Öğrenci Merkezli ve Yapılandırmacı Yaklaşımlar
Özet
Öğrenmeyi, öğrenenin aktif düşünme ve deneyimleri yoluyla zihninde anlamlandırma süreci olarak tanımlayan yapılandırmacı yaklaşımda, öğrenciyi merkeze alan bir öğretim süreci benimsenmektedir. Öğrenci merkezli öğretim aktif öğrenme ilkelerini temele alan, iş birliğine dayalı, yapılandırmacı bir süreçtir. Öğrenme içeriği, öğrencinin bireysel farklılıklarını, ilgi ve ihtiyaçlarını dikkate alarak günlük hayatla ilişkili olarak oluşturulur. Bu bakış açısıyla, öğrencinin öğrenmeye ilişkin kararları alıp uygulayabilen, iç motivasyonu yüksek öğrenenler olması hedeflenmektedir. Öğrenme sürecinde, öğrencilerin akranları ile iş birlikli öğrenmeleri ve ekip çalışmalarına katılmaları teşvik edilmektedir. Öğrencilerin hem zihinsel hem de bedensel olarak aktif olabilecekleri öğretim yöntem ve tekniklerinden yararlanılması önemli görülmektedir. Öğrenci başarısının değerlendirilmesinde, öğrenme sürecini de dikkate alan alternatif ölçme ve değerlendirme yöntemlerinden yararlanılmaktadır.
Referanslar
Affandi, Y. (2022). The evaluation of jidi (jigsaw discovery) learning model in the course of Quran Tafsir. International Journal of Instruction, 15 (1), 799–820. Doi: 10.29333/iji.2022.15146a
Alfassi, M., Weiss, I., & Lifshitz, H. (2009). The efficacy of reciprocal teaching in fostering the reading literacy of students with ID. European Journal of Special Needs Education, 24 (3), 291–305.
Aronson, E. (2021). The jigsaw classroom: a personal odyssey into a systemic national problem. In D. Neil (Ed.), Pioneering perspectives in Cooperative Learning: theory, research, and classroom practice for diverse approaches to CL (pp. 146–164). New York, NY: Routledge.
Awofala, A. O. A., & Nneji, L. M. (2012). Effect of framing and team assisted individualised instructional strategies on students’ achievement in mathematics. Journal of the Science Teachers Association of Nigeria, 43 (3), 20-28.
Baeten, M., Dochy, F., & Struyven, K. (2013). The effects of different learning environments on students’ motivation for learning and their achievement. British Journal of Educational Psychology, 83 (3), 484-501.
Baeten, M., Kyndt, E., Struyven, K., & Dochy, F. (2010). Using student-centered learning environments to stimulate deep approaches to learning: Factors encouraging or discouraging their effectiveness. Educational Research Review, 5 (3), 243-260.
Barnes, M. (2013). The five-minute teacher: How do I maximize time for learning in my classroom? Alexandria, VA: ASCD.
Bergin, D. (2016). Social influences on interest. Educational Psychologist, 51 (1), 7-22.
Boekaerts, M. (2006). Self-regulation and effort investment. In E. Sigel & K. A. Renninger (Eds.), A handbook of child psychology: Vol. 4. Child psychology in practice (pp. 345–377). Hoboken, NJ: Wiley.
Brooks, J. G., & Brooks, M. G. (1999). In search of understanding: The case for constructivist classrooms. Alexandria: Ascd.
Bruner, J. (1966). Toward a theory of instruction. Harvard University Press: Cambridge.
Bruner, J. (1996). The culture of education. Cambridge, MA: Harvard University Press.
Bruner, J. (1999). The process of education (Twenty-fifth edit.). Harvard University Press.
Budak, Y., Gençtanırım Kurt, D. G., & Kula, S. S. (2018). Bilişsel gelişimde farklı bir görüş geliştiren Henry Wallon ve Jean Piaget’nin görüşlerinin karşılaştırmalı olarak incelenmesi. Mehmet Akif Ersoy Üniversitesi Eğitim Fakültesi Dergisi, (48), 415-436.
