Bilgisayar dersinde erişiye ulaşma açısından öğretmen merkezli öğrenme yöntemleri ile öğrenci merkezli öğrenme yöntemlerinin karşılaştırılması (Uygulamalı bir araştırma)
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Tarih
2008
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Cilt Başlığı
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İnönü Üniversitesi
Erişim Hakkı
info:eu-repo/semantics/openAccess
Özet
Bu araştırmada, Bilgisayar Dersinde Klavye Kullanımı konusunda Erişiye Ulaşma Açısından Öğrenci Merkezli Öğrenme Yöntemleri (Yapılandırmacı Yaklaşıma Dayalı) ile Öğretmen Merkezli Öğrenme Yöntemlerinin karşılaştırılması yapılmıştır. Araştırmada, öğrenci merkezli öğrenme yöntemlerinin uygulandığı deney grubu ile geleneksel öğretim yöntemlerinin uygulandığı kontrol grubunun bilişsel ve devinişsel alandaki öğrenme düzeyleri üzerinde anlamlı bir farklılık oluşup oluşmadığı araştırılmıştır. Bu deneysel çalışma Kahraman Maraş Andırın Ç.P.L. 9. Sınıf öğrencilerinin katılımıyla gerçekleştirilmiştir. Araştırma, 9.sınıf öğrencilerinden eşit sayıda seçilen 20'si Deney Grubu ve 20'si Kontrol Grubu olmak üzere toplam 40 öğrenci üzerinde yürütülmüştür. Araştırmada Ön Test- Son Test Kontrol Gruplu Deneysel desen kullanılmıştır. Kolmogrov- Smirnov Hipotez Testine göre araştırma verilerinin dağılımı Normal Dağılım göstermektedir. Veri toplama aracı olarak bilişsel alan davranışlarını ölçmek amacıyla 48 soruluk başarı testi, devinişsel alan becerilerini ölçmek amacıyla ise 51 soruluk gözlem formu geliştirilmiştir. Ölçme araçları deney ve kontrol grubuna uygulanmadan güvenirliliğini ölçmek amacıyla aynı sınıf düzeyinde bir başka gruba uygulanmış ve iç güvenirlilik katsayısı (Alfa güvenirliği) 0,78 olarak hesaplanmıştır. Araştırmada elde edilen veriler, SPSS İstatistik Paket Programı kullanılarak Paired Samples (t) Testi aracılığıyla analiz edilmiştir. Ön testler ve son testler analiz edilirken, bilişsel alandaki her soru için doğru cevaplar 1, yanlış cevaplar 0 olarak puanlandırılmıştır. Devinişsel alandaki her soru ise cevaplarına göre tamamen 5, kısmen 3 ve hiç 1 olarak puanlandırılmıştır. Denencelerin sınanmasında, anlamlılık düzeyi p<0.05 olarak alınmıştır. Araştırmada elde edilen bulgulara göre: 1. Deney grubu ön test puanları ile kontrol grubu ön test puanları arasında anlamlı bir farklılaşma yoktur. 2. Deney grubu son test puanları ile kontrol grubu son test puanları arasında anlamlı bir farklılaşma vardır. Farklılaşma deney grubu lehinedir. Deney grubunun aritmetik ortalaması 44,35 iken kontrol grubunun aritmetik ortalaması 21,40'dır. Bu son test puanları arasındaki farklılaşma göz önünde bulundurulduğunda erişiye ulaşma açısından öğrenci merkezli yöntemlerin daha etkili olduğu söylenebilir. 3. Bilgisayar dersinin devinişsel alanının geleneksel öğretmen merkezli öğretiminin yapıldığı kontrol grubu ön test puanları ile öğrenci merkezli öğretiminin yapıldığı deney grubunun ön test puanları arasında anlamlı bir farklılaşma saptanmamıştır. 4. Devinişsel alan deney grubu son test puanları ile kontrol grubu son test puanları arasında anlamlı bir farklılaşma vardır. Farklılaşma deney grubu lehinedir. Deney grubunun aritmetik ortalaması 235. 5 iken kontrol grubunun aritmetik ortalaması 184. 2'dir. Son Test puanları arasındaki farklılaşma göz önünde bulundurulduğunda erişiye ulaşma açısından öğrenci merkezli yöntemlerin daha etkili olduğu söylenebilir. Araştırmanın sonuçları: 1. Genel bir ifadeyle; bilgisayar dersinde, ?klavye kullanımı? konusunun bilişsel alanına ait davranışların öğrencilere kazandırılmasında ve erişiye ulaştırmada, hem öğrenci merkezli öğrenme yöntemleri hem de öğretmen merkezli öğrenme yöntemleri etkilidir. Ancak, aritmetik ortalamalar dikkate alındığında öğrenci merkezli öğrenme yöntemlerinin, bilişsel alana ait davranışları kazandırmada daha etkili olduğu görülmüştür. 2. Bilgisayar dersinde, klavye kullanımı konusunun bilişsel alanının ?bilgi, kavrama, uygulama, analiz, sentez ve değerlendirme ? basamaklarına ait davranışları öğrencilere kazandırmada hem öğrenci merkezli yöntemler hem de öğretmen merkezli yöntemler etkilidir. Ancak, yine aritmetik ortalamalar dikkate alındığında öğrenci merkezli öğrenme yöntemlerinin ?bilgi, kavrama, uygulama, analiz, sentez ve değerlendirme ? basamaklarına ait davranışları öğrencilere kazandırmada daha etkili olduğu tespit edilmiştir. 