Olguya Dayalı Öğrenme

Olguya dayalı öğrenme sorgulama ve problem çözme becerilerini temel alan, öğrenci tarafından yürütülen ve gerçek yaşama ait bir sorunu çözme üzerine tasarlanmış çok disiplinli bir öğrenme yaklaşımıdır. Olguya dayalı öğrenmede amaç, öğrencilerin problemin çözümü için birbirinden kopuk ve ayrı bilgi ve becerilerini bir araya getirmeleri ile anlamlı ve bütüncül öğrenmelerini sağlamaktır. Öğrenciler merak ettikleri konuyu çoklu bakış açısı ile incelerler. Literatür çerçevesinde olguya dayalı öğrenmenin yapılandırmacı kuramı temele aldığı söylenebilir. Olguya dayalı öğrenme bütünsellik, gerçeklik, bağlamsallık, probleme dayalı öğrenme ve öğrenme süreci şeklinde beş boyutta ele alınabilir

Anahtar Kelimeler:

Olguya Dayalı Öğrenme, Eğitim, Yapılandırmacılık, Sosyo-Yapılandırmacılık

Phenomenon-Based Learning

Phenomenon-based learning is a multidisciplinary learning approach based on questioning and problem-solving skills, driven by the student and designed to solve a real life problems. By the help of phenomenon-based learning, the students can learn meaningfully and holistically by combining disconnected and separate knowledge and skills to discover a real life phenomenon. In the context of the literature, it can be said that the phenomenon-based learning is based on constructivist theory. The phenomenon-based learning can be handled in five dimensions as holisticity, authenticity, contextuality, problembased inquiry learning and learning process

Keywords:

Phenomenon-Based Learning, Education, Constructivism, Social-Constructivism,

PDF

___

Bobrowsky, M., Korhonen, M. & Kohtamäki, J. (2014). Using physical science gadgets and gizmos, grades 6-8: Phenomenon-based learning. Arlington, Virgini: National Science Teachers Association NSTA Press. (ISBN 978- 1936959372)
Finnish National Board of Education (FNBE). (2016). National Core Curriculum for Basic Education 2014. Helsinki: Finnish National Board of Education.
Isacsson, A. (2017). Integrative learning in education and expertise. J. Laukia, A. Isacsson, & P.-K. Juutilainen (Ed.), Vocational education with a Finnish touch içinde, (s. 44–53). Helsinki, Finland: Haaga-Helia University of Applied Sciences
Karlsson, P. (2017). Teachers' perspective on the national core curriculum of basic education 2016-Finding leverage in supporting upper-comprehensive school teachers with phenomenon-based learning and co-design. MA Creative Sustainability Department of Design Aalto University https://aaltodoc.aalto.fi/bitstream/handle/ 123456789/ 27182/master_Karlsson_Paula_2017.pdf?sequence=1&isAllowed=y web adresinden 02 Aralık 2019 tarihinde indirildi.
Kivelö, A. (2015). Phenomenon-based learning as a tool for promoting activity and participation among youth. (Yüksek lisans tezi). Humanistinen Ammattikorkeakoulu, Helsinki.
Lonka, K. (2018). Phenomenal learning from Finland. Helsinki: Edita. (ISBN 9789513773083)
Linturi, H. (2014). Ilmiö puu – Ilmiö pohjaisen oppimisen juuristoa ja oksistoa [Phenomenon-based learning – Roots and branches of the method]. In A. Rongas & R. Laaksonen (Ed.), Kokemuksia ilmiöopettamisesta - opettajilta toisille [The phenomenon-based learning guide to teachers]. Hämeenlinna: Hämeenlinnan kaupunki. https://sites.google.com/site/ilmioopas/ web adresinden 20 Kasım 2019 tarihinde indirildi.
Moilanen, P. (2015). A phenomenon-based curriculum for teacher education. G. Pusztai & T. Ceglédi (Ed.), Professional calling in higher education: Challenges of teacher education in the Carpathian Basin (s. 12–18).
Budapest, Hungary: Partium Press
Naik, P. R. (2019). Phenomenon-based learning in Finland. Master thesis. Department of Education University of Jyväskylä, Jyväskylä.
Nguyen, H. P. (2018). Phenomenon-based learning in Finnish and Vietnamese upper secondary school curriculum for English as a foreign language. Master thesis. Department of Education University of Jyväskylä, Jyväskylä.
Østergaard, E., Lieblein, G., Breland, T.A. & Francis, C. (2010). Students learning agroecology: Phenomenon-based education for responsible action. The Journal of Agricultural Education and Extension, 16 (1), 23-37.
Roiha, A., Härkönen, M., Ikäheimo, E., Määttä, W. & Yrjänheikki, E. (2016).
Phenomena – Keskiössä ilmiöt 2016 [Phenomena – The core issue 2016]. Lapin Yliopisto: Digitaivas. https://www.joomag.com/magazine/mag/0204610001459979714 web adresinden 06 Aralık 2019 tarihinde ulaşıldı.
Silander, P. (2015a). Digital Pedagogy. Mattila, P. & Silander, P. (Ed.), How to create the school of the future: Revolutionary thinking and design from Finland (s. 9-26). Oulu: University of Oulu, Center for Internet Excellence.
Silander, P. (2015b). Phenomenon based learning. Phenomenal education. http://www.phenomenaleducation.info/phenomenon-based-learning.html web adresinden 15 Kasım 2019 tarihinde indirildi
Silander, P. (2015c). Rubric for Phenomenon Based Learning. http://www.phenomenaleducation.info/phenomenon-based-learning.html. web adresinden 15 Aralık 2019 tarihinde indirildi.
Symeonidis, V. & Schwarz, J. F. (2016). Phenomenon-based teaching and learning through the pedagogical lenses of phenomenology: The recent curriculum reform in Finland. Forum Oświatowe, 28(2), 31-47.
Wakil, K., Rahman, R., Hasan, D., Mahmood, P. & Jalal, T. (2019). Phenomenon-based learning for teaching ict subject through other subjects in primary schools. Journal of Computer and Education Research, 7(13), 205-212.
Zhukov, T. (2015). Phenomenon-based learning: What is PBL?. Noodle. https://www.noodle.com/articles/phenomenon-based-learning-what-is-pbl web adresinden 25 Kasım 2019 tarihinde indirildi.