Bilgisayar ve sınıf ortamına dayalı durumlu öğrenmenin öğrenci başarısı, tutum ve transfere etkisi
Özet
This research was conducted in order to determine the effect of application of the situated learning which forms a part of the constructive learning approach, in classroom setting and computer setting on student success, attitude and transfer of the knowledge learned. 2x5 mixed pattern was basically applied during the process of collection of data required for the research. In order to find out students' opinions regarding the approach, qualitative data obtained from open-ended questions posed to the students were used. Situations needed for the situated learning approach to be applied in computer medium and classroom setting in order to attain the objectives of the research were shot by video cameras at different primary education schools in Ankara. Two separate attitude scales were developed in order to determine the effects of the experimental process applied in two different settings on the attitudes towards the content presented and the approach implemented. Cronbach Alpha coefficient was calculated.94 for scale toward content. Cronbach Alpha internal consistency coefficient for the attitude-based scale was.92 related to the type of the medium where in the situated learning approach was implemented. The research was applied on 48 students from Computer Education and Instructional Technologies Department at Ankara University Faculty of VIMEducational Sciences (AUEBF) and at Gazi University Faculty of Education (GUEF) who are in their junior and took the course called "Special Teaching Methods I" given in spring term. Before proceeding to application of the experimental process, training session was administered. In both settings, the students, who would take part in the experimental process, were selected by taking their sex, dominant learning styles and OSYS points. Furthermore, those variables were taken into consideration within the working groups set up within each group. In order to determine preliminary knowledge of the students prior to the experimental process, the students were assigned various learning tasks after watching a situation obtained from real classroom setting. Then, the experimental process started. During the experimental process, each student was issued individual and weekly work sheets and reflection sheets to be completed in connection with the task he or she was assigned. In addition, weekly group work sheet and reflection work sheet were issued in order to support group works. The students were also provided with references to support them during the experimental process. In addition, expert support was provided. The experimental process lasted three weeks. A final test was conducted after completion of the experimental process and the students took a transfer test, which focused on another situation, one week later. A follow-up test was conducted four weeks after completion of the experimental process. All the tests taken by the students were made up of open-ended questions. The objective was to find out the students' opinions about the experiment they participated in two separate settings by means of open-ended questions. The data collected in connection with the experimental part of the research were analyzed by using Friedman test, ANCOVA and t test. Subject opinions related to the application, which were obtained as a result of the IXresearch, were analyzed and sub-themes were identified. They were interpreted based on frequency (f) and percentages (%). This research was completed in 92 weeks between May 2000 and March 2003. As a result of this research, it was found that situated learning approach was increased the success in both cases. However, the success level in classroom setting was significantly more than in computer setting. Success points getting from mid-term, which were applied to both groups, were significantly better for the classroom setting. It was also found that learning and transfer level were higher in computer medium than classroom setting. On the other hand, retention of learned knowledge in classroom setting was significantly declined according to post-test results. Transferability of the knowledge learned in classroom setting was effected positively. It was indicated that the attitudes of the students participated in both media was high and there was no significant difference between groups. In general, ideas of the groups according to application match.