Epistemik Merakın Eğitimdeki Rolü

Öğrenenin öğrenme isteği, bilinçli veya bilinçsiz bir şekilde gerçekleşebilmektedir. Bu süreçte öğrenenin özellikle belli bir içeriğe yoğunlaşarak öğrenme çabasına girmesi ve öğrenme çabasının arkasındaki nedenlerin alan yazınında farklı bakış açılarla incelendiği anlaşılmaktadır. Psikolojik çerçevede öğrenenin öğrenme çabası merak olarak incelenmiştir ve meraka yönelik çeşitli tanımlamalarla birlikte birtakım teoriler öne sürülmüştür. Bu çalışma, epistemik merakın öğrenme açısından kavramsal ve teorik arka planının öğretme ve öğrenme süreçleri açısından açıklamayı amaçlamaktadır. Bu amaç doğrultusunda, epistemik merak konusunda gerçekleştirilecek bilimsel araştırmalar ve eğitim programı geliştirme çalışmaları için araştırmacılara, uzmanlara ve uygulayıcılara eleştirel bir teorik çerçeve sunmaktadır. Ayrıca, epistemik merakın öğrenme ve öğretme süreçlerine ne gibi katkılarının olabileceğini sunma açısından çalışmanın önemli olduğu düşünülmektedir. Sonuç olarak, epistemik merak, insanın bilişsel yapısı ve kişilik faktörleriyle birlikte öğrenme ve öğretme sürecine birçok açıdan bağlantılı olduğu anlaşılmaktadır. Ayrıca, epistemik merakın öğrenme sürecine bağlı değişkenlerle arabulucu bir rol üstlendiği ve öğrenme- öğretme sürecini kapsayan bir yapı haline geldiği anlaşılmaktadır. Epistemik merakın öğrenme sürecindeki rolüne aracılık eden değişkenlerin neler olabileceğinin, gerçekleştirilecek araştırmalarla, sorgulanması önerilmektedir.

The Role of Epistemic Curiosity in Education

The learning desire of the learner can be realized consciously or unconsciously. In this process, it is understood that the learner's efforts to learn especially by concentrating on a certain content and the reasons behind the learning effort are examined from different perspectives in the literature. In the psychological framework, the learning effort of the learner has been investigated as curiosity and some theories have been put forward along with various definitions for curiosity. This study aims to explain the conceptual and theoretical background of epistemic curiosity in terms of teaching and learning processes. For this purpose, it provides a critical theoretical framework to researchers, experts and practitioners for scientific research and curriculum development studies on epistemic curiosity. In addition, it is thought to be important to present what kind of contribution epistemic curiosity can contribute to learning and teaching processes. As a result, it is understood that epistemic curiosity is related to human cognitive structure and personality factors as well as learning and teaching process in many aspects. Also, it is understood that epistemic curiosity plays a mediator role with the variables related to the learning process and has become a structure that covers the learning-teaching process. It is suggested that the variables that mediate the role of epistemic curiosity in the learning process can be questioned through the researches to be conducted.

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