Öğrenme Ortamlarının Fiziksel Düzeni

An Investigation of Teacher Candidates' Perceptions About Physical Dimension of Classroom Management

“…In this context, it was determined that the teachers who prefer traditional seating arrangement limit the group work and the interaction between the students by taking the importance of teacher and the presentation into prominence. In contrast with this, it was revealed that the teacher who gives importance to the collaboration and the interaction between the students preferred group, single-group ("U" or "V") or flexible seating arrangement (Hand, 2014;Isik, 2004;Sahin, 2009;Weinstein & Mignano, 2007). It was specified that the teacher candidates mentioned desks and tables for one person that allows an individual seating arrangement only a little.…”

“…Consequently, a classroom size in which every student can participate in the lesson at the highest level and effective teaching can be realized is important (Isik, 2004) Another variable which is mentioned by the teacher candidates a little was noise. The teacher candidates' opinions about the variable of noise coincide with the related literature (Celep, 2008;Tabancali, 2007;Tayfur & Celikten, 2008).…”

“…The heat between 17 and 23 °C is considered as normal. The individuals can study and produce effectively in these temperatures (Aydin, 2008;Isik, 2004). The teacher candidates underlined that both the classrooms which they observed and their dream classrooms were heated and cooled by air-conditioning and the heat was appropriate for education.…”

Din Kültürü ve Ahlak Bilgisi Öğretmenlerinin Branş Dersliği Uygulamasına İlişkin Görüşleri

“…Öğretim ortamlarının uygun bir fiziksel düzene sahip olmasının öğrencilerin daha kolay öğrenmesini sağlama, onları fiziksel olarak rahat ettirme ve derse karşı motive etme işlevi bulunmalıdır. 54 Sever, dil dersliği öğretim ortamında kitaplık, televizyon, kamera, ses sistemi, seslendirilmiş şiir, kısa öykü, karikatür, özgün resimler, kısa filmler vb. araç ve gereçler bulunması gerektiğini belirtmiştir.…”

Okulların Fiziksel Donanım Yeterliliğinin Müzik, Beden ve Doğa Zekâ Alanları Açısından İncelenmesi

“…A school's fundamental physical infrastructure underlying its instructional space is composed of classrooms, laboratories, workshops, meeting rooms, gym, canteens, musical rooms, library, cafeterias, infirmary, hobby gardens, etc. (Akbaba & Turhan, 2016;Dinç & Onat, 2002;Işık, 2004;Maxwell, 2016).…”