Farklı Öğretici Ögelerle Desteklenmiş Bir Simulasyonun Öğrenmeye Etkisi

Modern eğitim teknolojileri karmaşık ve dinamik sistemlerin öğrenilmesinde ve öğretilmesinde çeşitli olanaklar sunmaktadır. Bu olanaklardan biri de öğretim sürecinde simulasyon kullanımıdır. Araştırmalar simulasyon yardımıyla öğrenmenin olumlu etkilerinin yanında öğrencilere daha fazla bilişşel yük getirdiğini de ortaya koymaktadır. Bu nedenle simulasyonlarda öğretici ögeler kullanılmaktadır. Bu çalışmada, solunum zinciri konusunda biri test soruları diğeri de çözümlü sorular olmak üzere iki farklı öğretici öge ile desteklenmiş bir simulasyonun öğrencilerin bilgi artışı, bilginin transferi ve bilişsel yüklerine etkileri araştırılmıştır. Almanya’nın Schleswig Holstein Eyaletinde yapılan araştırmaya 11, 12 ve 13. sınıfa devam eden toplam 180 öğrenci katılmıştır. Elde edilen sonuçlara göre genel okul bilgisi ve detay bilgi artışında her iki grup arasında anlamlı bir fark tespit edilmezken, bilginin transferinde çözümlü sorularla öğrenen grubun lehine anlamlı bir fark tespit edilmiştir. Her iki grubun bilişsel yükleri arasında anlamlı bir fark tespit edilmemiştir.

The Effect of a Simulation Aided with Various Instructional Supports on Learning

Modern educational technologies offer various opportunities for learning and teaching complex and dynamic systems. One of these opportunities is the use of simulation in learning and teaching activities. The researches reveal that learning through simulation has positive effects on the learning process; however, it imposes a highly demanding cognitive load on learners. That is why, instructional supports could be used in order to solve this problem. In this study the effect of a simulation reinforced by two instructional supports – problem tasks and worked out examples – on learning increase, understanding (causal relations) and cognitive load among students were researched. A total of 180 students in 11th, 12th and 13th grades were the subjects of the study carried out in Schleswig Holstein, Germany. The data of the study reveal that there was no significant difference between the two groups in terms of factual knowledge in general and factual knowledge in detail whereas a significant difference was found out in favor of the group which learned through worked out examples. There was no significant difference between the cognitive load of the two groups.

PDF

___

Baumert, J., Klieme, E., Neubrand, M., Prenzel, M., Schiefele, U., Schneider, W., Stanat, P., Tillmann, K.-J. & Weiß, M. (Hrsg.) (2001). PISA 2000: Basiskompotenzen von Schülerinnen und Schülern im internationalen Vergleich. Leske + Budrich: Opladen.
Chandler, P. & Sweller, J. (1996). Cognitive load, while learning to use a computer program. Applied Cognitive Psychologie, 10 (2), 151-170.
Clark, J. M. & Paivio, A. (1991). Dual coding theorie and education. Educational Psychologie Review, 3, (3), 149-210.
Graf, D. (2005). Computer-Multimedia. In. K.-H. Berck (Hrsg.), Biologiedidaktik Grundlagen und Methoden (3. Aufl.). (S. 166-174). Wiebelsheim: Quelle und Meyer.
Haack, J. (1995). Interaktivität als Kennzeichen von Multimedia und Hypermedia. In L. J. Issing & P. Klimsa (Hrsg.), Information und Lernen mit Multimedia (S. 151-166). Weinheim: Psychologie Verlags Union.
Hasebrook, J. (1995). Lernen mit Multimedia. Zeitschrift für Pädagogische Psychologie, 9(2), 95-103.
Kroß, A. & Lind, G. (2001). Einfluss des Vorwissens auf Intensität und Qualität des Selbsterklärens beim Lernen mit biologischen Beispielaufgaben. Unterrichtswissenschaft, 29, 5-25.
Leutner, D. (1993). Guided discovery learning with computer based simulation games: Effects of adaptive and non adaptive instructional support. Learning and Instruction, 3(2), 113-132.
Mandl, H., Gruber, H. & Renkl, A. (1997). Lehren und Lernen mit dem Computer. In F. E. Weinert & H. Mandl (Hrsg.), Psychologie der Erwachsenenbildung, D/I/4, Enzyklopädie der Psychologie (S. 437-467). Göttingen: Hogrefe.
Mayer, R. E. (1997): Multimedia learning. Are we asking the right questions? Educational Psychologist 32(1), 1-19.
Mayer, R. E. (2001). Multimedia Learning. Cambridge: Cambridge University Press.
Mayer, R. E. (2003). The promise of multimedia learning: using the same instructional design methode across different media. Learning and instruction 13, 125-139.
Moreno, R. & Mayer, R. E. (1999). Cognitive Principles of Multimedia Learning: The Role of Modality and Contiguity. Journal of Educational Psychology 91(2), 358-368.
Nerdel, C. & Prechtl, H. (2004). Learning complex systems with simulations in science education. In P. Gerjets & P. A. Kirschner & J. Elen & R. Joiner (Eds.), Instructional design for effective and enjoyable computer-supported learning. Proceedings of the first joint meeting of the EARLI SIGs Instructional Design and Learning and Instruction with Computers (pp. 160-171). Tuebingen: Knowledge Media Research Center.
Nerdel, C., Bayrhuber, H., & Prechtl, H. (2005). Beispielaufgaben als Unterstützung beim Lernen mit Simulationen im Biologieunterricht, Bildungsstandards Biologie: Tagung Sektion Biologiedidaktik 2005. Kiel: IPN.
Plass J. L.; Chun, D. M.; Mayer, R. E. & Leutner, D. (1998): Supporting visual and verbal learning preferences in a second-language multimedia learning environment. Journal of Educational Psychologie, 90(1), 25-36.
Renkl, A., & Atkinson, R. K. (2003). Structuring the Transition From Example Study to Problem Solving in Cognitiv Skill Acquisition: A Cognitive Load Perspektive. Educational Psychologist, 38(1), 15-22.
Schnotz, W.; Boeckheler, J.; Grzondziel, H.; Gaertner, I. & Waechter, M. (1998). Individuelles und koperatives Lernen mit interaktiven animierten Bildern. Zeitschrift für Pädagogische Psychologie, 12 (2/3), 135-145.
Sweller, J. (2002). Visualisation and Instructional Design. Paper presented at the Workshop: Dynamic Visualizations and Learning, KMVC Tübingen.
Sweller, J., van Merriënboer, J. J. G., & Paas, F. G. W. C. (1998). Cognitive architecture and instructional design. Educational Psychology Review, 10(3), 251-296.
Urhahne, D., Prenzel, M., von Davier, M., Senkbeil, M. & Bleschke, M. G. (2000). Computereinsatz im naturwissenschaftlichen Unterricht – Ein Überblick über die pädagogisch-psychologischen Grundlagen und ihre Anwendung. Zeitschrift für die Didaktik der Naturwissenschaften, 6, 157-186.