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Öğretim bilimi alanı öğretim yöntemlerinin geliştirilmesi ve anlaşılmasıyla ilgilidir. Bu disiplin alanı öğretimin daha kalıcı, daha kolay ve az zamanda gerçekleştirilmesini, öğretim sırasında motivasyonun üst düzeylerde gerçekleştirilmesini sağlamaya çalışır (Reigeluth and Stein, 1983:338).1983 yılında Reigeluth ve Merrill tarafından geliştirilen Öğretimi Ayrıntılı Sıralama Kuramının (The Elaboration Theory of Instruction) amacı da Merrill’in Öğeleri Belirleme Kuramını (Component Display Theory) makro düzeye (örneğin; ilişkili içerğin seçimi, sıralanması, sentezlenmesi ve sistematik olarak gözden geçirilmesi) yaymak, ve öğrenme ve öğretimle ilgili bilgileri bir araya getirmektir (Reigeluth and Stein, 1983:337). Diğer taraftan Reigeluth ve Stein’e göre (1983:362) Ayrıntılı Sıralama Kuramı öğrenenlere (1) içerik kontrolü, (2) öğretim stratejileri (3), ve bilişsel stratejiler (4) ile ilgili kontrol fırsatı veriR, ikinci strateji olan, adım kontrolü, ise sadece mikro düzeydedir. Bu araştırmanın genel amacı; Halk Eğitim Merkezlerinde görev yapan eğitimcilerin (usta öğreticilerin) derslerinde “Öğrenen Kontrolü Stratejini” hangi düzeyde kullandıklarının incelenmesidir. Araştırma tarama modelinde bir çalışmadır (Karasar, 2006:77). Araştırmanın çalışma evreni 2018-2019 eğitim öğretim yılı bahar döneminde Kahramanmaraş ilindeki Halk Eğitimi Merkezlerinde görev yapan eğitimciler (usta öğreticiler) olup, çalışma grubu ise; Kahramanmaraş’a bağlı Onikişubat ve Türkoğlu ilçelerindeki Halk Eğitimi Merkezlerinde görev yapan 129 eğitimcidir. Araştırmada veri toplama aracı olarak; geçerlik ve güvenirlik çalışması Kutlu (2012: 244-250) tarafından yapılan, 28 madde ve yedi boyuttan oluşan “Öğrenen Kontrolü Kullanımı Stratejisi Ölçeği” (ÖKKSÖ), verilerin analizinde ise; betimleyici istatistiksel teknikler ile Bağımsız Örneklemeler t- testi ve Tek Yönlü Varyans Analizi (ANOVA) teknikleri kullanılmıştır. Bu çalışmadaki veriler 2019 yılında toplanmıştır. Araştırma sonucunda Halk Eğitim Merkezlerinde görev yapan eğitimcilerin derslerinde genellikle ÖKS’yi kullandıkları, özellikle de ilgili ölçeğin alt boyutlarından olan; “Bireysel Öğrenme Sorumluluğu Kontrolü (BÖSK) ve Öğrenme Stratejilerinin Belirlenmesi (ÖSB) boyutlarına; “Her Zaman”, Karar Verme Becerilerini Kontrol (KVBK) ile İçerik Kontrolü (İK) boyutlarına ise “Sık Sık” yer verdikleri görülmüştür. Eğitimcilerin derslerde ÖKS’yi kullanmalarında; “Branşlarına” göre bazı farklılıklar olduğu belirlenirken, “Öğrenim Durumlarına” ve “Hizmet Sürelerine” göre ise, herhangi bir farklılığın olmadığı görülmüştür.
