SavedAdd your journal

Journals / Erzincan Üniversitesi Eğitim Fakültesi Dergisi / 2010 / Cilt: 12 - Sayı: 1

The effect of situated learning on student academic achievement and permanent learning at social science courses

İlköğretim sosyal bilgiler dersinde durumlu öğrenmenin öğrencilerin akademik başarıları ve öğrenmenin kalıcılığı üzerine etkisi

İhsan ÜNLÜ
Pages
107–123
Publication Date
2022-10-18
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)

When the data obtained from the research were analyzed, it was observed that there was a significant difference fort he experimental group’s favor at the issue of student’s last-test scores and permanency test scores.

📌 3 Key Takeaways

🎯
Objective & Hypothesis:The resent important changes on the nature of the knowledge have also changed the mind of education.
📊
Key Findings & Data:Instruction strategies, methods and techniques designed with a student-centered perception are tried to be connected with students’ daily life activites at the same time.
💡
Conclusion & Impact:When the data obtained from the research were analyzed, it was observed that there was a significant difference fort he experimental group’s favor at the issue of student’s last-test scores and permanency test scores.
🔬Design:Modeling & Simulation
📍Scope:Comprehensive Sample
⚙️Variables:Domain Parameters

Abstract

The resent important changes on the nature of the knowledge have also changed the mind of education. These changes on education mentality have made indispensable changes, especially methodological differences. Instruction strategies, methods and techniques designed with a student-centered perception are tried to be connected with students’ daily life activites at the same time. New education mentality is named as the constructivist paradigm. At this study, the effect of situated learning modeling on student achievement and permanent knowledge acquisition at social science courses is observed from the perspective of the applicability of the constructivist education view to class environment. When the data obtained from the research were analyzed, it was observed that there was a significant difference fort he experimental group’s favor at the issue of student’s last-test scores and permanency test scores.

Özet

Bilginin doğasına yönelik olarak son yıllarda meydana gelen köklü değişimler eğitim anlayışını da revize etmiştir. Eğitim anlayışındaki bu değişimler özellikle metodolojik anlamda farklılıkları zorunlu kılmıştır. Öğrenci merkezli olarak planlanan öğretim stratejileri, yöntem ve teknikleri aynı zamanda öğrencinin günlük hayattaki yaşantıları ile de ilişkilendirilmeye çalışılmıştır. Yeni eğitim anlayışı ise yapılandırmacı paradigma olarak adlandırılmaktadır. Bu çalışmada ise; yapılandırmacı eğitim anlayışının okul ortamında uygulanabilirliğinin ortaya konulması açısından durumlu öğrenme modelinin sosyal bilgiler dersinde öğrencinin akademik başarısına ve bilginin kalıcılığına etkisi araştırılmıştır. Araştırmadan elde edilen veriler analiz edildiğinde öğrencilerin sontest puanlarında ve kalıcılık testi puanlarında deney grubu lehine anlamlı bir farklılığın olduğu tespit edilmiştir.

🔖

Cite This Article

ÜNLÜ, İ. (2022). The effect of situated learning on student academic achievement and permanent learning at social science courses. Erzincan Üniversitesi Eğitim Fakültesi Dergisi, Cilt: 12 - Sayı: 1, 107–123. https://ajindex.com/articles/505296

📄 Full Text PDF Viewer

📄

PDF görüntüleyici hazırlanıyor...

References (10)

  1. Barth, J. L. (1991), Elemantary and Junior High-Middle School Social Studies Curriculum, Activities and materials. Maryland, University Press of America, Inc. Bednar, A. K., Cunningham, D., Duffy, T. M., Perry, J. D. (1995). Theory into practice: How do we link? In G. Anglin (Ed.), instructional technology: Past, present, and future. (pp.100-112).
  2. Denver, CO: Libraries Unlimiled Brown, J., Collins, A., Duguid, P. (1989). Situated cognition and the Culture of Learning, educational Researcher, Jan/feb 32-42.
  3. Brown, A., Palincsar, A. (1989). Guided, cooperative learning and individual knowledge acquisition. In L. B. Resnick (Ed.), Knowing, learning and instruction: Essays in honor of Robert Glaser (pp. 393-451).
  4. Hillsdale, NJ: Lawrence Erlbaum. Collins, A., Brown, J. S., Newman, S. E. (1989). Cognitive apprenticeship: Teaching the crafts of reading, writing, and mathematics. In L. B. Resnick (Ed.), Knowing, learning, and instruction: Essays in honor of Robert Glaser (pp. 453-494).
  5. Hillsdale, NJ: Lawrence Erlbaum Associates. Choi, J., Hannafin, M. (1997). The Effects of Instructional Context and Reasoning Complexity on Mathematics Problem-Solving, ETR&D, 45: (3), 43-55, ISSN 1042-1629.
  6. Corry, M. (1996) Constructıvısm And Technology http://home.gwu.edu/mcorry/ corry3.htm (online erişim: 21.04.2008).
  7. Duffy, T., Cunningham, D. (1996) Constuctivism: Implications for the Design and Delivery of Instruction. In D. Jonassen (Ed.), Handbook of Research on Educational Communications and Teahnology. New York: Simon & Schuster. Göktaş, İ. (2003). Bilgisayar ve Sınıf Ortamına Dayalı Durumlu Öğrenmenin Öğrenci Başarısı, Tutum ve Transfere Etkisi. Ankara Üniversitesi, Eğitim Bilimleri Enstitüsü Doktora Tezi, Ankara.
  8. Gutek, Gerald L. (2006). Eğitimde Felsefi ve İdeolojik Yaklaşımlar. Ütopya Yayıncılık, Ankara. Çev: Nesrin Kale. Hannafin, J. M., Hannafin, M. K., Land, M. S., Oliver, K. (1997). Grounded Practice and The Design Of Constructivist Learning Environments. ETR&D, 45: (3), 101-117, ISSN 1042-1629.
  9. Herrington, J., Oliver, R. (1995). Critical characteristics of situated learning: Implications for the instructional design of multimedia. In J. Pearce & A. Ellis (Eds.) Learning with Technology, ASCILITE’95 Conference Proceedings, (pp 253- 262). Melbourne: ASCILITE. Jonassen, D.H. (1991). Objectivism versus Constructivisl11: Do we need a new philosophical paradigma? Eductional Technology, Research & Development, 39: (3),5-14.
  10. Koruna, S. M. (1997): A Cognitive Apprenticeshi