İlköğretim kurumlarında uygulanan yapılandırmacı öğrenme kuramı
Küçük Resim Yok
Tarih
2006
Yazarlar
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Yayıncı
İstanbul Beykent Üniversitesi
Erişim Hakkı
info:eu-repo/semantics/openAccess
Özet
Epistemolojik bir teori olarak yapılandırmacılık, doğrudan öğretme ile değil, bilgi ile ilgilidir. Biz bilgiye iliskin bu teoriden öğrenmeye iliskin mantıki çıkarımlarda bulunuruz. Öğrenmeye ilisin düsüncelerimizden de öğretmeye iliskin çıkarımlarda bulunur ve düsünceler üretiriz. Yapılandırmacı yaklasım ?öğretme?nin nasıl yapılacağının açıklanması yerine, ?öğrenme?nin nasıl gerçeklestiğini açıklamaya odaklanır. Bilginin doğasına ait kabullenmelerin değismesiyle birlikte ortaya çıkmıs, felsefi temelleri olan ve eğitime uygulanmıs olan bir yaklasımdır. Yapılandırmacılığa göre öğrenenden bağımsız olan bir bilgi yoktur. Birey bilgiyi öznel olarak olusturur. Bilgi bireylere aktarılmaz, yani kisinin bilgisi o kisiye ait anlamlar tasır. Yapılandırmacılık, bir bilgi kuramı olmakla birlikte öğrenmeye ait çıkarımlarda bulunması nedeniyle öğrenme kuramı olarak ta kabul edilir. Bu kurama göre öğrenme, bireyin zihninde olusan bir iç süreçtir ve deneyimden anlam olusturmayla eslestirilen bir kuramdır. Öğrenme bilgilerin bireye aktarılması yoluyla değil, bireyin önceki bilgileri ile yeni öğrendikleri arasında bağ kurması ve bilgileri anlamlandırması yoluyla gerçeklesir. Birey öğrenme sürecinde bilgiyi yapılandıran, kendi öğrenmesinden sorumlu olan kisidir. Yani öğrenme sürecinde aktif role sahiptir. Öğretmen ise öğrencinin bilgiyi yapılandırmasında öğrenciye yardımcı olan, yol gösteren kisi konumundadır. Bu yönüyle yapılandırmacı öğrenme yaklasımı, bilgiyi aktarmaya dayalı olan geleneksel öğrenme yaklasımından ve uygulamalarından radikal bir sekilde ayrılır. ?lköğretim kurumlarında yapılandırmacı görüsün uygulanması, ancak bu görüsün tanınması, özelliklerinin bilinmesi ve bu görüse uygun ortamlar sağlanması ile doğru sonuçlar verebilir. Yapılandırmacı öğrenme uygulamalarında öğrenme-öğretme süreçleri, bu sürece yön veren öğretmen, öğrenci rolleri ile ilgili arastırmaların bu kurama ısık tutacağı ve verimli sonuçlar vereceği kanaatini tasımaktayım.
As an Epistemologic theory, constructivism approach is related to not directly teaching but the knowledge. We infer logically from this theory that is related to the knowledge. We reach the inferences, belong to teaching based on thoughts that is related to learning, and produce thoughts. Constructivist approach, inspite of explaining how the teaching is performed, focuses on explaining how the learning occurs. It is an approach, that happens by changing the accepting which is related to the nature of the knowledge, has the philosophical bases and is applied to the education. According to constructivism there is no knowledge that is free from the learner. The learner forms the knowledge subjektively. The knowledge cannot be transferred to the individuals, i.e, the knowledge of person has the meanings that belong to him. Constructivism is not only a knowledge theory but also is a learning theory since it has the inferences that belong to the learning. According to this theory the learning is an internal process occurs in mind and is a theory that is matched to the experience by meaning. The learning does not occur by transfering the knowledge to the person connects his new knowledge with his old knowledge and happens that the person gives the meaning to his knowledge. The person is sameone who constructs the knowledge in learning process and is responsible to his learning. In other words the individual has on active role in learning process. On the other hand teacher is a hepler and a guide for the learner while the learner is constructing the knowledge. By the way the constructive approach distinguishes radically from the traditional approach, that deperds on transfering the knowledge, and its applications. In Primary Schools it is possible to reach the correct results only through recognizing the constructive theory, knowing its features and supplying sui table places to this theory. I suppose that in the applications of the constructive learning the learning-teaching process, the investigation of the role of teacher who guides this process and the role of the student throw light on this theory and cause the effective results.
As an Epistemologic theory, constructivism approach is related to not directly teaching but the knowledge. We infer logically from this theory that is related to the knowledge. We reach the inferences, belong to teaching based on thoughts that is related to learning, and produce thoughts. Constructivist approach, inspite of explaining how the teaching is performed, focuses on explaining how the learning occurs. It is an approach, that happens by changing the accepting which is related to the nature of the knowledge, has the philosophical bases and is applied to the education. According to constructivism there is no knowledge that is free from the learner. The learner forms the knowledge subjektively. The knowledge cannot be transferred to the individuals, i.e, the knowledge of person has the meanings that belong to him. Constructivism is not only a knowledge theory but also is a learning theory since it has the inferences that belong to the learning. According to this theory the learning is an internal process occurs in mind and is a theory that is matched to the experience by meaning. The learning does not occur by transfering the knowledge to the person connects his new knowledge with his old knowledge and happens that the person gives the meaning to his knowledge. The person is sameone who constructs the knowledge in learning process and is responsible to his learning. In other words the individual has on active role in learning process. On the other hand teacher is a hepler and a guide for the learner while the learner is constructing the knowledge. By the way the constructive approach distinguishes radically from the traditional approach, that deperds on transfering the knowledge, and its applications. In Primary Schools it is possible to reach the correct results only through recognizing the constructive theory, knowing its features and supplying sui table places to this theory. I suppose that in the applications of the constructive learning the learning-teaching process, the investigation of the role of teacher who guides this process and the role of the student throw light on this theory and cause the effective results.
Açıklama
Anahtar Kelimeler
Eğitim ve Öğretim, Education and Training, ?lköğretim Kurumu, Yapılandırmacılık, Yapılandırmacı Öğrenme Kuramı., Primary First Education Institution, Constructivisim, Constructivist learning theory.