3. Bilgisayar dersinde, klavye kullanımı konusunun bilişsel alan öğretimi sürecinde, öğretmen merkezli öğrenme yönteminin uygulandığı kontrol grubundaki öğrenciler ders anlatımının veya konu öğretiminin sonunda bilgi basamağına ait davranışların bilgisine sahip olmuşlardır. Yani bilgi basamağına ait davranışları kazandırmada öğretmen merkezli öğrenme yöntemlerinin etkili olduğu tespit edilmiştir. 4. Bilgisayar dersinde, klavye kullanımı konusunun bilişsel alan ?bilgi, kavrama, uygulama, analiz, sentez ve değerlendirme ? basamaklarına ait davranışları öğrencilere kazandırmada öğretmen merkezli öğrenme yöntemlerinin etkili olduğu tespit edilmiştir. 5. Bilgisayar dersinde, klavye kullanımı konusunun bilişsel alan öğretimi sürecinde öğrenci merkezli öğrenme yönteminin uygulandığı deney grubundaki öğrenciler ders anlatımının veya konu öğretiminin sonunda bilişsel alanın ?bilgi, kavrama, uygulama, analiz? basamaklarına ait davranışların bilgisine sahip olmuşlardır. Bilgi basamağına ait davranışları kazandırmada öğrenci merkezli öğretim yöntemlerinin etkili olduğu tespit edilmiştir. Fakat bilişsel alanın sentez ve değerlendirme basamaklarında farklılaşma tespit edilmemiştir. Bunun sebebi ön testte öğrencilerin tamamının sentez ve değerlendirme basamaklarına ait sorulara cevap veremezken; son testte öğrencilerin tamamının sorulara cevap vermesi yani puanlarda farklılaşma olmamasıdır. 6. Genel bir ifadeyle; bilgisayar dersinde, ?klavye kullanımı? konusunun devinişsel alanına ait becerilerin öğrencilere kazandırılmasında ve öğrencileri erişiye ulaştırmada hem öğrenci merkezli hem de öğretmen merkezli öğrenme yöntemleri etkilidir. Ancak, aritmetik ortalamalar dikkate alındığında öğrenci merkezli öğrenme yöntemlerinin, devinişsel alana ait becerileri öğrencilere kazandırmada daha etkili olduğu tespit edilmiştir. 7. Bilgisayar dersinde, ?klavye kullanımı? konusunun devinişsel alan ?algılama, bedensel kurulma, kılavuzlayanla yapma, kendi kendine yapma, istenilen nitelikte yapma, istenilen nitelik ve sürede yapma, istenilen nitelikte, sürede ve yeterlilikte yapma, duruma uydurma ve yaratma? basamaklarına ait becerileri kazandırmada öğrenci merkezli yöntemler ile öğretmen merkezli yöntemler birbirlerine yakın bir şekilde etkili olmuşlardır. Ancak, aritmetik ortalamalar dikkate alındığında öğrenci merkezli yöntemlerin daha etkili olduğu tespit edilmiştir. 8. Bilgisayar dersinde klavye kullanımı konusunda aritmetik ortalamalar dikkate alındığında devinişsel alan becerilerinin öğrencilere kazandırılmasında, öğretmen merkezli yöntemler ile öğrenci merkezli yöntemler arasındaki aritmetik ortalama farkı, bilişsel alanın aritmetik ortalama farkından daha küçük olduğu için devinişsel alan becerilerinin kazandırılmasında etkili olan merkezli yöntemler, bilişsel alan davranışlarının kazandırılmasına göre daha etkilidir. Öğrenci merkezli öğrenme yöntemleri, bilişsel alan davranışlarının kazandırılmasına göre daha az etkilidir. Yani devinişsel alan becerilerinin kazandırılmasında öğretmen merkezli yöntemler, bilişsel alan davranışlarının kazandırılmasına göre daha etkilidir. Anahtar Kelimeler: Öğrenci Merkezli Öğrenme Öğretmen Merkezli Öğrenme Yapılandırmacılık Bilgisayar Dersi Klavye Kullanımı
In this research, In The Computer Lesson About Usage of Keyboard In The Side of Reaching Achievement, The Learning Methods Which Are Center of Learner and Teacher Were Compared. In this point of view, in the research; 1. It was researched whether there are any meaningful differences between learning level of cognitive and psychomotor fields of the experiment group in which learning methods based on learner centered are applicated , and the control group in which the conventional learning methods are applicated. This experimental study was realized with participation of kahraman maraş andırın too programmed high school students. The research was done on the 40 students which are chosenequally among 9th class students ( 20 of them belong to experiment group and 20 of them belong to control group). In research, the experimental design which is with prior and last control group was used. According to kolmogrov-smirnov?s hyphothesis test, the dipersion of datum of research was normal. As a means of collecting datum, to measure behaviours of cognitive domain, a success test which includes 48 questions was improved ,and to measure the skills of psychomotor domain, an observation test which includes 51 questions was improved. Before they had been applicated