SavedAdd your journal

Journals / Erzincan Üniversitesi Eğitim Fakültesi Dergisi / 2003 / Cilt: 5 - Sayı: 1

THE EVALUATION OF THE IDEAS OF 4th AND 5th CLASS STUDENTS ON STUDENT-CENTERED SCIENCE TEACHING (ERZURUM CITY SAMPLE)

ÖĞRENCİ MERKEZLİ FEN ÖĞRETİMİ İLE İLGİLİ 4. ve 5. SINIF ÖĞRENCİLERİNİN GÖRÜŞLERİNİN DEĞERLENDİRİLMESİ (ERZURUM İL ÖRNEĞİ)

Gürbüz OCAK*
İclal OCAK
Pages
45–57
Publication Date
2003-06-01
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 study, it has been concluded that the students in general have given support to student-centered science teaching.

📌 3 Key Takeaways

🎯
Objective & Hypothesis:The primary goal of student-centered education is to help student learn by himself.
📊
Key Findings & Data:In this context, the basic purpose of this study is to evaluate the opinions and ideas of the 4th and 5th class students on science-centered education.
💡
Conclusion & Impact:At the end of the study, it has been concluded that the students in general have given support to student-centered science teaching.
🔬Design:Survey & Empirical Study
📍Scope:Comprehensive Sample
⚙️Variables:fen bilgisi · Öğrenci merkezli · eğitim

Abstract

The primary goal of student-centered education is to help student learn by himself. In this model, it is of greater importance for the student to evaluate, know himself and expres his/her ideas freely. In this context, the basic purpose of this study is to evaluate the opinions and ideas of the 4th and 5th class students on science-centered education. The data obtained by questionnaire have been evaluated by statistics. At the end of the study, it has been concluded that the students in general have given support to student-centered science teaching.

Özet

Öğrenci merkezli eğitimin en öncelikli amacı öğrencinin, kendi kendine öğrenmeyi keşfetmesine yardımcı olmaktır. Bu modelde öğrenci kendini değerlendirebilmeli, kendini yeterince tanıyabilmeli ve düşüncelerini rahatlıkla ifade edebilmelidir. Bu bağlamda yapılan bu çalışmanın en temel amacı, öğrenci merkezli fen öğretimi konusunda ilköğretim okulu 4. ve 5. sınıf öğrencilerinin görüş ve düşüncelerini değerlendirmektir. Araştırmada anket yoluyla toplanan veriler istatistiksel işlemlerle değerlendirilmiştir. Araştırmanın sonucunda, öğrencilerin genel olarak öğrenci merkezli fen öğretimini destekledikleri sonucuna ulaşılmıştır.

🔖

Cite This Article

OCAK*, G., OCAK, İ. (2003). THE EVALUATION OF THE IDEAS OF 4th AND 5th CLASS STUDENTS ON STUDENT-CENTERED SCIENCE TEACHING (ERZURUM CITY SAMPLE). Erzincan Üniversitesi Eğitim Fakültesi Dergisi, Cilt: 5 - Sayı: 1, 45–57. https://ajindex.com/articles/664221

📄 Full Text PDF Viewer

📄

PDF görüntüleyici hazırlanıyor...

References (8)

  1. Abbott, 5. and T. Ryan (1999). “Consstructing Knowledge, Reconstructing Schooling” Educational Leadership, November, 66-69.
  2. Barton, C. ve Collins, A., (1997). Portfolio Assessment: A Handbook for Educators. Dale Seymour Publications, New York. Cicmanec, K.M. ve Viecknicki, K.J., (1994). Assessing Mathematics Skills through Portfolios: Validating The Claims From Existing Literature, Educational Assessment, 2 (2), 167-178.
  3. Gussie, W.F., (1998). Assessment of The Implementation of Portfolio Assessment In The K-8 School Districts In New Jersey, Yayınlanmamış Doktora Tezi, Widener University. Haladayna, M. Thomas. (1997). Writing Test Items to Evaluate Higher Order Thinking. Viacom Campany. USA Johnson D.W. and Johnson R.T. (1999).
  4. Making cooperative Learning Work, Theory into Practice. Karasar, N.(1991) Bilimsel Araştırma Yöntemi. Ankara.
  5. Lustig, K., (1996). Portfolio Assessment: A Handbook for Middle Level Teachers, National Middle School Association, Columbus, Ohio. MEB (2004), EARGED Öğrenci Merkezli Eğitim Uygulama Modeli. Milli Eğitim Basımevi, Ankara.
  6. MEB(2003), “ÖBBS 2002 Durum Belirleme Raporu” Ankara.
  7. Norman, K.M., (1998). Investigation of The Portfolios As An Alternative Assessment Procedure. Yayınlanmamış Doktora Tezi, The University of Memphis. Ryan, P.J., (1998). Teacher Development and Use of Portfolio Assessment Strategies and The Impact On Instruction In Mathematics. Doctoral dissertation, Stanford University School of Education, Stanford, CA Weldin, D. J. ve Tumarkin, S.R., (1998). Parent Involvement: More Power in The Portfolio Process, Childhood Education, Vol. 75, Issue. 2, 90-96.
  8. Wiersma, W. (2000).Research Methods in Education: An İntroduction. Boston: Allyn and Bacon. Woolsey, K., and Bellamy, R. (1997). Science Education and Technology: Opportunities to Enhance Student Learning. The Elementary School Journal, Volume 97, Number 4, Page: 385-398. www.lifeskills4kids.com. (12 April 2002).