Yapılandırmacılıkta öğrenci, öğretim süreçlerinin merkezindedir. Bu yüzden yapılandırmacı öğrenme ortamı, bilginin doğrudan iletildiği mekan olmanın haricinde çok bireylerin aktif katılımlarının gerçekleştirildiği, problem çözme süreçlerinin kullanıldığı bir ortamdır. Bu araştırmada, ortaokula devam eden öğrencilerin yapılandırmacı öğrenme ortamına dair görüşlerin incelenmesi amaçlanmaktadır. Bu araştırmada altı, yedi ve sekizinci sınıflarda öğrenim görmekte olan ortaokul öğrencilerinin Sosyal Bilgiler/İnkılap Tarihi, İngilizce ve Matematik derslerde “Yapılandırmacı Öğrenme Ortamlarını Değerlendirme Ölçeği”ne verdiği yanıtlar ile öğrencilerin sınıf seviyesi, not ortalaması ve cinsiyet gibi değişkenler arasındaki ilişki betimlenmiştir. Araştırmanın çalışma grubunu, 2014-2015 eğitim-öğretim yılının ikinci döneminde Aydın ilinde bulunda bir devlet ortaokulun 6, 7 ve 8. Sınıflarına kayıtlı 120 öğrenci oluşturmaktadır. Araştırma, betimsel tarama modeline göre desenlenmiştir. Ayrıca çalışma grubu belirlenirken “basit seçkisiz örnekleme yöntemi” ile kullanılmıştır. Araştırmanın verileri, “Yapılandırmacı Öğrenme Ortamlarını Değerlendirme Ölçeği” ile toplanmıştır. Veriler, ilişkisiz örneklem t testi, tek yönlü varyans analizi, regresyon ve Pearson korelasyon analizi çözümlenmiştir. Sonuç olarak, regresyon katsayıları üzerine analizler incelendiğinde yordayıcı değişkenlerden yalnız matematik dersi için yapılandırmacı öğrenme ortamları toplam puanının başarı üzerinde anlamlı yordayıcı olduğu değişkenler ile genel başarıları arasındaki ilişkiyi tespit etmek üzere yapılan Pearson korelasyon analizi sonucunda puanlar arasında istatistiksel açıdan pozitif yönde anlamlı bir ilişki belirlenmiştir.
The student is at the center of the teaching process. Therefore, the structural learning environment is an environment in which, except where information is transmitted directly, the active participation of many individuals is carried out, the processes of problem-solving are used. This study aims to examine the views of students on the structural learning environment. This study describes the relationship between the high school students who are studying in the sixth, seventh and eighth classes and the variables between the class level, score average and gender in social information/history, English and mathematics courses. The research study group was held in Aydin province in the second period of the 2014-2015 educational year in a state high school 6, 7 and 8. There are 120 students registered in their classes. The research is designed according to the visual scan model. It was also used with the "simple non-selective sample method" when determining the work group. The data of the study was collected with the "Evaluation Scale of Building Learning Environments". The data, unrelated sampling t test, one-way variance analysis, regression and Pearson correlation analysis have been analyzed. As a result, when analyses on regression ratings are studied, the overall score of the structural learning environments for the mathematical lesson is significantly significantly significantly significantly significantly significantly significantly significantly significantly significantly significantly significantly significantly significantly significantly significantly significantly significantly significantly significantly significantly significantly significantly significantly significantly significantly significantly significantly significantly.
In the constructivist approach, the learner has an important role in the instruction process. For this reason, the constructivist classroom environment is not a place where information is transmitted, but a place where the student's active participation is provided and problems are solved. The aim of this study is to examine their views on the constructivist learning environment of secondary school students. In this study, unlike the other studies, the relationships between the answers of the 6th, 7th and 8th grade secondary school students to the scale in Mathematics, Social Studies-History of Revolution- and English courses and the variables such as gender, grade level and grade point average were described. The study group of the study consists of 120 students studying in the 6th and 8th grades of a public secondary school in Aydın in the second semester of the 2014-2015 academic year. Descriptive survey model used in the study sample is a "simple random sampling method" was selected. Research data was gathered by “Constructivist Learning Environment Assessment Scale”. Data is analyzed through frequency, percentage, mean average, standard deviation, independent samples t-test and one-way ANOVA, regression analysis, Pearson correlation decoded data analysis and Tukey HSD test to determine the source of the differences in the groups were performed. As a result of the research, in accordance with the opinions of students, The regression coefficients significance tests only mathematics from constructivist learning environment predictor variables were significant predictors of success Considering the total score; a variable significantly positively correlated with the level of statistically significant overall achievement scores between the results of the Pearson correlation analysis conducted to determine the relationship have been identified.
Alan : Eğitim Bilimleri
Dergi Türü : Uluslararası
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