In this article, the importance of active learning is highlighted, the necessityof using it in classes of young and older students is stressed.Especially in teacher training institutions , it’s stated that making the teacher trainees gain active learning experience will increase the frequency of using active learning techniques in their future classes
📌 3 Key Takeaways
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Objective & Hypothesis:In this article, the importance of active learning is highlighted, the necessityof using it in classes of young and older students is stressed.Especially in teacher training institutions , it’s stated that making the teacher trainees gain active learning experience will increase the frequency of using active learning techniques in their future classes
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Key Findings & Data:In this article, the importance of active learning is highlighted, the necessityof using it in classes of young and older students is stressed.Especially in teacher training institutions , it’s stated that making the teacher trainees gain active learning experience will increase the frequency of using active learning techniques in their future classes
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Conclusion & Impact:In this article, the importance of active learning is highlighted, the necessityof using it in classes of young and older students is stressed.Especially in teacher training institutions , it’s stated that making the teacher trainees gain active learning experience will increase the frequency of using active learning techniques in their future classes
🔬Design:Makale
📍Scope:Comprehensive Sample
⚙️Variables:Aktif Öğrenme · Öğretmen Eğitimi · Öğretim
Abstract
In this article, the importance of active learning is highlighted, the necessityof using it in classes of young and older students is stressed.Especially in teacher training institutions , it’s stated that making the teacher trainees gain active learning experience will increase the frequency of using active learning techniques in their future classes
Özet
Bu makalede, aktif öğrenmenin önemi üzerinde durulmuş, küçük ve büyük öğrencilerin sınıflarında kullanılması gerektiği vurgulanmıştır. Özellikle öğretmen yetiştiren kurumlarda öğretmen adaylarına aktif öğrenme deneyimi kazandırmanın onların gelecekteki sınıflarında aktif öğrenme yöntemlerini kullanma sıklığını arttıracağı ifade edilmiştir.
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Acar,E. Filiz., 1999, İlköğretimde Sınıf İçi İletişimin Etkileşim Analizi Yöntemiyle Değerlendirilmesi. Yayınlanmamış Yüksek Lisans Tezi
Ankara Üniversitesi, Sosyal Bilimler Enstitüsü, Ankara.
Bonwell,C.C and Eison, J., 1991, Active Learning: Creating Excitement in The Classroom. Eric Digest.
Bonwell,C.C and Sutherland,T.E.(Ed)., 1996, Using Active Learning in College: A Range of Optionsfor Faculty.San Francisco: Jossey-Bass Publishers.
Carr, A., D, Jonassen,M, Litzinger ve R, Marra, 1998, “Good Ideas to Educational Revoluation: The Role of Systemic Change in Advancing Situated Learning, Constructivism and Feminist Pedagogy” Educational Technology V.38, n.1, Jan-Feb: 5-15.
Gömleksiz, M., 1993,.Kubaşık Öğrenme Yöntemi İle Geleneksel Yöntemin Demokratik Tutumlar ve Öğrenci Başarısına Etkisi. Yayınlanmamış Doktora Tezi. Çukurova Üniversitesi Sosyal Bilimler Enstitüsü.Adana
Gözütok,F.D.,1988,ÖğretmenEğitiminde Meslek Formasyonu Öğretiminin Öğretim Elemanı Davranışlarına Yansıması. Yayınlanmamış doktora tezi. Ankara Üniversitesi Sosyal Bilimler Enstitüsü.Ankara.
Gür, H., 1998, Matematik Öğretmen Adayının “Aktif Öğrenme” Metodunu Kullanarak Matematiği Öğretmeyi Öğrenmesi. http//www.yok.gov.tr./ egfak/ hgur.html.(29.3.2004)
Gürşimşek,I., 1998, “Öğretmen Eğitiminde Yeni Yaklaşımlar”. Hacettepe Üniversitesi Dergisi 14:25-28.
Harmin, M. 1994, Inspiring Active Learning: A Handbook For Teachers. Alexandria,Virginia: ASCD.
Lubbers. C.A and Gorcyca,D.A.,1997, “Using Active Learning in Public Relations Instructions: Demographic Predictors of Faculty Use”. Public Relations Rewiev. V.23, N.1:67-80.
Modell, Harold I., 1996, “Preparing Students To Participate In An Active Learning Environment”. Advances Phsiology Education V.15,N.1:69-77.
Perkins, D., 1999, The Many Faces of Constructivism. Educational Leadership, November.
Silberman, M., 1996, Active Learning:101 Strategies to Teach Any Subject. Massachusetts: Allyn and Bacon.
Simons, P.R.J., 1997, “Definitions and Therories Active Learning”.
Stern,D.and Huber,G.L.(Ed). Active Learning for Students and Teachers: Report From Eight Countries. Paris: OECD.
Taşpınar, M., 1998, “Modüler Öğretim Yönteminin Öğrenci Başarısına Etkisi”. Eğitim ve Bilim. Cilt.22,Sayı.108.
Ward, D.R and Tiessen, E. L., 1997, Adding Educational Value To The Web: Active Learning with Alive Pages. Educational Technology/September-October.
Bonwell,C.C and Eison, J., 1991, Active Learning: Creating Excitement in The Classroom. Eric Digest.
Bonwell,C.C and Sutherland,T.E.(Ed)., 1996, Using Active Learning in College: A Range of Optionsfor Faculty.San Francisco: Jossey-Bass Publishers.
Carr, A., D, Jonassen,M, Litzinger ve R, Marra, 1998, “Good Ideas to Educational Revoluation: The Role of Systemic Change in Advancing Situated Learning, Constructivism and Feminist Pedagogy” Educational Technology V.38, n.1, Jan-Feb: 5-15.
Demirel, Ö. ve Ün,K., 1987, Eğitim Terimleri. Şafak Matbaası. Ankara.
Gömleksiz, M., 1993,.Kubaşık Öğrenme Yöntemi İle Geleneksel Yöntemin Demokratik Tutumlar ve Öğrenci Başarısına Etkisi. Yayınlanmamış Doktora Tezi. Çukurova Üniversitesi Sosyal Bilimler Enstitüsü.Adana
Lubbers. C.A and Gorcyca,D.A.,1997, “Using Active Learning in Public Relations Instructions: Demographic Predictors of Faculty Use”. Public Relations Rewiev. V.23, N.1:67-80.