Esin ERGÜN, Ümmühan AVCI, Yasemin GÜLBAHAR

Yaparak öğrenme: “Hedefe dayalı senaryo yaklaşımı’’ uygulamasına bir örnek

Yapılandırmacı yaklaşıma göre öğrencinin sürece aktif katılımının sağlanması, birürün ortaya çıkarması ve öğrenciye bu ürünü sunabilme becerisi kazandırılabilmesi önemlikazanımlardır. Bu bilgiler ışığında bu çalışma için Schank’ın “Hedefe Dayalı Senaryo Yaklaşımı”ele alınmış ve bu yaklaşım “Bilimsel Araştırma Yöntemleri” dersi sürecinde uygulanmıştır.Bu süreçte öğrenciler “araştırmacı” rolünü üstlenmiş, ürün olarak bir “araştırma makalesi”oluşturmuş ve bu makaleyi düzenlenen “öğrenci konferansı” kapsamında sunmuşlardır.Bu doğrultuda toplam 30 öğrencinin sürece ve ürüne ilişkin görüşleri alınmış ve bu görüşlerdoğrultusunda ders sürecinde izlenen yaklaşımın etkililiği ortaya çıkarılmaya çalışılmıştır. Nitelverilerin analizinden elde edilen bulgulara dayalı olarak uygulanan yöntemin amacına ulaştığı,öğrencilerin tüm bu süreçten çok farklı kazanımlar ve deneyimler edindiği söylenebilir.

Learning by doing: An example application of “Goal-based scenario” approach

According to the constructivist approach, ensuring students’ active participation, revealinga product and acquiring an ability of presentation of their product are important educationalattainments. In the light of these facts, Schank’s approach of “Goal-Based Scenario” was takeninto consideration and administered to students during teaching “Research Methods” course.During this process students assumed the role of “researcher”, formed a “research article” asthe product and presented this article in the “student conference.” In this context, 30 studentswrote their opinions about the process and the product of the course. Thus, the effectivenessof this approach was tried to be revealed based on students’ opinions. Based on the findings, itcan be said that this approach has fulfilled its purpose and all students gained really differentachievements and experiences from this process.

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