on experiment and control group, to measure reliability, two measuremen means were applicated on another group which were belong to the same class level and the interior reliability coefficient was calculated as 0,78. The datums gotten from research were analysised by using statistic package programme and by means of paired samples test. While prior and last test were being analysised, for every question of cognitive domain ,true answers were graded as 1 point,wrong answers were graded 0 point. However, for every questions of psychomotor domain,due to their answers, ?completely? was graded as 5 point, ?partly? was graded as 3 point, ?never? was graded as 1 point. While hypothesises were being tested,the meaninfulness level was taken as p<0.05. According to datums gotten from research, 1. There isn?t any meaningful difference between points of prior tests of experiment group and control group. 2. There is a meaningful difference between points of last tests of experiment and control group.this difference is in experiment group favour. The arithmetic average of experiment group is 44,35, and the arithmetic average of control group is 21,40.when the defference between points of last tests is kept in mind, about reaching achievement it can be said that learner centered methods are more efficient. 3. A meaningful difference was found between points of prior test of the control group on which the conventional teacher -centered teaching is done ,and points of prior test of experiment group on which the learner Centered teaching is done. 4. There is a meaninful difference between points of last test of control and experiment group.the difference is in experiment group?s favour. The arithmetic average of experiment group 235,5 and the arithmetic average of control group is 184,2. About achievement it can be said taht learner centered methods are more effective. The results of research, 1. With general statement, in the computer lesson, it was seen that both teacher and learner centered methods are effective to make learner reach achievement and aquire behaviours which belong to cognitive domain of keyboard usage .but, when arithmetic averages are kept in mind, it was seen that the learner centered methods are more effective to make learners acquire behaviours which belong to cognitive domain. 2. In the computer lesson, both teacher and learner centered method effective to make the learner acquire the behaviours which belong to knowledge, comprehension, application, analysis,synthesis and evaluation steps of cognitive domain about keyboard usage.but again when the arithmetic average is kept in mind, it was found that the learner centered methods are more efficient to make learners acquire behaviours which belong to knowledge, comprehension, application, analysis, synthesis and evaluation steps. 3. In the computer lesson, in the process of cognitive domain teaching, the students who are in the control group on which teacher centered method is applicated, had knowledge of behaviour which belong to knowledge step at the end of lesson or teaching of subject. So, to make them aquire behaviours which belong to knowledge step, it was found that the teacher centered method is more effective. 4. It was found that in the computer lesson the teacher centered method is more effective to make the learner acquire the behaviours which belong to knowledge, comprehension ,application, analysis, synthesis and evaluation steps of cognitive domain about keyboard usage. 5. In the computer lesson in the process of cognitive domain teaching of subject of keyboard usage, the learners of experiment group on which learner centered learning method is applicated had knowledge of behaviours which belong to knowledge, comprehension ,application, analysis,synthesis and evaluation steps. It is found that the learner centered method became efficient to make the learners acquire the behaviours of knowledge step, but on the steps of synthesis and evaluation, there are some differences. The reason of this is that while in the prior test all of students didn?t answer questions of steps of synthesis and evaluation, in the last test all of them answered the questions, so there were?t ant difference between points. 