Araştırma Makalesi
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A Study on The Deep (Meaningful) Learning Perceptions of The Teacher Candıdates in The Philosophy of Education Course Carried Out With Blended Learning

Yıl 2022, Cilt: 10 Sayı: 2, 769 - 779, 30.08.2022
https://doi.org/10.18506/anemon.1096710

Öz

Bu çalışmada, öğretmen adaylarının harmanlanmış öğrenme ile yürütülen eğitim felsefesi dersindeki derin (anlamlı) öğrenme algı düzeylerinin belirlenmesi amaçlanmıştır. Bu amaç çerçevesinde öğrenme ve öğretme etkinlikleri tersdüz öğrenme yöntemine dayalı geliştirilen öğrenme ortamında gerçekleştirilmiştir. Araştırmada öğretmen adaylarının derin öğrenme algı düzeyleri çeşitli değişkenler açısından incelenmiştir. Yarı deneysel desenle gerçekleştirilen araştırma Matematik ve Fen bilimleri Eğitimi, Türkçe ve Sosyal Bilimler Eğitimi ve Temel Eğitim olmak üzere üç grup üzerinde yürütülmüştür. Araştırmaya Matematik ve Fen bilimleri Eğitimi bölümünde 42 (%33.3), Türkçe ve Sosyal Bilimler Eğitimi bölümünden 40 (%31.7) ve Temel Eğitim bölümünden ise 44 (%34.9) öğretmen adayı katılmıştır. Araştırma verilerini elde etmek için Tatli (2022) tarafından geliştirilen “Deep (Meaningful) Learning Perception Scale” kullanılmıştır. Araştırma sonucunda, öğretmen adaylarının derin öğrenme algı düzeyleri ile cinsiyet, bölüm, teorik ve uygulamalı ders tercihi, internet erişiminde kullandığı teknolojiler ve öğrenme kaynakları tercihi arasında anlamlı bir farklılık olmadığı tespit edilmiştir. Araştırmada çalışma gruplarındaki öğretmen adaylarının derin öğrenme algı düzeylerinin yüksek ve birbirlerine yakın olduğu sonucuna varılmıştır. Araştırmanın Etik Kurul Raporu; Muş Alparslan Üniversitesi, Bilimsel Araştırma ve Yayın Etiği Kurulu’ndan 11.05.2022 tarih, 07 nolu toplantı sayısı ve 59 nolu kararıyla alınmıştır.

