review of Educational Research, 68 (2), 1998: 179-201.
  • Dillon, A. Current resarch in human computer interaction. Journal of the American Society for Information Science, 48 (11), 1997: 965-969.
  • Duchastel, P. Interpreting adjunct question research: Processes and ecological validity. Human Learning, 2, 1983: 1-5.
  • Erden, M. ve Akman, Y. Eğitim psikolojisi (Gelişim-öğrenme-öğretme). (2. Baskı), Ankara: Arkadaş Yay., 1995.
  • Fuller, J. A. Deep and surface processing in learning from text among baccalaureate nursing students. Dissertation Abstracts, (UMI No: AAC MM76354), 1992.
  • Groeben, N. Lernzeit beim lernen aus texten. In H. Mandl (Hrsg.). Zur psychologie der textverarbeitung: Ansätze, befunde, probleme. (zz. 226-247). München; Wien; Baltimore: Urban und Schwarzenberg Verlag,1981.
  • Hamaker, C. The effects of adjunct questions on prose learning. Review of Educational Research, 56 (2), 1986: 212-242.
  • Hamilton, R. A framework for the evaluation of the effectiveness of adjunct questions and objectives. Review of Educational Research, 55(1), 1985: 47-85.
  • Hamilton, R. Application adjunct post-questions and conceptual problem solving. Contemporary Educational Psychology, 17, 1992: 89-97.
  • Hannafin, M.J., Hall, C., Land, S. & Hill, J. Learning in open-ended learning environments:Assumptions, methods and implications. Educational Technology, 34(8), 1994: 48-55.
  • Hmelo,C. & Day, R. Contextualized questioning to scaffold learningfrom simulations. Computers and Education, 32, 1999: 151-164.
  • Hill, J. R. & Hannafin, M.J. Cognitive strategies and learning from the world wide web. Educational Technology Research and Development,45 (4), 1997: 37-64.
  • Hill, J.R. A conceptual framework for understanding information seeking in open- ended information systems. Educational Technology Research and Development,47 (1), 1999: 5-27.
  • Jechle, Th. Zur nutzung von lernhilfen in lehrtexten. Unterrichtswissenschaft: Zeitschrift für Lernforschung, 1, 1998: 15-31.
  • Jonassen, D. H. Context is everything. Educational Technology, 31(6), 1991: 35-37.
  • Land, S. Cognitive requirements for learning with open-ended learning environments. Educational Technology Research and Development,48 (3), 2000: 61-78.
  • Land, M.L. & Hannafin, M. J. A conceptual framework for the development of theories-in action with open-ended learning environments. Educational Technology Research and Development,44 (3),1996: 37-53.
  • Land, M. L. & Hannafin, M. J. Patterns of Understanding with open-ended learning environments:A qualitative study. Educational Technology Research and Development,45 (2), 1997: 47-73.
  • Legenstein, K. M. The effects of varied instructional strategies in facilitating student recall from visually complemented text in computer-based intruction. Dissertation Abstracts,(UMI No: AAC 8826779),1988.
  • Linn, M. , Shear, L. Bell, P. & Slotta, J. Organizing principles for science education partnerships:Case studies of students’ learning about ‘rats in space’and ‘deformed frogs’. Educational Technology Research and Development, 47(2), 1999: 61-84.
  • Lyons, D., Hoffman, J., Karajcik, J. & Soloway, E. (1997, April). An investigation of the world wide web for on-line inquiry in a science classroom. Paper presented at the annual meeting of the National Association for Research in Science Teaching, Chicago, IL.
