Öğrencilerin Özdüzenleyici Öğrenen Olmalarının İnfografik Aracılığıyla Desteklenmesi: “Nasıl Daha İyi Öğrenebilirim?”

Öğretim süreçlerinde uygun teknolojik süreçlerin ve kaynaklarının kullanılmasıyla öğrenmenin geliştirilmesi ve kalıcı olması amaçlamaktadır. Bu doğrultuda öğrenme ortamlarında bilginin görselleştirilmesini sağlayan yöntem ve teknolojilerin kullanılmasıyla öğrenmenin güçlendirilmesi ve özdüzenleme süreçlerinin geliştirilmesi hedeflenmektedir. Karma yöntem araştırmasının kullanıldığı bu çalışmada, öğretmen adayları nasıl daha iyi öğrenebileceklerini yansıttıkları infografikleri tasarlamışlardır. Çalışmaya 2016-2017 güz döneminde 1. Sınıf öğrencisi olan 21 öğretmen adayı katılmıştır. Araştırmada nitel veriler ilk olarak, tematik analiz kullanılarak öğretmen adaylarının, kendi öğrenme yöntemlerini yansıttıkları infografiklerin, özdüzenleme süreçlerini kapsama potensiyeli, Zimmerman’ın (2000) özdüzenleme modeli temelinde geliştirilen gösterge listesi rehberliğinde, iki uzman tarafından değerlendirilmiştir. Araştırmada ikinci olarak nitel veriler öğretmen adaylarının infografik tasarlama sürecine ilişkin görüşleri, açık uçlu sorular aracılığıyla toplanmıştır. Sonuç olarak uzmanların görüşleri incelendiğinde, katılımcıların kendi öğrenme yöntemlerini yansıttıkları infografiklerin özdüzenleme süreçlerini kapsadığı tespit edilmiştir. Ayrıca öğretmen adaylarının görüşlerine uygulanan tematik analiz sonuçlarına göre infografik hazırlama sürecinde, katılımcıların özdüzenleme becerilerinin desteklendiği görülmüştür. Son olarak araştırmanın nicel verileri, dönem boyunca desteklenen özdüzenleyici öğrenme süreçleriyle infografik etkinliğinde değerlendirilen özdüzenleme becerileri arasında anlamlı bir ilişki (r = .60) olduğu saptanmıştır.

Supporting Students as Self-Regulated Learners with Use of Infographics: “How can I Learn Better?”

In the educational processes, it is aimed to enhanced learning and make it permanent with the use of appropriate technological processes and resources. Accordingly, it is aimed to strengthen learning and support self-regulatory processes with the use of methods and technologies that visualize the knowledge in learning environments. In this mixed method research, preservice teachers designed infographics, which reflected how they could learn better. The study included 21 freshman preservice teachers during in the Fall semester of 2016-2017. Firstly, the study was conducted qualitatively by using thematic analysis and the potential of infographics reflecting the learning methods of preservice teachers to include self-regulatory processes. They were evaluated by two experts under the guidance of an indicator list developed on the basis of Zimmerman’s (2000) self-regulation model. Secondly, views of preservice teachers on the process of designing infographics were obtained qualitatively, via open-ended questions. Data analysis of the experts’ opinions showed that infographics reflecting the learning methods of participants include self-regulatory processes. In addition, according to the results of thematic analysis of views of preservice teachers; it was seen that self-regulatory skills of participants are supported in the process of preparing infographics. Finally, in the study it was observed that there was a significant relationship (r = .60) between self-regulatory processes that were supported throughout the semester and self-regulatory skills that were evaluated in the infographics activity.

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İlköğretim Online-Cover
  • ISSN: 1305-3515
  • Başlangıç: 2002
  • Yayıncı: Sinan OLKUN
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