Collins, A. (1988). Cognitive apprenticeship and instructional technology. Technical Report.
Collins, A., Brown, J. S., & Newman, S. E. (1987). Cognitive apprenticeship: Teaching the craft of reading, writing. and mathematics. Technical Report No. 403.
Daley, B. J. (2001). Learning and professional practice: A study of four professions. Adult Education Quarterly, 52 (1), 39-54.
Degago, A. T. & Kaino, L. M. (2015). Towards student-centred conceptions of teaching: the case of four Ethiopian universities. Teaching in Higher Education, 20, 493–505. Doi: 10.1080/13562517.2015.1020779.
Dennen, V. P., & Burner, K. J. (2008). The cognitive apprenticeship model in educational practice. D. Jonassen, M. J. Spector, M. Driscoll, M. D. Merrill, J. van Merrienboer, & M. P. Driscoll (Eds.) In Handbook of research on educational communications and technology (pp. 425-439). New York: Routledge.
DeVries, D. L., & Edwards, K. J (1972). Student teams and instructional games: Their effects on cross-race and cross-sex interaction (Report 137). Center for Social Organization of Schools, Baltimore: Johns Hopkins University Press.
Ergün, M., & Özsüer, S. (2006). Vygotsky’nin yeniden değerlendirilmesi. Sosyal Bilimler Dergisi, 269-292. https://sbd.aku.edu.tr/VIII2/mergun.pdf
Fosnot, C. (Ed.). (2005). Constructivism: Theory, perspectives, and practice (Second edit.). New York: Teachers College Press.
Johnson, D. W., & Johnson, R. T. (2013). Cooperative, competitive, and individualistic learning environments. In J. Hattie, E. M. Anderman (Eds.) International guide to student achievement (pp. 372-374). New York: Routledge.
Keiler, P. (2018). A history of the social construction of the “cultural-historical”. In A. Yasnitsky (Ed.) Questioning Vygotsky's Legacy (pp. 91-130). London: Routledge.
Kula, S. S. (2016). Öğretim stratejileri. İçinde Budak, Y. (Ed.), Öğretim ilke ve yöntemleri (İkinci bas.) (ss. 329-356). Ankara: Pegem Akademi.
Kula, S. S. (2018). Karşılıklı öğretim tekniğinin ilkokul öğrencilerinin okuduğunu anlama, öğrenme kalıcılığı ve öz yeterlik algısına etkisi. Yayımlanmamış doktora tezi. Gazi Üniversitesi.
Kula, S. S. (2021). The effects of reciprocal teaching on the perceived reading comprehension self-efficacy of 2nd-grade pupils: reflections of the pupils and their teacher. African Educational Research Journal, 9 (3), 679-686.
Kula, S. S. (2022). The relationships between the academic boredom and lifelong learning tendency. International Journal of Progressive Education, 18 (3), 12-24.
Kula, S. S. (2023). The relationship between lifelong learning and attitudes towards the teaching profession of pre-service teachers. Acta Educationis Generalis, 13 (1), 55-73.
Kula, S. S. & Budak, Y. (2020). The effects of reciprocal teaching on reading comprehension, retention on learning and self-efficacy perception. Pegem Eğitim ve Öğretim Dergisi, 10 (2), 493-522. Doi: 10.14527/pegegog.2020.017
Mahn, H., & John-Steiner, V. (2013). Vygotsky and sociocultural approaches to teaching and learning. In W. Reynolds, G. Miller, & I. Weiner (Eds.), Handbook of psychology (Vol. 7, Second edit.) (pp. 117–146.). Hoboken, NJ: Wiley.
Marlowe, B. A., & Page, M. L. (2005). Creating and sustaining the constructivist classroom. California: Corwin Press.
Marzano, R. (2011). The perils and promises of Discovery Learning. Educational Leadership, 69 (1), 86–87.
McCombs, B. (2010). Learner-centered practices: Providing the context for positive learner development, motivation, and achievement. In J. Meece & J. Eccles (Eds.), Handbook of research on schools, schooling, and human development (pp. 60–74). New York, NY: Routledge.