  • Manchester, N. E. The effects of conceptual level and position of adjunct questions on recall measures of reading comprehension in beginning college frech. Dissertation Abstracts, (UMI No: AAC 8418971), 1984.
  • McKenzie, G. R., & Herrington, L.M. (1981). Effects of adjunct application questions on forward transfer of cognitive strategy. Paper presented at the annual meeting of American Educational Association. Los Angeles.
  • Niemczyk, M. C. The effect of question type and grouping strategy on learning from a multimedia database. PhD. Arizona State University. UMI Proquest Digital Dissetations- Full Citation & Abstract, 2002.
  • Oliver, K. & Hannafin, M. Developing and refining mental models in open-ended learning environments: A case study. Educational Technology Research and Development, 49 (1), 2001: 5-31.
  • Redfield, D. L. & Rousseau, E. L. A meta analysis of experimental research on teacher questioning behavior. Review of Educational Research, 49, 1981: 13-50.
  • Saad, A. M. The effects of textual display and time on the learning of text materials containing adjunct questions. Dissertation Abstracts, (UMI No: AAC 9113948), 1990.
  • Salomon, G. Globerson, T. & Guterman, E. The computer as a zone of proximal development: Internalizing reading-related metacognitions from a readingpartner. Journal of Educational Psychology, 81(4), 1989: 620-627.
  • Scardamalia, M., Bereiter, C. McLean, R. Swallow, J. & Woodruff, E. Computer- supported intentional learning environments. Journal of Educational Computing Research, 5, 1989: 51-68.
  • Schloss, P. J. , Sindelar, P. T., Cartwright, G. P. & Schloss, C. The influence of error correction procedures and question type on student achievement in computer assisted instruction. Journal Educational Technology Systems, 16(1), 1987-88: 17-27.
  • Schuemer, R. Zum lernen mit medien in fernstudium. In R. Schuemer & H. Wilmersdoerfer (Hrsg.). Texte zum fernstudium und zur weiterbildung. (zz. 53-71). Hagen: Zentrales Institut für Fernstudienforschung, 1993.
  • Shiang, C. & McDaniel, E. Examining the effects of questioning on thinking processess with a computer-based exercise. Journal Educational Computing Research, 7 (2), 1991: 203-217.
  • Slivinske, A. J. Jr. The effects of different types of adjunct questions on concept learning in college economics. Dissertation Abstracts, (UMI No: AAC 9617344), 1995.
  • Şimşek, A. Eğitim iletişimi. Eskişehir: Anadolu Üniversitesi Yayınları, 2000.
  • Wang,T. & Andre, T. Conceptual change text versus traditional text and application questions versus no questions in learning about electricity. Contemporary Educational Psychology, 16, 1991: 103-116.
  • Wong, B. Self-Questions instructioanal research: A review. Review of Educational Research, 55, 1985: 227-268.
  • Wood, R.A. The effect of inserted and massed post adjunct questions with and without corrective feedback on improving the reading comprehension of learning disabled adolescents. Dissertation Abstracts, (UMI No: AAC 9525503), 1995.
  • Use of the Questions in order to Support Cognitive Attendance
  • into the Open Ended Learning Environments

