Abstract
Deneyimsel Öğrenme Kuramının en önemli ilkesi, “öğrenme halihazırda edinilen deneyimlerin sonucudur” ve “tecrübelerin dönüştürülerek bilginin yaratıldığı bir süreç” biçiminde ifade edilmektedir (Kolb, 2000). Bu yaklaşıma dayanarak farklı türde okullarda görev yapan öğretmenlerin deneyimsel öğrenmeye yönelik görüşlerinin incelenmesi bu araştırmanın temel amacıdır. Araştırma kapsamında 2019-2020 Eğitim Öğretim yılında farklı branşlarda ve farklı türde okullarda (Anadolu Lisesi, Fen Lisesi, Meslek Lisesi, İmam Hatip Lisesi, Bilim ve Sanat Merkezi, Güzel Sanatlar Lisesi, Spor Lisesi) görev yapan öğretmenlere altı soruluk görüşme formu elektronik ortamda iletilmiştir. Araştırmanın çalışma grubu 36 öğretmenden oluşmaktadır. Çalışma grubu amaçlı örneklem yöntemlerinden maksimum çeşitlilik tekniğiyle belirlenmiştir. Araştırma, nitel araştırma yöntemlerinden içerik analizi tekniği ile yürütülmüştür. Araştırmada elde edilen verilere dayanarak ulaşılan sonuçlara göre araştırmaya katılan öğretmenlerden Bilim ve Sanat Merkezi’nde görev yapan bir öğretmen haricinde tüm okul türlerinde görev yapan öğretmenler aldıkları eğitimin teoride kaldığı, uygulamaya dönüştüremediklerini belirtmiştir. Katılımcıların % 58.33’ü öğrenme döngüsünün aktif deneyim, % 16.66’sı yansıtıcı gözlem, %19.44’ü somut deneyim ve %5.55’i soyut kavramsallaştırma aşamalarının kendileri için daha önemli olduğunu belirtmişlerdir. Öğretmenler, katıldıkları mesleki gelişim faaliyetlerinin eğitim ortamlarında uygulamaya yönelik olabilmesi için teknolojik donanımlı sınıfların, maddi koşulların hazırlanması ve eğitimin planlamasının gerekli olduğunu ifade etmişlerdir. Mevcut araştırma sonuçlarına göre öğretmenlerin mesleki gelişimlerinin kalıcılığı ve sürdürülebilirliğinin sağlanması için öğretim ortamlarının iyileştirilmesi, teknolojik donanımın sağlanması ve eğitim ihtiyaçlarının planlanması gibi önerilerde bulunulabilir.
References
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- Kolb, D. A. (2000). Facilitator’s guide to learning. Hay Resources Direct.
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- Marshall, C., & Rossman, G. B. (2006). Designing qualitative research. Thousands Oaks. CA: SAGE Publications, Inc.
- McDonald, B. (2020). Improving Teaching and Learning through Experiential Learning: ISBN: 978-1-5275-4384-3. Cambridge Scholars Publishing, UK.
- Özdemir, S. M. (2013). Exploring the Turkish Teachers' Professional Development Experiences and Their Needs for Professional Development. Online Submission, 3(4), 250-264.
- Patton, M. Q. (2014). Nitel araştırma ve değerlendirme Yöntemleri. (M. Bütün ve S. B. Demir, çev.). Ankara: Pegem Akademi.
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Abstract
The most important principle of experiential learning is learning is the result of already acquired experiences and the process of transforming experience to create knowledge (Kolb, 2000). According to this approach, the main aim of this research is to examine the teachers’ opinions working at different types of schools. The interview form was sent online to the teachers of different branches at different types of schools (Anatolian High School, Science High School, Vocational High School, Religious (Imam Hatip) High School, Science and Arts Center, Fine Arts High School, Sport HighSchool) in 2019-2020 academic year. The study group consists of 36 teachers who participated in the research voluntarily. The participants were selected through a maximum variety sampling method which is among purposeful sampling methods used to study three different school environments. Content analysis methods were used to analyze the data. According to the research results, all the participants stated that they cannot transform the knowledge they gained in inservice trainings into practice except one Science and Arts Center teacher. 58.33% of the participants stated that active experimentation, 16.66% stated reflective observation, 19.44% stated concrete experience, and 5.55% stated abstract conceptualization is much more important for them. Teachers explained that the technological equipped classrooms, financial conditions, and educational planning should be prepared. Additionally, the permanence and sustainability of teachers’ professional development, classroom conditions should be improved, educational needs should be planned.
References
- Abdulwahed, M., Nagy, Z. K. (2009). Applying Kolb’s experiential learning cycle for laboratory education. Journal of Engineering Education, 98(3), 283–294. http://search.proquest.com/docview/217954663?accountid=4117.