Miller, & I. Weiner (Eds.), Handbook of psychology (Vol. 7, 2nd ed., pp.199–212.). Hoboken, NJ: Wiley.
Oczkus, L. D. (2003). Reciprocal teaching at work: strategies for improving reading comprehension. USA: International Reading.
Palincsar, A. S., & Brown, A. L. (1984). Reciprocal teaching of comprehension fostering and comprehension monitoring activities. Cognition and Instruction, 1 (2), 117– 175.
Piaget, J. (2001). The psychology of intelligence. London, UK: Routledge.
Prince, M. (2004). Does active learning work? A review of the research. Journal of Engineering Education, 93 (3), 223-231.
Rockmore, T. (2005). On constructivist epistemology. Lanham, MD: Rowman & Littlefield Publishers.
Senemoğlu, N. (2023). Gelişim öğrenme ve öğretim: Kuramdan uygulamaya. Ankara: Anı Yayıncılık.
Slavich, G., & Zimbardo, P. (2012). Transformational teaching: Theoretical underpinnings, basic principles, and core methods. Educational Psychology Review, 24, 569–608. Doi: 10.1007/s10648-012-9199-6
Slavin, R. (2013). Cooperative learning and achievement: Theory and research. In W. Reynolds, G., & G. E. Miller (Eds.), Handbook of psychology: Educational psychology (Vol. 7) (pp. 179-199). New Jersey: John & Wiley Sons, Inc.
Slavin, R. E. (2018). Educational psychology: Theory and practice. New York: Pearson.
Slavin, R. E., Madden, N. A., & Leavey, M. (1984). Effects of team assisted individualization on the mathematics achievement of academically handicapped and nonhandicapped students. Journal of Educational Psychology, 76 (5), 813-819. Doi: 10.1037/0022-0663.76.5.813.
Tang, K.H.D. (2023). Gamification to improve participation in an environmental science course: an educator’s reflection. Acta Pedagogia Asiana, 2 (2), 54–63.
Vygotsky, L. (1978). Mind in society: The development of higher psychological processes. Cambridge, MA: Harvard University Press.
Wulf, C. (2019). From teaching to learning: Characteristics and challenges of a student-centered learning culture. In H. A. Mieg (Ed.) Inquiry-based learning–Undergraduate research: The German multidisciplinary experience (pp. 47-55). Berlin: Springer.
Zimmerman, B. (2013). From cognitive modeling to self-regulation: A social cognitive career path. Educational Psychologist, 48 (3), 135–147.
Zmuda, A. (2008). Springing into active learning. Educational Leadership, 66 (3), 38–43.
Referanslar
Affandi, Y. (2022). The evaluation of jidi (jigsaw discovery) learning model in the course of Quran Tafsir. International Journal of Instruction, 15 (1), 799–820. Doi: 10.29333/iji.2022.15146a
Alfassi, M., Weiss, I., & Lifshitz, H. (2009). The efficacy of reciprocal teaching in fostering the reading literacy of students with ID. European Journal of Special Needs Education, 24 (3), 291–305.
Aronson, E. (2021). The jigsaw classroom: a personal odyssey into a systemic national problem. In D. Neil (Ed.), Pioneering perspectives in Cooperative Learning: theory, research, and classroom practice for diverse approaches to CL (pp. 146–164). New York, NY: Routledge.
Awofala, A. O. A., & Nneji, L. M. (2012). Effect of framing and team assisted individualised instructional strategies on students’ achievement in mathematics. Journal of the Science Teachers Association of Nigeria, 43 (3), 20-28.
Baeten, M., Dochy, F., & Struyven, K. (2013). The effects of different learning environments on students’ motivation for learning and their achievement. British Journal of Educational Psychology, 83 (3), 484-501.
Baeten, M., Kyndt, E., Struyven, K., & Dochy, F. (2010). Using student-centered learning environments to stimulate deep approaches to learning: Factors encouraging or discouraging their effectiveness. Educational Research Review, 5 (3), 243-260.
