Abstract:

There are two basic objects of the educational systems that aim to change the individual’s cognitive, sensual and psycho-motor behavior through his own life in the desired direction and permanent trace. These subjects respond to the "learning" subject of education that relates to learners and the "learning" subject that relates to teachers. It is of great importance that the theoretical substructs of education are based on teaching models in which they are valid and reliable in order to the general and distant objectives of education. The teaching model can be defined as the determination of the conditions under which the learning objectives that are likely to be achieved and the methods that will best provide these conditions. There are many teaching models that are included in the field and affect the educational systems. One of these models is the "Teaching Conditions Model" developed by Gagne. The model of teaching situations has taken advantage of behavioral, cognitive and knowledge processing models and has synthesized the most general characteristics of these models in a way. Most of the sources in the field are not included in the model of educational situations; in the founding sources the theoretical foundations of the model are considered superficially. On the other hand, the number of research on the effectiveness of this model tested or related to the model is quite small in our country. The model of teaching conditions consists essentially of three main components, including learning stages, learning categories (diversity-types-hierarchies) and learning products (output). The information related to the model of teaching conditions in the resources achieved in this study with the character of compilation is compiled, gathered, theoretical (curricular) foundations and basic components (learning stages, learning categories and learning products) in a whole, clearly and in detail described as "learning conditions model teacher manual". In this regard, it is hoped that the work will contribute to both the scope and the teaching-learning process's main subject in the practice.

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