SavedAdd your journal

Journals / Batı Anadolu Eğitim Bilimleri Dergisi / 2026 / Cilt: 1 Sayı: 2

Among the Children Aged Between 9–11 Effect of Violin Education Supporting Orff Schulwerk On Self –Efficacy Perceptions

9 – 11 Yaş Grubu Çocuklarda Orff Schulwerk Destekli Keman Eğitiminin Keman Çalmaya Yönelik Öz Yeterlik Algıları Üzerindeki Etkisi

S. Serkan Şeker
Sermin Bilen
Pages
112–124
Publication Date
2010-02-01
DOI
—
🏛️Bibliographic metadata and full text access for this article are provided via DergiPark.
DergiPark Record ↗
✨

AI Summary & Key Takeaways

AI Insight
⚡ TL;DR(Too Long; Didn't Read)

At the end of the research İt was understood that there is statistically important differences between the violin education which is supported by Orff Schulwerk and traditional violin education

📌 3 Key Takeaways

🎯
Objective & Hypothesis:The purpose of this research is to determine the effects of violin education which is supported by Orff Schulwerk on the Students aged between 9 – 11’ s perception of self Efficacy towards playing violin.
📊
Key Findings & Data:Experimental research design was done in Aydın Merkez Gazi Paşa Primary School with thirty six child which are divided as experimental (n=18) and control group (n=18).
💡
Conclusion & Impact:At the end of the research İt was understood that there is statistically important differences between the violin education which is supported by Orff Schulwerk and traditional violin education
🔬Design:Makale
📍Scope:2009 Verileri
⚙️Variables:Orff Schulwerk · Keman eğitimi · Öz Yeterlik

Abstract

The purpose of this research is to determine the effects of violin education which is supported by Orff Schulwerk on the Students aged between 9 – 11’ s perception of self Efficacy towards playing violin. Experimental research design was done in Aydın Merkez Gazi Paşa Primary School with thirty six child which are divided as experimental (n=18) and control group (n=18). İn this research, traditional violin education was applied both two group, violin education which is supported by Orff schulwerk was applied on experimental grup per a week. The perception of self-efficacy towards playing violin was measured by the perception of self-efficacy towards playing violin scale which was developed by Yıldırım (2009). At the end of the research İt was understood that there is statistically important differences between the violin education which is supported by Orff Schulwerk and traditional violin education

Özet

Bu araştırmanın amacı 9–11 yaş grubu çocuklarda Orff Schulwerk destekli keman eğitiminin keman çalmaya yönelik özyeterlik algıları üzerindeki etkilerini saptamaktır. Araştırma Aydın iline bağlı Merkez Gazi Paşa ilköğretim okulunda yapılmıştır. Deneysel araştırma modelinin kullanıldığı araştırma 18’i deney, 18’i kontrol olmak üzere toplam 36 denek ile yapılmıştır. Araştırmada hem deney hem de kontrol grubuna geleneksel keman eğitimi uygulanırken deney grubuna ayrıca haftada bir Orff Schulwerk ile desteklenmiş keman eğitimi uygulanmıştır. Araştırmada Yıldırım (2009:280) tarafından geliştirilen keman çalmaya yönelik öz yeterlik ölçeği kullanılmıştır. Yapılan araştırma sonucunda Orff Schulwerk ile desteklenmiş keman eğitiminin Öğrencilerin Keman çalmaya yönelik özyeterlik algıları üzerinde olumlu etkileri olduğu belirlenmiştir

🔖

Cite This Article

Şeker, S. S., Bilen, S. (2010). Among the Children Aged Between 9–11 Effect of Violin Education Supporting Orff Schulwerk On Self –Efficacy Perceptions. Batı Anadolu Eğitim Bilimleri Dergisi, Cilt: 1 Sayı: 2, 112–124. https://ajindex.com/articles/1123251

📄 Full Text PDF Viewer

📄

PDF görüntüleyici hazırlanıyor...