Barnes, M. (2013). The five-minute teacher: How do I maximize time for learning in my classroom? Alexandria, VA: ASCD.
Bergin, D. (2016). Social influences on interest. Educational Psychologist, 51 (1), 7-22.
Boekaerts, M. (2006). Self-regulation and effort investment. In E. Sigel & K. A. Renninger (Eds.), A handbook of child psychology: Vol. 4. Child psychology in practice (pp. 345–377). Hoboken, NJ: Wiley.
Brooks, J. G., & Brooks, M. G. (1999). In search of understanding: The case for constructivist classrooms. Alexandria: Ascd.
Bruner, J. (1966). Toward a theory of instruction. Harvard University Press: Cambridge.
Bruner, J. (1996). The culture of education. Cambridge, MA: Harvard University Press.
Bruner, J. (1999). The process of education (Twenty-fifth edit.). Harvard University Press.
Budak, Y., Gençtanırım Kurt, D. G., & Kula, S. S. (2018). Bilişsel gelişimde farklı bir görüş geliştiren Henry Wallon ve Jean Piaget’nin görüşlerinin karşılaştırmalı olarak incelenmesi. Mehmet Akif Ersoy Üniversitesi Eğitim Fakültesi Dergisi, (48), 415-436.
Collins, A. (1988). Cognitive apprenticeship and instructional technology. Technical Report.
Collins, A., Brown, J. S., & Newman, S. E. (1987). Cognitive apprenticeship: Teaching the craft of reading, writing. and mathematics. Technical Report No. 403.
Daley, B. J. (2001). Learning and professional practice: A study of four professions. Adult Education Quarterly, 52 (1), 39-54.
Degago, A. T. & Kaino, L. M. (2015). Towards student-centred conceptions of teaching: the case of four Ethiopian universities. Teaching in Higher Education, 20, 493–505. Doi: 10.1080/13562517.2015.1020779.
Dennen, V. P., & Burner, K. J. (2008). The cognitive apprenticeship model in educational practice. D. Jonassen, M. J. Spector, M. Driscoll, M. D. Merrill, J. van Merrienboer, & M. P. Driscoll (Eds.) In Handbook of research on educational communications and technology (pp. 425-439). New York: Routledge.
DeVries, D. L., & Edwards, K. J (1972). Student teams and instructional games: Their effects on cross-race and cross-sex interaction (Report 137). Center for Social Organization of Schools, Baltimore: Johns Hopkins University Press.
Ergün, M., & Özsüer, S. (2006). Vygotsky’nin yeniden değerlendirilmesi. Sosyal Bilimler Dergisi, 269-292. https://sbd.aku.edu.tr/VIII2/mergun.pdf
Fosnot, C. (Ed.). (2005). Constructivism: Theory, perspectives, and practice (Second edit.). New York: Teachers College Press.
Johnson, D. W., & Johnson, R. T. (2013). Cooperative, competitive, and individualistic learning environments. In J. Hattie, E. M. Anderman (Eds.) International guide to student achievement (pp. 372-374). New York: Routledge.
Keiler, P. (2018). A history of the social construction of the “cultural-historical”. In A. Yasnitsky (Ed.) Questioning Vygotsky's Legacy (pp. 91-130). London: Routledge.
Kula, S. S. (2016). Öğretim stratejileri. İçinde Budak, Y. (Ed.), Öğretim ilke ve yöntemleri (İkinci bas.) (ss. 329-356). Ankara: Pegem Akademi.
Kula, S. S. (2018). Karşılıklı öğretim tekniğinin ilkokul öğrencilerinin okuduğunu anlama, öğrenme kalıcılığı ve öz yeterlik algısına etkisi. Yayımlanmamış doktora tezi. Gazi Üniversitesi.
Kula, S. S. (2021). The effects of reciprocal teaching on the perceived reading comprehension self-efficacy of 2nd-grade pupils: reflections of the pupils and their teacher. African Educational Research Journal, 9 (3), 679-686.