Kaynakça

  • Ausubel, D. P. (1965). Perception versus cognition in meaningful verbal learning, The Journal of General Psychology. 73, 185-187.
  • Ausubel, D. P. (1968). Educational psychology: A cognitive view. New York: Holt, Rinehart and Winston.
  • Ausubel, D. P. (2000). The acquisition and retention of knowledge: A cognitive view. Springer Science & Business Media.
  • Chan, K. (2003). Hong Kong teacher education students’ epistemological beliefs and approaches to learning. Research in Education, 69, 36-50. https://doi.org/10.7227/RIE.69.4
  • Çakıcı, D., Alver, B. & Ada, Ş. (2006). The Application of meaningfull learning in teach. Journal of Kazim Karabekir Education Faculty, 13, 71-80.
  • Dilci, T., & Mermer, B. (2013). An examination of learned helplessness and abstract thinking in mathematics education of fifth graders in terms of some variables. Cumhuriyet University Faculty of Letters Journal of Social Sciences, 37(1), 87-106.
  • Entwistle, N. J. (1994). Experiences of understanding and strategic studying. [Conference presentation]. AERA 1994 New Orleans.
  • Jonassen, D. H. & Strobel, J. (2006). Modeling for meaningful learning. SpringerNetherlands.
  • Kara, Y. & Özgün-Koca, S. A. (2004). The application of discovery learning and meaningful learning approaches in mathematics classes: Two lesson plans on “the square of addition of two terms”. Elementary Education Online, 3(1), 2-10.
  • Kaya. T. (2016). Erkek akil bati felsefesinde “erkek” ve “kadin”. Karadeniz Technical University E-Journal of Faculty of Communication, 6(2), 138-141.
  • Koca, B. U. (2018). The philosophical and Quranic bases of values and values education (Unpublished Doctoral Dissertation) Sivas Cumhuriyet University, Institute of Social Sciences, Sivas, Turkey.
  • Marton, F., & Saljo, R. (1976). On qualitative differences in learning: Outcome and process. British Journal of Educational Psychology, 46(1), 4-11. https://doi.org/10.1111/j.2044-8279.1976.tb02980.x
  • Mayer, R. E. (2010). Applying the science of learning. Upper Saddle River, N J: Pearson.
  • Özkan, G., & Sezgin Selçuk, G. (2014). Determining the approaches of high school students to learning physics. Necatibey Faculty of Education Electronic Journal of Science & Mathematics Education, 8 (1). DOI No: 10.12973/nefmed.2014.8.1.a5
  • Pallant, J. (2016). SPSS survival manual. A step by step guide to data analysis using IBM spss. Balcı, S., & Ahi, B., (Ed). (6. Baskı). Anı publishing.
  • Ramsden, P. (2003). Learnig to teaching in higher education (2nd Edition). Routhladge.
  • Snowman, J. ve Biehler, R. (2003). Psychology applied to teachingo Boston: Houghton Miffiin Company.
  • Tabachnick, B. G., & Fidell, L. S. (2013). Using multivariate statistics: International edition. Pearson 2012.
  • Tatlı, C., & Şimşek, N. (2022). Deep (Meaningful) learning perception scale: validity and reliability. Journal of STEM Teacher Institutes, 2(1), 33-41.
  • Tatlı, C. (2021). Analysıs of the educational equivalences of different types of interaction in distance education .(Unpublished Doctoral Dissertation) Ankara University Institute of Education Sciences, Ankara, Turkey.
  • Trigweel, K., & Prosser, M. (1991). Relating approaches to study and quality of learning out-comes at the course level. British Journal of Educational Psychology, 61, 265-275. https://doi.org/10.1111/j.2044-8279.1991.tb00984.x

A Study on The Deep (Meaningful) Learning Perceptions of The Teacher Candıdates in The Philosophy of Education Course Carried Out With Distance Education

Yıl 2022, Cilt: 10 Sayı: 2, 769 - 779, 30.08.2022
https://doi.org/10.18506/anemon.1096710

Öz

In this study, it was aimed to determine the deep (meaningful) learning perception levels of teacher candidates in the philosophy of education course conducted with blended learning. Within the framework of this purpose, learning and teaching activities were carried out in a learning environment developed based on the flipped learning method. In the study, the deep learning perception levels of teacher candidates were examined in terms of various variables. The research, which was carried out with a quasi-experimental design, was carried out on three groups: mathematics and science education, Turkish and social sciences education, and basic education. 42 (%) teacher candidates from the mathematics and science education department, 40 (33.3%) from the Turkish and social sciences education department, and 44 (%34.9) teacher candidates from the basic education department participated in the research. “Deep (Meaningful) Learning Perception Scale” developed by Tatli (2022) was used to obtain research data. As a result of the research, it has been determined that there is no significant difference between the deep learning perception levels of teacher candidates and their gender, department, theoretical and applied course preferences, technologies used in internet access and learning resources. In the study, it was concluded that the deep learning perception levels of the teacher candidates in the study groups were high and close to each other.

