KUANTUM ÖĞRENME YAKLAŞIMI VE COĞRAFYA ÖĞRETİMİ

Özet

Kuantum Öğrenme, Kuantum Fiziği ile ortaya çıkan gelişmelerden yararlanılarak oluşturulan ve pek çok yeni kuramın sentezlenmiş şekli olarak değerlendirilmektedir. Kuantum Öğrenme yaklaşımı belirsizlik, olasılık ve bütünsellik ilkelerine dayanmaktadır. Kuantum Öğrenme, sonuçları kesin ve net ifadeler yerine olasılıklar ile ortaya koyar. Olaylara holistik bir bakış ile yaklaşarak olayların birbirini etkilediğini ve birbirinden ayrılmayacağını vurgulamaktadır. MEB 2004 yılında eğitimde bilim felsefesi olarak Newton yerine Kuantum Paradigmasını ve bilişselyapılandırmacı yaklaşımı dayanak olarak almış ve coğrafya dersi öğretim programlarını da bu anlayışa göre hazırlamıştır. Öğrenci, Kuantum Öğrenme Yaklaşımı ile coğrafi bilgiye ulaşıp her hangi bir coğrafi görseli farklı açılardan değerlendirme becerisi kazanmaktadır. Kuantum Öğrenme ile yapılan coğrafya öğretimi öğrenciye, karşılaşılan sorunların üstesinden gelebilme, özgür düşünme, olayları derinlemesine analiz edebilme, yaratıcılık ve esneklik becerileri kazandırabilir. Kuantum Paradigmasına göre hazırlanan coğrafya öğretim programının hedeflerini önceden kesin şekilde belirlemek güçtür ve ancak olasılıklar dikkate alınarak tespit edilebilir. Söz konusu anlayış, coğrafi olay ve sorunların, oluştuğu ortamlara ve koşullara göre değerlendirilmesini gerektirir. Öğrenci, bilgi yüklenen nesne durumundan bilgiyi üreten ve kullanan özne konumuna getirilmelidir. Öğrencilerin eleştirel düşünme becerileri ve bilimsel sorgulama yetenekleri kazanmaları sağlanmalıdır. Öğrencilerin düzenli aralıklar ile gerçek hayat problemleri ve çelişkili koşullar ile karşılaşması sağlanmalı, üstesinden gelmeleri için teşvik edilmelidirler. Öğrenme ortamı eğlenceli hale getirilerek öğrenmenin kalıcı olması sağlanmalıdır. Sonuç olarak Kuantum Öğrenme bireyin öğrendiği coğrafi bilgiyi yapılandırmasına yönelik ortam ve olanak sağlamaktadır. Bu yaklaşım, öğrencilere kazandırmaktadır. Kuantum Öğrenme, coğrafya öğretmenlerine derslerini monotonluktan kurtarıp eğlenceli bir süreç haline getirmeleri ve sınıfı iyi bir öğrenme ortamına dönüştürmeleri için fırsatlar sunmaktadır. Ancak Kuantum Teorisinin belirsizlik, görecelilik, olasılık prensiplerine dayanarak hazırlanan coğrafya dersi öğretim programı karmaşa ve nesneleri yadsımaya yol açabilir. Ayrıca bilimsel çalışmalara karşı güvensizliği ve hurafelerin coğrafya dersi öğretim program içeriğine sızmasına neden olabilir. akademik ve yaşam boyu öğrenme becerilerini Bu çalışmanın amacı, Kuantum Öğrenmenin coğrafya öğretimine etkisini değerlendirmektir. Betimsel tarama yönteminin kullanıldığı çalışmada, Kuantum Öğrenme üzerinde durulduktan sonra Kuantum Öğrenmenin, coğrafya öğretiminde kullanılmasının sağlayacağı katkılar tartışılacaktır

