Yaşantısal Öğrenme Kuramının Coğrafya Öğretimine Uygulanması

Öğrenme stili kuramı, eğitimin her kademesinde uygulanabilecek şekilde çeşitli alanlara yönelik olarak geliştirilmiştir. Kolb (1985), öğrencilerin öğrenme stillerini değerlendirmek amacıyla bir yöntem geliştirmiştir. Bu makalede, derslerde bireysel öğrenme stillerini değerlendirmek için öğrenme stili kuramının kullanımı ve farkla öğrenme stillerine uygun öğretim yöntemlerinin kullanımı tanımlanarak çeşitli önerilerde bulunulmaktadır. Kolb'ün geliştirmiş olduğu modelin temeli, somut yaşantı, yansıtıcı gözlem, soyut kavramsallaştırma ve aktif yaşantıdan Oluşan dört basamaklı döngüsel bir sürece dayandırılmaktadır. Döngünün farklı basamakları, farklı öğrenme stilleriyle ilişkilidir. Bireylerin öncelikli öğrenme stili tercihleri farklı olup, öğrencilerin olası alternatif yaklaşımlardan haberdar olmalarının sağlanması ilk adımı oluşturmaktadır. Yaşantısal öğrenme döngüsü, Sauer'in (1956) coğrafya programının merkezine, yerleştirdiği ve birçok coğrafyacının da onayladığı arazi çalışmaları için kuramsal bir gerekçe sunmaktadır. Kuramın coğrafyacıların kendilerine has rollerini nasıl algılamaları ve işlemeleri gerektiğine yönelik açıklamaları vardır. Ele aldiğı konuya bağlı olarak, coğrafyanın disiplinler arasındaki yeri değişkenlik göstermektedir. Günümüzde coğrafya alanındaki yaklaşımların büyük bir bölümü, coğrafya öğrencilerinin öğrenme stillerine karşı esnek bir yaklaşım sergilemeleri yönündedir.

PDF

___

Anderson, J. A. & Adams M., (1992). Acknowledging the Learning Styles of Diverse Student Populations: Implications for Instructional Design. In Teaching for Diversity, eds. N. Chism and L. Border pp. 19-33. San Francisco, Jossey Bass.

Aşkar, P., Akkoyunlu, B., (1993). Kolb Öğrenme Stili Envanteri, Eğitim ve Bilim Dergisi, Sayı:87, Ankara.

Boreham, N. C., (1987). Learning From Experience in Diagnostic Problem Solving. In Student Learning: Research in Education and Cognitive Psychology, eds. J.T.e. Richardson, M.W. Eysenck and D. Warren Piper, pp. 89-97. Milton Keynes: The Society for Research into Higher Education & Open University Press.

Boud, D., R. Keogh, & D. Walker, eds., (1985). Reflection: Turning Experince into Learning. London: Kogan Page.

Bradbeer, J., (1999). Barriers to Interdisciplinarity: Disciplinary Discourses and Student Learning. Journal of Geography in Higher Education 23 (3): 382.

Brown, G. H., (1999). A Group-learning Approach to Academic and Transferable Skills Through an Exercise in the Global positioning System. Journal of Geography in Higher Education 23(3): 291-301.

Demirkaya, H., (2003). Coğrafya Öğretiminde 4MAT Öğretim Sisteminin Lise Coğrafya Derslerindeki Başarı ve Tutumlar Üzerine Etkisi. Ankara: Gazi Üniversitesi, Eğitim Bilimleri Enstitüsü (Yayınlanmamış Doktora Tezi).

Entwistle, N. J., (1991). Cognitive Style and Learning. In the Foundations of Student Learning, ed. K. Marjoribanks. Oxford:Pergamon.

Felder, R. M., and Silverman, L. K., (1988). Learning and Teaching Styles in Engineering Education. Engineering Education, 78(7), 674-681.

Fielding, M., (1994). Valuing Difference in Teachers and Learners: Building on Kolb's Learning Styles to Develop a Language of Teaching and Learning. The Curriculum Journal 5(3): 394

Gardner, H. (1999)., The Disciplined Mind: What all Students Should Understand. New York: Simon and Schuster.

Gibbs, G. (1988)., Learning by doing: A Guide to Teaching and Learning Methods, London: Further Education Unit.

