İçerik Türüne Dayalı Öğretim Yaklaşımının Kural Öğretimi Üzerindeki Etkililiği
Bu araştırmanın amacı; içerik türüne dayalı öğretim yaklaşımının, ilişkisel ve işlemsel kural öğretimi üzerindeki etkililiğini belirlemektir. Araştırma, deneme öncesi araştırma desenlerinden biri olan tek grup öntest-sontest modelinde desenlenmiştir.Deneysel uygulama, Eskişehir’de bir ilköğretim okulunda, ilköğretim altıncı sınıfta öğrenim gören 241 öğrenci ile gerçekleştirilmiştir.Araştırma verileri, araştırmacı tarafından geliştirilen, ön test, son test ve kalıcılık testi olarak kullanılan Bilişim teknolojileri dersi başarı testi ve Öğrenme stratejilerini belirleme ölçeği ile elde edilmiştir. Araştırma verileri; bağımsız gruplar t testi, korelasyon analizi ve regresyon analizi yoluyla çözümlenmiştir. Araştırmada aşağıdaki sonuçlara ulaşılmıştır: İçerik türüne dayalı öğretim, kuralların öğretimi konusunda kullanılabilecek etkili biryaklaşımdır.İçerik türüne dayalı öğretim yaklaşımı, her tür kuralın öğretiminde etkili olmakla birlikte; işlemsel kurallar ile kıyaslandığında, ilişkisel kuralların öğretiminde daha etkili bir yaklaşımdır. Güdüleyici öğrenme stratejileri, kural öğrenme düzeyini yordayan etkili bir değişkendir. Öğrencilerin kullandıkları tüm öğrenme stratejileri ile karşılaştırıldığında, duyuşsal öğrenme stratejileri öğrenme düzeyinin % 6,3'ünü açıklar niteliktedir.
Anahtar Kelimeler:
İçerik türüne dayalı öğretim, kural öğretimi, ilişkisel kural, işlemsel kural, ilköğretim
The Effectiveness of The Content Based Teaching Approach on Teaching of The Rules
The aim of this research was to determine the effectiveness of the content-based teaching approach on teaching relational and procedural rules. The research was designed as a single group pretest-posttest pattern which is one of the pre-experimental design. The experimental application was carried out in Eskisehir, Turkey with 241 primary school students whose class was sixth grade. The research data was collected by Information Technologies course achievement test which is used as a pre-test, post-test, recalling test and by the Turkish version of the identifying learning strategies scale. The data was analyzed by means of the independent samples t-test, correlation analysis and regression analysis. The following conclusions were reached based on the data obtained in this research: The content-based teaching approach is an effective approach that can be used in teaching the rules. The content-based teaching, besides being effective while teaching of any rule; compared with procedural rules, it is more effective in teaching the relational rules than the procedural rules. Motivational or emotional learning strategies is an effective variable that predicts the level of rule learning. Compared with all of the learning strategies used by the students, motivational or emotional learning strategies are capable of explaining the level of learning at a rate of 6,3%.
Keywords:
Content-based teaching approach, teaching rules, relational rules, procedural rules, primary education,
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- ISSN: 2146-0655
- Başlangıç: 2011
- Yayıncı: Pegem Akademi Yayıncılık Eğitim Danışmanlık Hizmetleri Tic. Ltd. Şti.
Sayıdaki Diğer Makaleler
İsmet ERGİN, Recep CÖMERT, Musa SARI
İlköğretim Okulu 6., 7. ve 8. Sınıf Öğrencilerinin Temizlik ve Hijyen Algıları
Gökhan KAHVECİ, Zülfü DEMİRTAŞ
İçerik Türüne Dayalı Öğretim Yaklaşımının Kural Öğretimi Üzerindeki Etkililiği
G. Feryal KÜÇÜKER, Bahadır ERİŞTİ