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Bu araştırmada mesleki eğitim öğrencileri için yeni nesil öğrenme nesnesi geliştirme sürecinin modellenmesi amaçlanmıştır. Sentezlenmiş tasarım-tabanlı araştırma yöntemiyle desenlenen araştırma, iki mezo döngüde gerçekleştirilmiştir. Birinci döngüde sıralı yapılandırılan geliştirme süreci, ikinci döngüde sarmal yapıda yeniden düzenlenmiştir. Uygulama, Bilişim Teknolojileri ve Matematik öğretmenleriyle işbirliği içerisinde yapılmıştır. Araştırmaya 2018-2019 öğretim yılı Güz ve Bahar dönemlerinde, kodlama deneyimi olmayan 25 11. sınıf öğrencisi katılmıştır. Geliştirme sürecinde öğrencilerin öğrenme nesnesine yönelik kalite algı düzeyleri, Öğrenme Nesnesi Kalite Rubriği ve öğrenci görüşme formu ile değerlendirilmiştir. Araştırmanın, yeni nesil öğrenme nesnesi geliştirme sürecinin kalite düzeylerine katkı sağlamasına yönelik kapsamlı bir süreç modeli sunuyor olması nedeniyle alanyazındaki ilgili araştırmalardan ayrıldığı düşünülmektedir.
This study aims to model the process of developing the new generation of learning objects for professional education students. The research, designed by a synthesized design-based research method, was carried out in two mezo cycles. The development process, which was structured in order in the first cycle, was reorganized in the curved structure in the second cycle. The application was carried out in cooperation with the teachers of Information Technology and Mathematics. In the study 2018-2019 academic year in the Spring and Spring periods, 25 11th grade students without coding experience participated. In the development process, the levels of quality perception for the student’s learning object are assessed by the quality rubric of the learning object and the student interview form. It is believed that the research is separated from the relevant research in the field because it offers a comprehensive process model to contribute to the quality levels of the new generation of learning object development process.
In this study, it is aimed to model the development process of the new generation learning object for vocational education students. The research, which was designed with a synthesized design-based research method, was carried out in two meso cycles. The sequentially structured development process in the first cycle was rearranged in a spiral structure in the second cycle. Implementation process was carried out in collaboration with Information Technology and Mathematics teachers. 25 11th grade students without coding experience participated in the research during the Fall and Spring semesters of 2018-2019 academic year. During the development process, the students' perception of quality towards the learning object was evaluated with the Learning Object Quality Rubric and student interview form. It is believed that the research differs from the relevant studies in the literature since it provides a comprehensive process model for contributing to the quality levels of the new generation learning object development process.
Alan : Eğitim Bilimleri
Dergi Türü : Uluslararası
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