Hayat Bilgisi Öğretim Programı Kazanımlarının Öz Düzenleme Becerileri Açısından Incelenmesi*

Öz düzenleme stratejileri, Bandura'nın sosyal öğrenme kuramına dayalı olarak oluşturulan ve öğrencilerin öğrenmeleri için hedefler belirledikleri, kendi biliş yapısını ve davranışını biçimlendirdikleri, kontrol ettikleri yapılandırmacı bir süreç olarak tanımlanmaktadır. Öğrencilerin kendi öğrenme etkinliklerini düzenleme gereksinimleri ve öğretmenlerin öğrenme için gerekli becerileri kazandırma düşüncesi öz düzenleme kavramının önem kazanmasını sağlamıştır. Öz düzenleme becerisi, öğrencinin bir hedefe ulaşmak için, kendi duygu, düşünce ve davranışlarını yönlendirmesi süreci olarak tanımlanmaktadır. Bu çalışma ile Hayat Bilgisi Öğretim Programı kazanımlarının öz düzenleme becerileri açısından incelenmesi amaçlanmıştır. Araştırmada Hayat Bilgisi Öğretim Programı kazanımları, Zimmerman ve Pintrich'in öz düzenlemeye dayalı öğrenme modeli kapsamında ortaya koydukları öz düzenlemeye dayalı öğrenme stratejileri birleştirilerek incelenmiştir. Çalışma doküman incelemesine dayalı olarak yapılmıştır. Araştırmada incelenen doküman, Hayat Bilgisi 1.,2., ve 3. sınıf Hayat Bilgisi Öğretim Programıdır. Araştırmadan elde edilen bulgulara göre kazanımların kaynakları yönetme stratejileri, zaman ve çalışma ortamının düzenlenmesi stratejileri, yardım arama stratejilerinde yoğunlaştığı bulunmuştur. Üst biliş stratejilerini kazandırmaya yönelik kazanımların sayısının az olduğu bulunmuştur. Araştırmanın bulguları doğrultusunda üst bilişsel ve bilişsel stratejilerin kazandırılmasına yönelik kazanımların programlarda daha fazla yer almasına yönelik öneriler getirilmiştir.

The Investigation of Objectives of Life Science Curriculum in Terms of Self Regulated Skills

Based on Bandura's social learning theory, self-regulation strategies are defined as constructivist processes to set goals for student learning, to shape student behavior, and to control student cognition. The concept of self-regulation is crucial as it leads students to have a control mechanism in their learning and leads teachers to obtain necessary skills for an effective teaching. Self-regulation skills are defined as ways how students may direct their own thoughts, feelings, and behaviors to achieve a goal. The purpose of this study was to investigate the benefits of teaching Life Science course in terms of self-regulation skills. Student gains revealed in Life Sciences course were examined by combining the conceptual frameworks of Zimmerman and Pintrich based on learning model created through selfregulation. The study was conducted based on a document review. The documents examined in the study included the curriculum of 1st grade, 2nd grade, and 3rd grade Life Science courses. The findings of the study suggested that student gains were evident based on resource management strategies, time and work environment management strategies, and help seeking strategies. The findings also showed that student gains based on metacognitive strategies were at minimum levels. The suggestions for the study included that more emphasis may be put on cognitive and metacognitive strategies in teaching programs.

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