Gregory Michael ADAM

A MULTI-DISCIPLINARY AND INQUIRY-BASED LEARNING ACTIVITY: THE SEVEN CONTINENTS

This study introduces a learning activity that was designed based on two student-centered approaches to education: inquiry-based learning and multi-disciplinary education. Twenty-four second grade students participated in the study. The activity integrates geography, English, and technology and offers students opportunities for inquiry-based thinking. The goal of the activity is for students to find out what the seven continents are, where they are in the world, and create their own little maps. The students collaboratively explore world maps both in hand and on the interactive board. The extension activity is the area of differentiation and acts as differentiation by outcome. Data analysis revealed that all students met the learning goals. The main area for improvement on this would be to have the students mark their work by looking at a real map of the world instead of a completed version of their worksheet; this would make the assessment more authentic.

DİSİPLİNLERARASI VE SORGULAMA TEMELLİ BİR ÖĞRENME ETKİNLİĞİ: YEDİ KITA

Bu çalışma, eğitime yönelik iki öğrenci merkezli yaklaşıma dayalı olarak tasarlanmış bir öğrenme etkinliğini ortaya koymaktadır: sorgulamaya dayalı öğrenme ve disiplinlerarası eğitim. Araştırmaya 24 tane ikinci sınıf öğrencisi katılmıştır. Etkinlik; coğrafya, İngilizce ve teknoloji derslerini bütünleştirmekte ve öğrencilere sorgulamaya dayalı düşünme fırsatları sunmaktadır. Etkinliğin amaçları öğrencilerin yedi kıtanın ne olduğunu, dünyanın neresinde olduklarını öğrenmeleri ve kendi küçük haritalarını oluşturmalarıdır. Etkinlik kapsamında, öğrenciler dünya haritasını hem fiziksel olarak hem de akıllı tahtada dijital olarak birlikte keşfetmektedirler. Farklılaştırma eğitimi anlayışıyla uyumlu olarak etkinlik sonunda farklı ürünler ortaya koyma seçeneği sunulmaktadır. Veri analizi, tüm öğrencilerin öğrenme hedeflerine ulaştığını ortaya koymuştur. Uygulamada iyileştirilmesi gereken esas alan, öğrencilerin çalışma sayfalarının tamamlanmış bir versiyonu yerine gerçek bir dünya haritasına bakarak çalışmalarını değerlendirmeleri olacaktır; bu revizyonun, değerlendirme sürecini daha gerçekçi bir hale getireceği düşünülmektedir.

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