Kula, S. S. (2022). The relationships between the academic boredom and lifelong learning tendency. International Journal of Progressive Education, 18 (3), 12-24.
Kula, S. S. (2023). The relationship between lifelong learning and attitudes towards the teaching profession of pre-service teachers. Acta Educationis Generalis, 13 (1), 55-73.
Kula, S. S. & Budak, Y. (2020). The effects of reciprocal teaching on reading comprehension, retention on learning and self-efficacy perception. Pegem Eğitim ve Öğretim Dergisi, 10 (2), 493-522. Doi: 10.14527/pegegog.2020.017
Mahn, H., & John-Steiner, V. (2013). Vygotsky and sociocultural approaches to teaching and learning. In W. Reynolds, G. Miller, & I. Weiner (Eds.), Handbook of psychology (Vol. 7, Second edit.) (pp. 117–146.). Hoboken, NJ: Wiley.
Marlowe, B. A., & Page, M. L. (2005). Creating and sustaining the constructivist classroom. California: Corwin Press.
Marzano, R. (2011). The perils and promises of Discovery Learning. Educational Leadership, 69 (1), 86–87.
McCombs, B. (2010). Learner-centered practices: Providing the context for positive learner development, motivation, and achievement. In J. Meece & J. Eccles (Eds.), Handbook of research on schools, schooling, and human development (pp. 60–74). New York, NY: Routledge.
Miller, & I. Weiner (Eds.), Handbook of psychology (Vol. 7, 2nd ed., pp.199–212.). Hoboken, NJ: Wiley.
Oczkus, L. D. (2003). Reciprocal teaching at work: strategies for improving reading comprehension. USA: International Reading.
Palincsar, A. S., & Brown, A. L. (1984). Reciprocal teaching of comprehension fostering and comprehension monitoring activities. Cognition and Instruction, 1 (2), 117– 175.
Piaget, J. (2001). The psychology of intelligence. London, UK: Routledge.
Prince, M. (2004). Does active learning work? A review of the research. Journal of Engineering Education, 93 (3), 223-231.
Rockmore, T. (2005). On constructivist epistemology. Lanham, MD: Rowman & Littlefield Publishers.
Senemoğlu, N. (2023). Gelişim öğrenme ve öğretim: Kuramdan uygulamaya. Ankara: Anı Yayıncılık.
Slavich, G., & Zimbardo, P. (2012). Transformational teaching: Theoretical underpinnings, basic principles, and core methods. Educational Psychology Review, 24, 569–608. Doi: 10.1007/s10648-012-9199-6
Slavin, R. (2013). Cooperative learning and achievement: Theory and research. In W. Reynolds, G., & G. E. Miller (Eds.), Handbook of psychology: Educational psychology (Vol. 7) (pp. 179-199). New Jersey: John & Wiley Sons, Inc.
Slavin, R. E. (2018). Educational psychology: Theory and practice. New York: Pearson.
Slavin, R. E., Madden, N. A., & Leavey, M. (1984). Effects of team assisted individualization on the mathematics achievement of academically handicapped and nonhandicapped students. Journal of Educational Psychology, 76 (5), 813-819. Doi: 10.1037/0022-0663.76.5.813.
Tang, K.H.D. (2023). Gamification to improve participation in an environmental science course: an educator’s reflection. Acta Pedagogia Asiana, 2 (2), 54–63.
Vygotsky, L. (1978). Mind in society: The development of higher psychological processes. Cambridge, MA: Harvard University Press.
Wulf, C. (2019). From teaching to learning: Characteristics and challenges of a student-centered learning culture. In H. A. Mieg (Ed.) Inquiry-based learning–Undergraduate research: The German multidisciplinary experience (pp. 47-55). Berlin: Springer.
Zimmerman, B. (2013). From cognitive modeling to self-regulation: A social cognitive career path. Educational Psychologist, 48 (3), 135–147.
Zmuda, A. (2008). Springing into active learning. Educational Leadership, 66 (3), 38–43.