6. With a general statement, in the computer lesson, both teacher and learner centered methods are effective to make learner gain skills which belong to psychomotor domain of subject of keyboard usage. But,when the arithmetic average is kept in mind, is was found that the learner centered method is more effective to make learner gain skills of psycho-motor domain. 7. In the computer lesson, the teacher and learner centered methods became effective approximately in a same way to make students gain skills which belong to steps of perciving, be established physically,doing with guide, doing in required time and quality, doing in required time quality and sufficiency, making it adapt to situation, and creating of keyboard usage subject.but, when arithmetic average is kept in mind,it is found that learner centered methods are more effective. 8. In the computer lesson, when arithmetic averages about keyboard usage are kept in mind, to make learner acquire psychomotor skills ,as the difference of arithmetic average between learner and teacher centered methods is less than the difference of arithmetic average between cognitive domain, the learner centered teaching methods which become effective to make learner gain psycho-motor skills ,is less effective to make them gain behaviours of cognitive domain.so, to cause them gain psychomotor skills , the teacher centered methods are more effective than to make them gain behaviours of cognitive domain. Key Words: Learner Centered Methods, Teacher Centered Methods, Constructivism, Computer Lesson, Usage of Keyboard.
In this research, In The Computer Lesson About Usage of Keyboard In The Side of Reaching Achievement, The Learning Methods Which Are Center of Learner and Teacher Were Compared. In this point of view, in the research; 1. It was researched whether there are any meaningful differences between learning level of cognitive and psychomotor fields of the experiment group in which learning methods based on learner centered are applicated , and the control group in which the conventional learning methods are applicated. This experimental study was realized with participation of kahraman maraş andırın too programmed high school students. The research was done on the 40 students which are chosenequally among 9th class students ( 20 of them belong to experiment group and 20 of them belong to control group). In research, the experimental design which is with prior and last control group was used. According to kolmogrov-smirnov?s hyphothesis test, the dipersion of datum of research was normal. As a means of collecting datum, to measure behaviours of cognitive domain, a success test which includes 48 questions was improved ,and to measure the skills of psychomotor domain, an observation test which includes 51 questions was improved. Before they had been applicated on experiment and control group, to measure reliability, two measuremen means were applicated on another group which were belong to the same class level and the interior reliability coefficient was calculated as 0,78. The datums gotten from research were analysised by using statistic package programme and by means of paired samples test. While prior and last test were being analysised, for every question of cognitive domain ,true answers were graded as 1 point,wrong answers were graded 0 point. However, for every questions of psychomotor domain,due to their answers, ?completely? was graded as 5 point, ?partly? was graded as 3 point, ?never? was graded as 1 point. While hypothesises were being tested,the meaninfulness level was taken as p<0.05. According to datums gotten from research, 1. There isn?t any meaningful difference between points of prior tests of experiment group and control group. 2. There is a meaningful difference between points of last tests of experiment and control group.this difference is in experiment group favour. The arithmetic average of experiment group is 44,35, and the arithmetic average of control group is 21,40.when the defference between points of last tests is kept in mind, about reaching achievement it can be said that learner centered methods are more efficient. 