The field of teaching science concerns the development and understanding of teaching methods. This field of discipline seeks to ensure that teaching is more durable, easier and less timely, the motivation is achieved at the highest levels during teaching (Reigeluth and Stein, 1983:338).The purpose of the Teory of Elaboration of Instruction, developed by Reigeluth and Merrill in 1983, is to spread the Teory of Component Display (Component Display Theory) to the macro level (e.g., the selection, classification, synthesis and systematic review of related content) and to gather information about learning and teaching (Reigeluth and Stein, 1983:337). On the other hand, according to Reigeluth and Stein (1983:362) Detailed ranking theory for those who learn (1) content control, (2) teaching strategies (3), and cognitive strategies (4), the opportunity to control the dataR, the second strategy, step control, is only micro-level. The general purpose of this research is to study the level of "learning control strategy" used by educators in the public education centers in their courses. Research is a study on the scan model (Karasar, 2006:77). The work universe of the research is educators (outer teachers) who work in the public education centers in Kahramanmaraş in the spring period of the 2018-2019 educational year, and the work group is 129 educators who work in the public education centers in the districts of Onikişubat and Turkoğlu in Kahramanmaraş. As a data collection tool in the study; validity and reliability study conducted by Kutlu (2012: 244-250) consisting of 28 articles and seven dimensions of the "Student Control Use Strategy Scale" (ECD), while in the analysis of the data; illustrative statistical techniques and independent samples have been used T-Test and One Direction Variance Analysis (ANOVA) techniques. The data in this study was collected in 2019. The study found that educators who work in public education centers often use the OCS in their classes, especially from the lower dimensions of the relevant scale; "Individual Learning Responsibility Control (OCS) and Learning Strategies Determination (OCS) dimensions; "Always", "Control" and "Content Control" dimensions, and "Frequently" dimensions. When educators use the OKS in classes; it is determined that there are some differences according to their "Branches", while according to "Study Conditions" and "Service Periods", there is no difference.
As Reigeluth and Stein (1983:338) believe that when considering the instructional science, it is related to understanding and enlarging methods of instructions so that those methods can be made more effective, more efficient and appealing. In 1983, Developed by Reigeluth-Merill, The Elaboration Theory of Instruction’s main purpose is to extend in Merrill’s Component Display Theory (CDT) to the macro level (i.e. to such concerns as selection, sequencing, synthesizing, and systematic review of related ideas) in other words, its purpose is to integrate as much as possible of our current knowledge about learning and istruction on the on the macro level (Reigeluth and Stein, 1983:337). On the other hand, according to Reigeluth and Stein (1983:362) the elaboration theory affords possibilities for learner control over the selection of content (1), instructional-strategy component (3), and cognitive strategies (4), the second category, pace, is only controllable at the micro level) The general purpose of this research is to determine the level of ‘’Learner Control Strategy’’ used by educators (master trainers) working in Public Education Centers in their courses.This research is designed as a descriptive study is survey model (Karasar, 2006:77). The participitans of the research was formed; In the 2018-2019 academic year, from 129 educators working in Onikişubat and Türkoğlu districts in Kahramanmaraş. As data collection tool; “Learner Control Use Strategy Scale’’ The Validity and Reliability of which conducted by Kutlu (2012:244-250) and which consists of 28 items and seven dimensions was used; to analyze the data Arithmetic Mean, Standard Deviation, Independent Groups t-test and One Way Analysis of Variance (ANOVA) techniques were used. Data in this study were collected in 2019As a result of the research, the educators working in Public Education Centers generally use LCS in their courses, especially the sub-dimensions of the related scale; “Individual Learning Responsibility Control (ILRC) and Determination of Learning Strategies (DLS)“ Always ”, Decision Making Skills Control (DMSC) and Content Control (CC) dimensions were“ Frequent ”. According to the “Branches” there were some differences,“ but, Education Status ”and“ Duration of Service of the trainers it was observed that there was no difference in the use of LCS.
Field : Eğitim Bilimleri; Filoloji; Güzel Sanatlar; Hukuk; İlahiyat; Sosyal, Beşeri ve İdari Bilimler; Spor Bilimleri
Journal Type : Uluslararası
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