Farklılaştırılmış Öğretim Yöntemlerinin Derin ve Yüzeysel Öğrenen Öğrencilerin Kalıcılık Puanları Üzerindeki Etkisi

Bu araştırmada farklılaştırılmış öğretim yöntemlerinden Katlı öğretim, İstasyon yöntemi ile geleneksel öğretim yöntemleriyle ders gören öğrencilerin öntest puanları kontrol altına alındığında derin ve yüzeysel öğrenen öğrencilerin kalıcılık sontest puanları arasında anlamlı bir fark var mıdır? sorusuna cevap aranmaktadır. Araştırmada; deneme modellerinden “kontrol gruplu öntest-sontest” modeli kullanılmıştır. Araştırma, iki ilköğretim okulunda eğitim gören 5.sınıflargerçekleştirilmiştir. Deney gruplarında 66 ve kontrol gruplarında 66 öğrenci olmak üzere toplam 132 öğrenci çalışma grubunu oluşturmaktadır. Araştırmada veriler, Öğrenme Yaklaşımları Envanteri ve 45 maddelik akademik başarı testi ile elde edilmiştir. Çalışmada akademik başarı testi, uygulamadan önce, uygulamadan hemen sonra ve öğrenmenin kalıcılığını belirlemek amacıyla bir ay sonra olmak üzere üç kez uygulanmıştır. Çalışma kapsamında; “İstasyon, katlı öğretim ve geleneksel öğretim yöntemleri uygulanan öğrencilerin öntest puanları kontrol edildiğinde derinyüzeysel öğrenen öğrencilerin kalıcılık puanları arasında anlamlı bir fark olduğu ispatlanmıştır. Bir başka deyişle; deneysel işlem, öğrencilerin derin öğrenme puanları üzerinde lehine anlamlı bir farklılık yaratmıştır. ile ve

The Effect of DifferentiatedLearning on The Retainment Scores of Deep and Surface Learners

This study aims to determine the effect of tiered instruction and station techniques of differentiated instruction on students' achievements, learning approaches and learning retainment which are important in terms of learning-teaching process. Learning approaches which was one of the variables of the research is categorized as surface and deep according to information processing preferences of students. So the effect of the differentiated instruction on students' preferences was determined to be the aim of the study. The research was applied on the 5th grade students of two elementary school using pre, post and delayed test model. Both the experiment and the control group composed of 66 students. Differentiated instructions were prepared for the course model titled "Let's Learn the World of the Living" of Science and Technology course. An academic achievement test which was prepared by the researcher and other professionals, was tested in terms of validity and reliability. The test was applied before, after and four weeks later than the instruction. To determine the students' approaches, Learning Approaches Inventory was applied. In terms of achievement pre-test, significant difference is detected in favor of deep learner group. According to these findings, hypothesis is proven. In terms of achievement delayed- test, significant difference is detected in favor of deep leaner group. According to these findings, hypothesis is proven.

Kaynakça

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