Açık Uçlu Öğrenme Çevrelerine Bilişsel Katılımı Desteklemede Soruların Kullanımı

Yıl 2006, Cilt 19, Sayı 1, 189 - 211, 01.04.2006

Öz

Açık uçlu öğrenme çevrelerinde öğrenmenin gerçekleşebilmesi, öğrenenlerin tasarlanan etkinliklere bilişsel olarak katılımlarıyla mümkündür. Ancak araştırma sonuçları öğrenenlerin bu etkinliklere bilişsel katılımlarının istenen düzeyde olmadığını göstermektedir. Bu yazının amacı, dış destekleyicilerden biri olarak ele alınan soruların öğrenenlerin bu çevrelere bilişsel katılımını hangi durumlarda destekleyebileceğine ilişkin görüşleri ele almaktır. Ayrıca bu konuda çalışacak araştırmacılar için, Türkçe alanyazındaki ihtiyacı da göz önünde bulundurarak metin öğrenmede soruların etkisine ilişkin alanyazını ortaya koymaktır

Kaynakça

  • Andre, T. Does answering higher-level questions while reading facilitate productive learning? Review of Educational Research, 49, 1979: 280-318.
  • Andre, T. Questions learning from reading. Questioning Exchange, 1, 1987: 47-86.
  • Andre, T. Type of inserted questions and the study-posttest delay. Journal of Experimental Education, 58, 1990: 77-86.
  • Andre, T., & Thieman, A. Level of adjunct question, type of feedback, and learning concepts by reading. Contemporary Educational Psychology, 13, 1988: 296-307.
  • Atkins, M. & Blissett, G. Interactive video and cognitive problem-solving skills. Educational Technology, 32(1), 1992: 44-50.
  • Ballstaedt, S. P. , Mandl, H., Schnotz, W. & Tergan, S. O. Textfragen. In.. Texte verstehen, texte gestalten (zz. 187-202). München; Wien; Baltimore: Urban und Schwarzenberg Verlag, 1981.
  • Benton, S.L., & Blohm, P. J. Effect of question type and position on measures of conceptual elaboration in writing. Research in the Teaching of Englisch, 20(1), 1986: 98- 108.
  • Borgman, C. L. All users of information retrieval systems are not created equal: An exploration into indfividual differences. Information Processing and Management, 25, 1989: 237-251.
  • Choi, J. Hannafin, M. Situated cognition and learning environments: Roles, structures, and implications for design. Educational Technology, Research and Development,43 (2), 1995: 53-69.
  • Davey,B. Postpassage questions: Task and reader effects on comprehension and metacomprehension processes. Journal of Reading Behavior, 19(3), 1987: 261-283.
  • deJong, T. & van Joolingen, W. Scientific discovery learning with computer simulations of conceptual domains. Review of Educational Research, 68 (2), 1998: 179-201.
  • Dillon, A. Current resarch in human computer interaction. Journal of the American Society for Information Science, 48 (11), 1997: 965-969.
  • Duchastel, P. Interpreting adjunct question research: Processes and ecological validity. Human Learning, 2, 1983: 1-5.
  • Erden, M. ve Akman, Y. Eğitim psikolojisi (Gelişim-öğrenme-öğretme). (2. Baskı), Ankara: Arkadaş Yay., 1995.
  • Fuller, J. A. Deep and surface processing in learning from text among baccalaureate nursing students. Dissertation Abstracts, (UMI No: AAC MM76354), 1992.
  • Groeben, N. Lernzeit beim lernen aus texten. In H. Mandl (Hrsg.). Zur psychologie der textverarbeitung: Ansätze, befunde, probleme. (zz. 226-247). München; Wien; Baltimore: Urban und Schwarzenberg Verlag,1981.
  • Hamaker, C. The effects of adjunct questions on prose learning. Review of Educational Research, 56 (2), 1986: 212-242.
  • Hamilton, R. A framework for the evaluation of the effectiveness of adjunct questions and objectives. Review of Educational Research, 55(1), 1985: 47-85.
  • Hamilton, R. Application adjunct post-questions and conceptual problem solving. Contemporary Educational Psychology, 17, 1992: 89-97.
  • Hannafin, M.J., Hall, C., Land, S. & Hill, J. Learning in open-ended learning environments:Assumptions, methods and implications. Educational Technology, 34(8), 1994: 48-55.
  • Hmelo,C. & Day, R. Contextualized questioning to scaffold learningfrom simulations. Computers and Education, 32, 1999: 151-164.
  • Hill, J. R. & Hannafin, M.J. Cognitive strategies and learning from the world wide web. Educational Technology Research and Development,45 (4), 1997: 37-64.
  • Hill, J.R. A conceptual framework for understanding information seeking in open- ended information systems. Educational Technology Research and Development,47 (1), 1999: 5-27.
  • Jechle, Th. Zur nutzung von lernhilfen in lehrtexten. Unterrichtswissenschaft: Zeitschrift für Lernforschung, 1, 1998: 15-31.
  • Jonassen, D. H. Context is everything. Educational Technology, 31(6), 1991: 35-37.
  • Land, S. Cognitive requirements for learning with open-ended learning environments. Educational Technology Research and Development,48 (3), 2000: 61-78.