References (22)

  1. Bandura, A (1977). Self-efficacy: Toward a unifying Theory of Behavioral change. Psychogical Review, 84(2), 191–215.
  2. Bandura A. (1982). Self Efficacy Mechanism in Human Agency. American Psychologist, 37(2), 122–147
  3. Bilen, S. Özevin, B. ve Canakay, E (2009). Orff Destekli Etkinliklerle Müzik Eğitimi. 1. Baskı. Ankara: Sözkesen.
  4. Calissendorff, M. (2006). Understanding the learning style of pre-school children learning the violin. Music Education Research, 8(1), 83–96.
  5. Cherney, İ. The Effects of Active Learning on Student’s Memories for Course Content. Active Learning in Higher Education, 9(2), 152–171.
  6. Ciorba, C. (2006). The Creation Of A Model To Predict Jazz İmprovisation Achievement. Unpublished Doctoral Dissertation, University Of Miami.
  7. Csapo, N. ( 2007). Learning By Doing: Engaging Students Through Learner- Centered Activities. Business Communication Quarterly, 70(4), 450–475.
  8. Glover, J. ve Ward, S. (2004). Teaching music İn The Primary School (2. Baskı). Great Britain: Antony Rowe Ltd.
  9. Gaunt, H. (2007). One-to-One Tuition in a Conservatoire: The Perceptions of İnstrumental and Vocal Teachers. Psychology Of Music,36, 215. DOI: 10.1177/0305735607080827
  10. Hallam, S.(1998). Instrumental Teaching. A Practical Guide to Better Teaching a nd Learning. Oxford, Heinemann
  11. Kavaklı, A. (1992). Çocukluk Yaşlarında Büyüme ve Gelişme. İstanbul: Hilal.
  12. Köken, N. (2003) Eğitime Yeni Bakışlar. Ankara: Mikro.
  13. Marquez, E. (2001). Orff Schulwerk’in Sosyal Boyutu Üzerine Bazı Düşünceler. Orff İnfo,10, 16 – 18.
  14. Özmenteş, S. (2007). Çalgı çalışma sürecinde Öz düzenlemeli Öğrenme ile Duyuşsal Özellikler ve Performans Düzeyi İlişkileri. Yayımlanmamış Doktora Tezi, Dokuz Eylül Üniversitesi, Eğitim Bilimleri Enstitüsü
  15. Poling, A. D. ve Hupp, J. M. (2009). Active Learning Through Role Playing. College Teaching, 57, 221–226.
  16. Senemoğlu, N. (2004). Gelişim Öğrenme ve Öğretim. Ankara: Gazi Kitabevi
  17. Schunk, D.H., Zimmerman B. (2007) Influencing Children's Self-Efficacy and Self-Regulation of Reading and Writing Through Modeling. Reading and writing Quarterly,21, 7-25. DOI: 10.1080/10573560600837578
  18. Tschanen-Moran, M., Woolfolk A. H. (2001). Teacher efficacy: Capturing an Elusive Construct. Teaching and Teacher Education, 17, 783–805.
  19. Triantafyllaki, A. (2005). A Call for More Instrumental Music Teaching Research. Music Education Research, 7(3), 383–387.
  20. Yıldırım, K. (2009). Kodaly Yönteminin İlköğretim Öğrencilerinin Keman Çalma Becerisi, Öz Yeterlik Algısı Ve Keman Çalmaya İlişkin Tutumları Üzerindeki Etkisi. Yayımlanmamış Doktora Tezi, Dokuz Eylül Üniversitesi Eğitim Bilimleri Enstitüsü.
  21. Yavuzer, H. (1984). Çocuk Psikolojisi. İstanbul: Altın Kitaplar.
  22. Ciorba, C. (2006). The Creation Of A Model To Predict Jazz İmprovisation Achievement. Unpublished Doctoral Dissertation, University Of Miami.