Haigh, M. and M.P. Kilmartin., (1999). Student Perceptions of the Development of Personal Transferable Skills. Journal of Geography in Higher Education, 23(2):195-206.

Healey, M. and Jenkins, A. (2000)., Kolb's Experiential Learning Theory and Its Application in Geography in Higher Education, Journal of Geography, 99, pp.185-195.

Hertzog, C. J. and C. Lieble. (1996)., A Study of two Techniques for Teaching Introductory Geography: Traditional Approach Versus Cooperative Learning in the University Classroom. Journal of Geography 95(6):274.

Holman, D., K. Pavlica and R. Thorpe., (1997). Rethinking Kolb's Theory of Experiential Learning in Management Education: The Construction of Social Constructionism and Activity Theory. Management Learning 28 (2): 136.

Honey, P. and A. Mumford., (1986). Using Your Learning Styles. Maidenhead: Peter Honey.

Honey, P. and A. Mumford., (1992). The Manual of Learning Styles. Maidenhead: Peter Honey.

Hunt, D. E., (1979). Definition of Learning Style. K. T., & Bartwick, P. (1984) Matching Styles: A Historical Look. Theory into Practice, 23 (1), 3-9.

Jenkins, A., (1997). Fieldwork with More students. Oxford: Oxford Centre for Staff and Learning Development.

Jenkins, A., (1998). Curriculum Design in Geography. Cheltenham: Geography Discipline Network, Cheltenham and Gloucester College of Higher Education.

Keefe, J. W., (1979). Learning Style: An Overview in NASSP Student Learning Style: Diagnosing and Prescribing Programs. Reston VA. National Association of Secondary School Principals,

Kolb, D. A., (1976). Learning Style Inventory. Boston: McBer.

Kolb, D. A., (1984). Experiential Learning: Experience as the Source of Learning and Development. Englewood Cliffs, New Jersey: Prentice-Hall.

Kolb, D. A., (1985). Learning Style Inventory (Revised Edition). Boston: McBer.

Kolb, D. A., (1994). Learning Styles and Disciplinary Differences. In Teaching and Learning in the College Classroom, pp.151-164. Needham Heights, Ma.:Ginn Press.

McCarthy, b., (2000). About Teaching 4MAT in the Ciassroom. Illustrated by Margaret Gray Hudson. Published by About Learning, Incorporated, New Jersey.

Nulty, D. D. and M. A. Barrett., (1996). Transitions in Students' Learning Styles. Studies in Higher Education 21(3): 333-345.

Race, P., (1993). Never Mind the Teaching Feel the Learning. Birmingham: Staff and Educational Development Association, SEDA Paper 80.

Robotham, D., (1995). Self-directed Learning: The Ultimate Learning Style?, Journal of European Industrial Training, Sayi:19.

Robotham, D., (1999). The Application of Learning Style Theory in Higher Education Teaching. Unpublished Article; Available From Author at Wolverhampton Business School, Compton Road West, Wolverhampton.

Sauer, C.O., (1956). The Education of a Geographer. Annals of Association of American Geographers, Sayı:46.

Shepherd, I. (1998). Teaching and Learning Geography with Information and Communication Technologies, Cheltenham: Geography Discipline Network, Cheltenham and Gloucester College of Higher Education.

Smith, D. M. and D. Kolb., (1986). Users' Guide for the Learning Style Inventory: A Manual for Teachers and Trainers. Boston, McBer.

Stice, J.E., (1987). Using Kolb's Learning Cycle to Improve Student Learning. Engineering Education, 77(5):291-296.

Streichler, J., (2003). Learning Styles: Teaching Technology Subjects Can Be More Effective. The Journal of Technology Studies. Virginia Polytechnic Institute and State University.

Svinicki, M. D., and Dixon, N. M., (1987). The Kolb Model Modified for Classroom Activities, College Teaching, 35(4), 141-146.

Willcoxson, L. and M. Prosser., (1996). Kolb's Learning Style Inventory (1985): Review and Further Study of Validity and Reliability. British Journal of Educational Psychology 66.

Zuber-Skerritt, O., (1992a). Professional Development in Higher Education: A Theoretical Framework for Action Research, London:Kogan Page.

Zuber-Skerritt, O., (1992b). Action Research in Higher Education: Examples and Reflections, London:Kogan Page.