  • Land, M.L. & Hannafin, M. J. A conceptual framework for the development of theories-in action with open-ended learning environments. Educational Technology Research and Development,44 (3),1996: 37-53.
  • Land, M. L. & Hannafin, M. J. Patterns of Understanding with open-ended learning environments:A qualitative study. Educational Technology Research and Development,45 (2), 1997: 47-73.
  • Legenstein, K. M. The effects of varied instructional strategies in facilitating student recall from visually complemented text in computer-based intruction. Dissertation Abstracts,(UMI No: AAC 8826779),1988.
  • Linn, M. , Shear, L. Bell, P. & Slotta, J. Organizing principles for science education partnerships:Case studies of students’ learning about ‘rats in space’and ‘deformed frogs’. Educational Technology Research and Development, 47(2), 1999: 61-84.
  • Lyons, D., Hoffman, J., Karajcik, J. & Soloway, E. (1997, April). An investigation of the world wide web for on-line inquiry in a science classroom. Paper presented at the annual meeting of the National Association for Research in Science Teaching, Chicago, IL.
  • Manchester, N. E. The effects of conceptual level and position of adjunct questions on recall measures of reading comprehension in beginning college frech. Dissertation Abstracts, (UMI No: AAC 8418971), 1984.
  • McKenzie, G. R., & Herrington, L.M. (1981). Effects of adjunct application questions on forward transfer of cognitive strategy. Paper presented at the annual meeting of American Educational Association. Los Angeles.
  • Niemczyk, M. C. The effect of question type and grouping strategy on learning from a multimedia database. PhD. Arizona State University. UMI Proquest Digital Dissetations- Full Citation & Abstract, 2002.
  • Oliver, K. & Hannafin, M. Developing and refining mental models in open-ended learning environments: A case study. Educational Technology Research and Development, 49 (1), 2001: 5-31.
  • Redfield, D. L. & Rousseau, E. L. A meta analysis of experimental research on teacher questioning behavior. Review of Educational Research, 49, 1981: 13-50.
  • Saad, A. M. The effects of textual display and time on the learning of text materials containing adjunct questions. Dissertation Abstracts, (UMI No: AAC 9113948), 1990.
  • Salomon, G. Globerson, T. & Guterman, E. The computer as a zone of proximal development: Internalizing reading-related metacognitions from a readingpartner. Journal of Educational Psychology, 81(4), 1989: 620-627.
  • Scardamalia, M., Bereiter, C. McLean, R. Swallow, J. & Woodruff, E. Computer- supported intentional learning environments. Journal of Educational Computing Research, 5, 1989: 51-68.
  • Schloss, P. J. , Sindelar, P. T., Cartwright, G. P. & Schloss, C. The influence of error correction procedures and question type on student achievement in computer assisted instruction. Journal Educational Technology Systems, 16(1), 1987-88: 17-27.
  • Schuemer, R. Zum lernen mit medien in fernstudium. In R. Schuemer & H. Wilmersdoerfer (Hrsg.). Texte zum fernstudium und zur weiterbildung. (zz. 53-71). Hagen: Zentrales Institut für Fernstudienforschung, 1993.
  • Shiang, C. & McDaniel, E. Examining the effects of questioning on thinking processess with a computer-based exercise. Journal Educational Computing Research, 7 (2), 1991: 203-217.
  • Slivinske, A. J. Jr. The effects of different types of adjunct questions on concept learning in college economics. Dissertation Abstracts, (UMI No: AAC 9617344), 1995.
  • Şimşek, A. Eğitim iletişimi. Eskişehir: Anadolu Üniversitesi Yayınları, 2000.
  • Wang,T. & Andre, T. Conceptual change text versus traditional text and application questions versus no questions in learning about electricity. Contemporary Educational Psychology, 16, 1991: 103-116.
  • Wong, B. Self-Questions instructioanal research: A review. Review of Educational Research, 55, 1985: 227-268.
  • Wood, R.A. The effect of inserted and massed post adjunct questions with and without corrective feedback on improving the reading comprehension of learning disabled adolescents. Dissertation Abstracts, (UMI No: AAC 9525503), 1995.
  • Use of the Questions in order to Support Cognitive Attendance
  • into the Open Ended Learning Environments

Ayrıntılar

Birincil Dil Türkçe
Bölüm Makaleler
Yazarlar

Nuray Parlak YILMAZ Bu kişi benim

Yayımlanma Tarihi 1 Nisan 2006
Başvuru Tarihi 14 Kasım 2015
Kabul Tarihi
Yayınlandığı Sayı Yıl 2006, Cilt 19, Sayı 1

Kaynak Göster

APA Yılmaz, N. P. (2006). Açık Uçlu Öğrenme Çevrelerine Bilişsel Katılımı Desteklemede Soruların Kullanımı . Uludağ Üniversitesi Eğitim Fakültesi Dergisi , 19 (1) , 189-211 . Retrieved from https://dergipark.org.tr/tr/pub/uefad/issue/16683/173365