Kaynakça

  • Ausubel, D. P. (1965). Perception versus cognition in meaningful verbal learning, The Journal of General Psychology. 73, 185-187.
  • Ausubel, D. P. (1968). Educational psychology: A cognitive view. New York: Holt, Rinehart and Winston.
  • Ausubel, D. P. (2000). The acquisition and retention of knowledge: A cognitive view. Springer Science & Business Media.
  • Chan, K. (2003). Hong Kong teacher education students’ epistemological beliefs and approaches to learning. Research in Education, 69, 36-50. https://doi.org/10.7227/RIE.69.4
  • Çakıcı, D., Alver, B. & Ada, Ş. (2006). The Application of meaningfull learning in teach. Journal of Kazim Karabekir Education Faculty, 13, 71-80.
  • Dilci, T., & Mermer, B. (2013). An examination of learned helplessness and abstract thinking in mathematics education of fifth graders in terms of some variables. Cumhuriyet University Faculty of Letters Journal of Social Sciences, 37(1), 87-106.
  • Entwistle, N. J. (1994). Experiences of understanding and strategic studying. [Conference presentation]. AERA 1994 New Orleans.
  • Jonassen, D. H. & Strobel, J. (2006). Modeling for meaningful learning. SpringerNetherlands.
  • Kara, Y. & Özgün-Koca, S. A. (2004). The application of discovery learning and meaningful learning approaches in mathematics classes: Two lesson plans on “the square of addition of two terms”. Elementary Education Online, 3(1), 2-10.
  • Kaya. T. (2016). Erkek akil bati felsefesinde “erkek” ve “kadin”. Karadeniz Technical University E-Journal of Faculty of Communication, 6(2), 138-141.
  • Koca, B. U. (2018). The philosophical and Quranic bases of values and values education (Unpublished Doctoral Dissertation) Sivas Cumhuriyet University, Institute of Social Sciences, Sivas, Turkey.
  • Marton, F., & Saljo, R. (1976). On qualitative differences in learning: Outcome and process. British Journal of Educational Psychology, 46(1), 4-11. https://doi.org/10.1111/j.2044-8279.1976.tb02980.x
  • Mayer, R. E. (2010). Applying the science of learning. Upper Saddle River, N J: Pearson.
  • Özkan, G., & Sezgin Selçuk, G. (2014). Determining the approaches of high school students to learning physics. Necatibey Faculty of Education Electronic Journal of Science & Mathematics Education, 8 (1). DOI No: 10.12973/nefmed.2014.8.1.a5
  • Pallant, J. (2016). SPSS survival manual. A step by step guide to data analysis using IBM spss. Balcı, S., & Ahi, B., (Ed). (6. Baskı). Anı publishing.
  • Ramsden, P. (2003). Learnig to teaching in higher education (2nd Edition). Routhladge.
  • Snowman, J. ve Biehler, R. (2003). Psychology applied to teachingo Boston: Houghton Miffiin Company.
  • Tabachnick, B. G., & Fidell, L. S. (2013). Using multivariate statistics: International edition. Pearson 2012.
  • Tatlı, C., & Şimşek, N. (2022). Deep (Meaningful) learning perception scale: validity and reliability. Journal of STEM Teacher Institutes, 2(1), 33-41.
  • Tatlı, C. (2021). Analysıs of the educational equivalences of different types of interaction in distance education .(Unpublished Doctoral Dissertation) Ankara University Institute of Education Sciences, Ankara, Turkey.
  • Trigweel, K., & Prosser, M. (1991). Relating approaches to study and quality of learning out-comes at the course level. British Journal of Educational Psychology, 61, 265-275. https://doi.org/10.1111/j.2044-8279.1991.tb00984.x
Toplam 21 adet kaynakça vardır.

Ayrıntılar

Birincil Dil İngilizce
Bölüm Araştırma Makalesi
Yazarlar

Bülent Uğur Koca 0000-0001-8908-7525

Cemal Tatlı 0000-0002-3261-394X

Yayımlanma Tarihi 30 Ağustos 2022
Kabul Tarihi 18 Haziran 2022
Yayımlandığı Sayı Yıl 2022 Cilt: 10 Sayı: 2

Kaynak Göster

APA Koca, B. U., & Tatlı, C. (2022). A Study on The Deep (Meaningful) Learning Perceptions of The Teacher Candıdates in The Philosophy of Education Course Carried Out With Distance Education. Anemon Muş Alparslan Üniversitesi Sosyal Bilimler Dergisi, 10(2), 769-779. https://doi.org/10.18506/anemon.1096710

Anemon Muş Alparslan Üniversitesi Sosyal Bilimler Dergisi Creative Commons Atıf-GayriTicari 4.0 Uluslararası Lisansı (CC BY NC) ile lisanslanmıştır.