Proje Tabanlı Öğrenme Yaklaşımının Sınıf Dışı  Uygulamalarına İlişkin Katılımcı Görüşleri

EVCİMİK>, Sare

doi:10.29129/inujgse.1232938

Cited by 1 publication

(1 citation statement)

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“…John Dewey, who argued that the most effective way of learning is by doing and experiencing with a pragmatist educational philosophy in the 20th century, stated that the plan should be studentcentered, the practice should be emphasized rather than the theory and a student-centered education approach should be designed in the teaching processes (Bender, 2005;Evcimik, 2023). It is possible to state that the foundations of problem-based learning, which is frequently used in teaching social studies, are based on learning by doing and experiencing (Baysal, 2005).…”

Section: Introductionmentioning

confidence: 99%

Sosyal Bi̇lgi̇ler Dersi̇nde Alternati̇f Bi̇r Model Kullanmak: Harezmi̇ Eği̇ti̇m Modeli̇

TOKMAK,

YILMAZ,

ŞEKER

2023

Sakarya University Journal of Education

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The Harezmi education model is a teaching model that was designed to equip students with various types of skills about various subjects or problem situations in an interdisciplinary manner. The research examined the students’ views and the effects of using the Harezmi Education Model for teaching the social studies course on the students in terms of academic achievement, permanent learning, meta-cognitive awareness. The research was carried out using the diversification of (parallel-convergent design) mixed methods. The quantitative dimension of the research was conducted using a quasi-experimental pre-test/post-test control group design. Qualitative research was carried out with case study using a holistic single case design. The study group consists of a total of 54 students studying in the seventh grade of secondary school. Quantitative research data were collected with an Academic Achievement Test and the Junior Meta cognitive Awareness Inventory (Jr.MAI). Qualitative data were collected with student interview forms, self-evaluation forms and Harezmi student activity diaries. Mann Whitney U test, Wilcoxon signed-rank test and Friedman test statistics were used for the analysis of quantitative data. Qualitative data were analyzed using descriptive and content analysis techniques. As a result of the analysis, tables were prepared, and statistical information and some student opinions were presented. It was concluded that using the Harezmi Education Model for the purpose of teaching the social studies course had a significant positive effect on the academic achievement and meta cognitive awareness of the students. However no statistically significant effect of the Harezmi Education Model could be determined on permanent learning. The students described the social studies lessons taught using the Harezmi Education Model as catchy, entertaining, surprising, and useful. In line with the results, suggestions were presented about the dissemination of the Harezmi Education Model and the implementation of the model on different courses.

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Section: Introductionmentioning

confidence: 99%