Abstract

Quantum Learning is assessed as the synthesized form of many new theories that are created by using quantum physics developments. The Quantum Learning Approach is based on the principles of uncertainty, probability and completeness. Quantum Learning outcomes are based on probabilities rather than definite and clear representations. It approaches events with a holistic perspective and emphasizes that the events affect each other and that they do not be separated from each other. In 2004, MEB took the Quantum Paradigm and the CognitiveConstructivist Approach as the basis of science philosophy instead of Newton, and prepared the geography curriculum according to this understanding. With the Quantum Learning Approach, the student acquires geographical knowledge and gains the ability to evaluate any geographical visuals from different angles. Teaching geography with Quantum Learning can gain students ability to overcome problems, to think freely, to analyze events in depth, creativity and flexibility. It is difficult to predict precisely the objectives of the geography teaching program prepared according to the Quantum Paradigm, but probabilities can be determined by taking into consideration. This understanding requires that geographical event and problems be assessed according to the environment and circumstances in which they occur. The student should be brought to the position of the subject who produces and uses information from the state of the information loaded object. Students should gain critical thinking skills, scientific inquiry skills. Students should be encouraged to regularly meet and face real life problems and conflicting conditions. The learning environment should be made fun and the learning should be permanent. As a result, Quantum Learning provides an environment and facility for constructing the geographical knowledge that the individual learns. This approach provides students with academic and lifelong learning skills. Quantum Learning offers geography teachers the opportunity to monotone their lessons into a fun process and transform the class into a good learning environment. However, the geography lesson curriculum, which is based on the uncertainty, relativity, probability principles of the Quantum Theory, can lead to denial of confusion and objects. In addition, insecurity against scientific work and may cause the superstitions leak into geography lesson curriculum content. The aim of the study is to evaluate the effect of Quantum Learning on teaching geography. Using the descriptive scanning method in this study, the contributions of using Quantum Learning in geography teaching will be discussed after focusing on quantum learning Quantum Learning was created benefitting from developments emerged by Quantum Physics and is regarded as a synthesized form of a great deal of new theories. Quantum Learning Approach is based on principles of uncertainty, probability and holism. Quantum Learning presents the results through probabilities rather than absolute and clear expressions. It emphasizes that events interact and they will not separate from each other, by approaching to them with a holistic look. Turkish Republic Ministry of National Education began the change works that the Ministry (MEB) characterized as ‘‘reform’’ in curricula (teaching programs) starting from primary education in 2004, by stating that quality problem encountered in the education was resulted from the education programmes which was being implemented, in particular. New programs predicate on Quantum Paradigm as philosophy of science, instead of Newton Paradigm. The fact that Newtonian approach was seen as an important factor in failure of former curricula had also an impact on making such a changing, The Newtonian science approach that analyses breaking the whole down into parts, is based on a strict causeeffect relationship and that is linear, monistic, harsh and reductive led to occur a rote learning-based, linear and teacher-centered teaching system. For solving this problem, Quantum Paradigm and CognitiveConstructivist approach were adopted, which offer individuals with an environment and opportunity to construct what they have learned, and which aim for learners to gain skills of critical thinking and of inquiring within the scientific scope what they have learned. Through Quantum Paradigm, learners will be made to evaluate events in curricula by a multiple perspective that also gives an opportunity to shades of ‘‘the grey’’ rather than a dualist perspective such as ‘‘black-white options’’ and by multiple cause-effect relationship. Thus, individuals having a mentality of inquiring, pluralist and flexible will be raised. Students acquire skills to evaluate any geographic image from different points of view, by reaching geographic information through Quantum Learning Approach. Geography teaching carried out through Quantum Learning can gain students skills to be able overcome problems encountered, to analyze events in-depth, of free-thinking, creativity and flexibility. It is difficult to predetermine certainly targets of geography lesson curriculum (teaching program) that is prepared according to Quantum Paradigm and they can be determined considering probabilities, only. The said approach requires that geographical events/phenomena and problems should be evaluated according to environments and conditions in which they occur. Students should brought from state of the object (passive) whom is loaded knowledge into state of the subject/agent (active) who generates and uses knowledge. Students should be made to acquire critical-thinking skills and scientific inquiry abilities. Also students should be made to encounter with the real lifeproblems and contradictory subjects at regular intervals, and they should be encouraged to overcome them. Being permanent of learning should be provided making the learning environment enjoyable. Adopting Quantum Learning in geography teaching will be able to make