Mustafa KALKAN, D. Ali DEVECİ, A GÜLDEM CERİT, YUSUF ZORBA, Ender ASYALI

Denizcilik eğitiminde probleme dayalı, göreve dayalı ve projeye dayalı öğrenim yöntemleri karmasının uygulanması: Dokuz Eylül Üniversitesi Denizcilik Fakültesi örneği

Yükseköğretimde belirli bir öğretim/öğrenim yöntemi benimserken genel hedef dikkate alınmalıdır. Günümüzde ağırlıklı olarak öne çıkan yaklaşım, yükseköğrenimini bitirdiğinde bir mezunun, karşılıklı ilişkilerde, takım çalışmalarında, problem çözmede, karar verme süreçlerinde etkili iletişim ve liderlik konularında işlevsellik kazandırıcı ve tetikleyici öğeler olarak kullanılmak üzere genel entelektüel yetkinlikler ve yaklaşımlar, yüksek düzeyde düşünme ve bilişsel beceriler ile aktarılabilir/transfer edilebilir beceriler ile donatılmış olması gerektiğini ortaya koymaktadır. Ayrıca son eğilimlerin kuramdan uygulamaya, özelden genele ve genel eğitim amaçlarından genel transfer edilebilir yetkinliklere doğru yönelmiş olduğu da göz önünde bulundurulmalıdır. Özellikle yirminci yüzyılın son çeyreğinden bu yana bilişsel ve eğitim psikolojisi konulu çok sayıdaki çalışmada aktif ve işbirlikli öğrenme yöntemlerinin olumlu etkileri ve önemi vurgulanmaktadır. Daha etkili öğrenme yöntemleri arayışı doğrultusundaki çabalar/araştırmalar geleneksel öğretim yöntemlerinden aktif öğrenme yöntemine geçişin denizcilik eğitiminde kaliteyi arttıracağını işaret etmektedir. Bu gelişmelerin yakından izlenmesi sonucunda 2002 yılından başlamak üzere Dokuz Eylül Üniversitesi Denizcilik Fakültesinde probleme dayalı öğrenme yöntemi benimsenmiş, geliştirilmiş ve işe dayalı öğrenme ve projeye dayalı öğrenme yöntemleri ile desteklenmiştir. Bu çalışmanın amacı, denizcilik eğitiminde bu yöntem değişikliğinin nasıl gerçekleştirildiği konusuna açıklık getirmektir. Çalışmanın giriş bölümünde, bu geçişe bilişsel destek sağlayan ayrıntılı bir literatür taraması yer almaktadır. Sonraki bölümlerin her birinde, uygulanan öğrenme etkinlikleri ile üç öğretim yönteminin bir arada kullanımının değerlendirilmesi, artı ve eksileri açıklanmaktadır. Özellikle 20. yüzyıl ortalarından bu yana, sözü edilen üç öğretim yönteminin her birinin birçok Avrupa yükseköğretim kurumunda kullanılmakta olmasına karşın, bunların birbirini tamamlayacak şekilde karışımın uygulanması yeni bir yaklaşım olarak değerlendirilebilir. Bu açıdan, bu çalışmanın diğer denizcilik eğitim kurumlarına, denemeye değer böylesi bir eğitim yöntemi değişikliğine başvurmada cesur bir örnek teşkil etmesi umulmaktadır.

Anahtar Kelimeler:

İşe dayalı öğrenme, problem dayalı öğrenme, projeye dayalı öğrenme, yüksek öğretim, yüksek denizcilik eğitimi.

A Miscellaneous Adoption of Problem-Based, Task-Based, and Project-Based Learning in Higher Maritime Education: A Case Study at Dokuz Eylül University Maritime Faculty

While adopting a particular teaching/learning method to be practiced at higher education, the overall aim has to be taken into consideration. The prevalent view reveals that the undergraduate, when having completed higher education, is assumed to have been equipped with general intellectual abilities and perspectives; higher order thinking and higher order cognitive abilities; and intellectual transferable skills to be activated as elements providing and triggering functionality in interpersonal relations, teamwork, problem-solving, decision-making, effective communication, and leadership. It should also be kept in mind that the recent trends seem to have shifted from theory to practice, from specific to general, and from general educational aims to general transferable competencies. Particularly, since the last quarter of the 20th century, a great wealth of studies on cognitive and educational psychology has favored active and cooperative learning methods. In pursuit of more effective means of education, certain effortful investigations have pointed out that shifting from the conventional teaching methods to active learning would promote the quality of higher maritime education. As a consequence, since 2002, problem-based learning has been adopted, improved and supplemented by task-based learning and project-based learning at Dokuz Eylül University Maritime Faculty. The purpose of this study is to clarify how such a change in higher maritime education has been managed. A thorough literature review providing cognitive support to this shift is briefed in the Introduction. Each of the other sections of this study describes the learning activities practiced along with an overall evaluation, pros and cons, of the miscellaneous adoption of the three instructional methods. Although each of the mentioned three instructional methods has quite widely been adopted and implemented by many European higher educational institutions particularly since mid 20th century, implementing a combination of them in such a manner that they supplement one another could be considered to be quite a new approach. Hence, this study is believed to set a courageous example that worths a try for the other higher maritime education institutions.

Keywords:

Higher education, higher maritime education, problem-based learning, project-based learning, task-based learning.,

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