Öğrencilerin Süreç Diyagramlarında Öğrenme Stilleri, Öğrenme Faaliyetleri ve Öğrenme Çıktılarına Bir Bakış

Bilimsel metinlerde, öğrenenlerin bir konuyu öğrenmelerine yardımcı olmak için genellikle görsel sunumları (grafikler, diyagram, fotoğraflar, tablolar) kullanılır. Süreç diyagramları, uzun bir başlık, açıklayıcı etiketler, oklar ve renk kodlamalarından oluşan, her türden sürecin adım adım görselleştirilmiş biçimidir. Bu araştırmada, katılımcıların süreç diyagramlarında öğrenmeyi gerçekleştirirken kullandıkları öğrenme aktivitelerini ve öğrenme stillerini belirleyerek, öğrenme aktivitelerinin ve öğrenme stillerinin öğrenme başarısı üzerindeki etkisinin incelenmesi hedeflenmiştir. Araştırmaya, 23 katılımcı katılmıştır. Araştırma verilerin toplanması için ilk olarak katılımcılara Santa Barbara Öğrenme Stili Ölçeği’nin uyarlanmış hali uygulanmıştır. Daha sonra katılımcılara süreç diyagramları göz izleme tekniği ile gösterilmiştir. Aynı zamanda öğrenme aktivitelerini yorumlamak için katılımcılara yüksek sesle düşünme protokolü uygulanmıştır. Yapılan frekans analizi ve Mann Whitney U testi sonucunda başarılı öğrenme gerçekleştiren katılımcıların öğrenme aktivitelerinden okları anlamlandırma ve kendine soru sorma aktivitelerini kullandıkları tespit edilmiştir. Ayrıca, ana alana odaklanmak için daha fazla zaman harcayan katılımcıların öğrenmeyi başarılı bir şekilde gerçekleştirdikleri de bulunmuştur.

Anahtar Kelimeler:

öğrenme stili, öğrenme aktivitesi, öğrenme çıktısı, göz izleme, yüksek sesle düşünme protokolü

A View of Students’ Learning Styles, Learning Activities, and Learning Outcomes in Process Diagrams

Scientific texts generally use visual presentations (graphs, diagrams, photos, tables, etc.) to help learners to learn a subject. Diagrams are the effective learning tools containing long headings, explanatory labels, arrows and coding in colours Process diagrams are used more commonly in course books. This paper aims to determine the learning activities and learning styles students use in learning through process diagrams and to analyse the effects of learning activities and learning styles on learning achievement. 23 prospective teachers were included in the research. Santa Barbara Learning Style Questionnaire, eye tracking technique, think aloud protocol and Remembering and Effect Evaluation Form were applied to the participants for data collection. It was found through analyses that the participants used such learning activities as giving meaning to process arrows and self-questioning more frequently. It was also found that the participants who spent more time in fixation time main achieved more success in learning.

Keywords:

learning styles, learning activities, learning outcomes, eye-tracking, think-aloud protocol,

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