Sözcük Türlerinin Öğretiminde Beyin Temelli Öğrenmeye Yönelik Uygulamaların Kalıcı Öğrenme Üzerine Etkisi

Abstract

The aim of this study is to investigate the effect of brain-based learning-based practices on students' permanent learning in teaching parts of speech. In this study, a pre-test post-test control group research design was used. The study group consisted of 66 students studying in the 6th grade of Mehmet Akif Ersoy Secondary School in the city center of Trabzon. With an unbiased sampling method, one of the groups was assigned as a control group (32) other was as an experimental group (34). In the experimental group, parts of speech were processed with brainbased learning applications, whereas in the control group, they were treated with traditional methods. Applications lasted eight weeks. `Personal Information Form` (PIF) and 'Parts of Speech Achievement Test` (PSAT) were used as data collection tools. In the analysis of the data, descriptive statistical methods, ANOVA for mixed measurements, and single-factor ANOVA techniques were used. As a result of the study, a significant difference was found in favor of experimental group students in which brain-based learning-based applications were made. However, when the last test and retention test scores of the groups were examined, it was observed that the rate of forgetting in the control group was less than in the experimental group.

21. Yüzyılda Öğretmenler İçin Mesleki Gelişim

“…Researchers such as Peder (2009), Görgün (2010), Eyüp (2013), and Bulut (2014) stated in their studies that BTÖ has a positive effect on issues such as the permanence of knowledge, teaching efficiency, and student attitudes towards the course, compared to traditional Turkish teaching methods. They emphasized that the method should be applied in Turkish teaching.…”

Fen Bilimleri Öğretim Programının (2018) Beyin Temelli Öğrenme Açısından İncelenmesi

“…Caine & Caine (1991) beyin temelli öğrenmenin on iki ilkesini belirlemiştir. Beyin temelli öğrenme ile çalışılan konularda bu başlıklara dikkat etmek çalışmanın daha sağlıklı ilerlemesi açısından önemli olduğundan dolayı alan yazında çok sayıda çalışma bu ilkeye göre şekillenerek gerçekleştirilmektedir (Duman, 2015;Eyüp & Kırbaçoğlu-Kılıç, 2019;Gözüyeşil, 2012;İlkörücü & Tapan-Broutin, 2023;Odabaşı & Celkan, 2010;Oktay & Çakır, 2013;Palavan & Başar, 2014;Tosun & İlkörücü, 2023;Tutar vd., 2017;Üçüncü, & Sakız, 2019;Yaman & Emir, 2019).…”