3. A meaningful difference was found between points of prior test of the control group on which the conventional teacher -centered teaching is done ,and points of prior test of experiment group on which the learner Centered teaching is done. 4. There is a meaninful difference between points of last test of control and experiment group.the difference is in experiment group?s favour. The arithmetic average of experiment group 235,5 and the arithmetic average of control group is 184,2. About achievement it can be said taht learner centered methods are more effective. The results of research, 1. With general statement, in the computer lesson, it was seen that both teacher and learner centered methods are effective to make learner reach achievement and aquire behaviours which belong to cognitive domain of keyboard usage .but, when arithmetic averages are kept in mind, it was seen that the learner centered methods are more effective to make learners acquire behaviours which belong to cognitive domain. 2. In the computer lesson, both teacher and learner centered method effective to make the learner acquire the behaviours which belong to knowledge, comprehension, application, analysis,synthesis and evaluation steps of cognitive domain about keyboard usage.but again when the arithmetic average is kept in mind, it was found that the learner centered methods are more efficient to make learners acquire behaviours which belong to knowledge, comprehension, application, analysis, synthesis and evaluation steps. 3. In the computer lesson, in the process of cognitive domain teaching, the students who are in the control group on which teacher centered method is applicated, had knowledge of behaviour which belong to knowledge step at the end of lesson or teaching of subject. So, to make them aquire behaviours which belong to knowledge step, it was found that the teacher centered method is more effective. 4. It was found that in the computer lesson the teacher centered method is more effective to make the learner acquire the behaviours which belong to knowledge, comprehension ,application, analysis, synthesis and evaluation steps of cognitive domain about keyboard usage. 5. In the computer lesson in the process of cognitive domain teaching of subject of keyboard usage, the learners of experiment group on which learner centered learning method is applicated had knowledge of behaviours which belong to knowledge, comprehension ,application, analysis,synthesis and evaluation steps. It is found that the learner centered method became efficient to make the learners acquire the behaviours of knowledge step, but on the steps of synthesis and evaluation, there are some differences. The reason of this is that while in the prior test all of students didn?t answer questions of steps of synthesis and evaluation, in the last test all of them answered the questions, so there were?t ant difference between points. 6. With a general statement, in the computer lesson, both teacher and learner centered methods are effective to make learner gain skills which belong to psychomotor domain of subject of keyboard usage. But,when the arithmetic average is kept in mind, is was found that the learner centered method is more effective to make learner gain skills of psycho-motor domain. 7. In the computer lesson, the teacher and learner centered methods became effective approximately in a same way to make students gain skills which belong to steps of perciving, be established physically,doing with guide, doing in required time and quality, doing in required time quality and sufficiency, making it adapt to situation, and creating of keyboard usage subject.but, when arithmetic average is kept in mind,it is found that learner centered methods are more effective. 8. In the computer lesson, when arithmetic averages about keyboard usage are kept in mind, to make learner acquire psychomotor skills ,as the difference of arithmetic average between learner and teacher centered methods is less than the difference of arithmetic average between cognitive domain, the learner centered teaching methods which become effective to make learner gain psycho-motor skills ,is less effective to make them gain behaviours of cognitive domain.so, to cause them gain psychomotor skills , the teacher centered methods are more effective than to make them gain behaviours of cognitive domain. Key Words: Learner Centered Methods, Teacher Centered Methods, Constructivism, Computer Lesson, Usage of Keyboard.
Açıklama
Anahtar Kelimeler
Eğitim ve Öğretim, Education and Training
Kaynak
WoS Q Değeri
Scopus Q Değeri
Cilt
Sayı
Künye
Şahan, F. (2008). Bilgisayar dersinde erişiye ulaşma açısından öğretmen merkezli öğrenme yöntemleri ile öğrenci merkezli öğrenme yöntemlerinin karşılaştırılması (Uygulamalı bir araştırma). Yayımlanmış yüksek lisans tezi, İnönü Üniversitesi, Malatya.