- Andresen, L., Boud, D., and Cohen, R. (2000). Experience-based learning. Sydney: Allen and Unwin.
- Baker, W. L. (1998). Training Transfer in Outdoor Experiential Learning: A Case Study of Two American Corporations, The University of New Mexico, Doktora Tezi, Albuquerque, New Mexico.
- Balachandra L. (2004). Experiential Learning Programs: An Analysis and Review, Chicago University, Yüksek Lisans Tezi.
- Bubb, S., & Earley, P. (2007). Leading & managing continuing professional development: Developing people, developing schools. Sage.
- Creswell, J. W. (2015). A Concise Introduction to Mixed Methods Research. Thousand Oaks, CA: SAGE Publications.
- Denzin, N. K., and Lincoln, Y. S. (2005). Introduction: The Discipline and Practice of Qualitative Research. In. N. K. Denzin ve Y. S. Lincoln (Ed.). The Sage Handbook of Qualitative Research (3rd). (s. 1-32). Thousands Oaks, CA: SAGE Publications, Inc.
- Gibbs, G. (1988). Learning by doing: a guide to teaching and learning methods. London: Further Education Unit. http://www2.glos.ac.uk/gdn/gibbs/ch2.htm.
- Hancock, D.R. ve Algozzine, B. (2006). Doing case study research: a practical guide for beginners researchers. New York: Teachers College.
- Harden, S. M., Allen, K. C., Chau, C. N., Parks, S. L., ve Zanko, A. L. (2012). Experiential learning in graduate education: Development, delivery, and analysis of an evidence-based intervention. Creative Education, 3, 649–657.
- Healey, M., Jenkins, A. (2000). Kolb’s experimental learning theory and its application in geography in higher education. Journal of Geography, 99(5),185-195.
- Hein, T.L., Bundy, D.D. (2000). Teaching to students’ learning styles: Approaches that work. Frontiers in Education Conference. San Juan, Puerto Rico.
- Higher Education Quality Council of Ontario (HEQCO). (2016). A practical guide for work-integrated learning: Effective practices to enhance the educational quality of structured work experiences offered through colleges and universities. Toronto: http://www.heqco.ca/SiteCollectionDocuments/HEQCO_WIL_Guide_ENG_ACC.pdf.
- Kleine, P. F., & Wood, F. H. (1989). Staff development research and rural schools: A critical appraisal.Journal of Research in Rural Education. 6 (1), 13-18.)
- Kolb, D. A. (2000). Facilitator’s guide to learning. Hay Resources Direct.
- Kolb, A. Y., Kolb, D. A. (2017). The experiential educator: Principles and practices of experiential learning, EBLS Press, Kaunakakai, HI. Kolb, A., Kolb, D. (2018). Eight important things to know about the experiential learning cycle. Australian Educational Leader, 40(3). https://learningfromexperience.com/downloads/research-library/eight-importantthings-to-know-about-the-experiential-learning-cycle.pdf
- Marshall, C., & Rossman, G. B. (2006). Designing qualitative research. Thousands Oaks. CA: SAGE Publications, Inc.
- McDonald, B. (2020). Improving Teaching and Learning through Experiential Learning: ISBN: 978-1-5275-4384-3. Cambridge Scholars Publishing, UK.
- Özdemir, S. M. (2013). Exploring the Turkish Teachers' Professional Development Experiences and Their Needs for Professional Development. Online Submission, 3(4), 250-264.
- Patton, M. Q. (2014). Nitel araştırma ve değerlendirme Yöntemleri. (M. Bütün ve S. B. Demir, çev.). Ankara: Pegem Akademi.
- Peirce, W. (2000). Understanding students’ difficulties in reasoning: Part two, the perspective from research in learning styles and cognitive styles. http://academic.pg.cc.md.us/wpeirce/mccctr/diffpt2.htm. doi:10.4236/ce.2012.35095
- Shuttleworth, M. (2008). Case study research design. https://explorable.com/casestudy-research-design.
- Villegas-Reimers, E. (2003). Teacher professional development: an international review of the literature. Paris: International Institute for Educational Planning.
- Yıldırım, A. and Şimşek, H. (2013). Qualitative research methods in the social sciences. Ankara: Seçkin Publishing. 9th edition.
- Yıldırım, A. ve Şimşek, H. (2011). Sosyal bilimlerde nitel araştırma yöntemleri. Ankara: Seçkin Yayıncılık San. Ve Tic. AŞ.
Details
| Primary Language | Turkish |
|---|---|
| Subjects | Studies on Education |
| Journal Section | Research Article |
| Authors | |
| Publication Date | October 29, 2022 |
| Submission Date | March 22, 2022 |
| Acceptance Date | October 22, 2022 |
| Published in Issue | Year 2022 Volume: 9 Issue: 2 |
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