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Karakter ve Değerler Eğitimi Dersinin Proje Tabanlı Öğrenmeye Göre Düzenlenmesi

Year 2020, Volume: 39 Issue: 2, 360 - 384, 31.12.2020

Abstract

Bu çalışmanın amacı; karakter ve değerler eğitimi dersinin proje tabanlı öğrenmeye göre nasıl düzenlenebileceğini göstermek ve öğrencilerin bu yönteme göre düzenlenen derse karşı tutumlarını belirlemektir. Araştırma, nitel araştırma desenlerinden eylem araştırması ile gerçekleştirilmiş ve eylem araştırması döngüsü üç eylem aşamasından oluşmuştur. Çalışma grubunun belirlenmesinde “amaçlı örnekleme” yöntemi kullanılmıştır. Araştırmanın katılımcıları, Türkiye’deki bir devlet üniversitesinde Rehberlik ve Psikolojik Danışmanlık programında 2. sınıfta öğrenim gören 103 öğrencidir. Toplamda 16 hafta süren ders süreci proje tabanlı öğrenme yöntemi kullanılarak grup çalışması şeklinde yürütülmüştür. İlk dört hafta yüz yüze eğitim yapılmış, dördüncü haftadan sonra ise küresel salgın nedeniyle uzaktan eğitime geçilmiştir. Ders grup çalışması olarak düzenlenmiştir. Toplam 22 grup oluşturulmuştur. Verilerin toplanmasında; “Süreç Değerlendirme Formu” ve “Öğrenci Mektupları” kullanılmıştır. Verilerin analizinde içerik analizi kullanılmıştır. Bulgular; “Sürece Yönelik Olumsuz Görüşler” ve “Sürece Yönelik Olumlu Görüşler” olmak üzere iki başlık altında sunulmuştur. Araştırma sonucunda proje tabanlı öğrenme yöntemi ile işlenen dersin aktif katılımı arttırdığı, anlaşılır, verimli, öğretici, motive edici, keyifli, eğlenceli ve ilgi çekici olduğu sonucuna ulaşılmıştır. Proje tabanlı öğretim yönteminin uygulanmasının sonucunda öğrencilerin literatür tarama, problem durumu bulma, veri toplama, veri analizi, sonuç-öneri yazma ve raporlama gibi araştırma becerilerine ilişkin olumlu görüşlere sahip oldukları ve bu süreci öğretici buldukları görülmüştür. Araştırma sonucunda öğrencilerin grup çalışmasına ilişkin olumlu görüşlere sahip olduğu ve bu uygulamanın öğreciler arası iletişimi geliştirdiği belirlenmiştir.

References

  • Aksela, M., & Haatainen, O. (2018). Project-based learning (PBL) in practice: Active teachers' views of its' advantages and challenges. International STEM in Education Conference, Australia.
  • Aladağ, S. (2012). The effect of values education approaches on students gaining responsibility value in cognitive level in primary school social studies education. TSA, 6(1), 123-146.
  • Aldabbus, S. (2018). Project-based learning: Implementation & challenges. International Journal of Education, Learning and Development, 6(3), 71-79.
  • Asturias, H. (1994). Using student’s portfolios to assessment mathematical understanding. The Mathematics Teachers, 87(9), 698-701.
  • Ay, Ş. (2013). Trainee teachers’ views on project-based learning and traditional education. Hacettepe University Journal of Education, 28(28-1), 53-67.
  • Aydın, Ö. (2008). The effection of the focus of the responsibiliry and the charily character programme of the moral maturity of the seventh grade students (Unpublished master thesis). Yeditepe University, Istanbul.
  • Balcı, N. (2008). Effectiveness of value education on social studies lesson for 6 grade primary school (Unpublished master thesis). Marmara University, Istanbul.
  • Barton, C., & Collins, A. (1997). Portfolio assessment: A handbook for educators. New York: Dale Seymour Publications.
  • Bashir, M. F., Nisar, M., & Gul, M. A. (2020). Teachers’ perceptions and practices of cooperative learning and its influence on classroom learning. SJESR, 3(2), 278-289.
  • Bayat, Ö. (2010). Opinions of learners related to the practice of peer and self assessment activities in English writing classes. Language Journal, 150, 70-81.
  • Beier, M. E., Kim, M. H., Saterbak, A., Leautaud, V., Bishnoi, S., & Gilberto, J. M. (2019). The effect of authentic project‐based learning on attitudes and career aspirations in STEM. Journal of Research in Science Teaching, 56(1), 3-23.
  • Bell, S. (2010). Project-based learning for the 21st century: skills for the future. The Clearing House, 83(2), 39-43.
  • Belwal, R., Belwal, S., Sufian, A. B., & Al Badi, A. (2020). Project-based learning (PBL): outcomes of students’ engagement in an external consultancy project in Oman. Education and Training, 1-24.
  • Calhoun, E. F. (2002). Actian research for school improvement. Educationa/Leadership, 59(6), 18-24.
  • Cecchini, J. A., Fernandez-Rio, J., Mendez-Gimenez, A., Gonzalez, C., Sanchez-Martínez, B., & Carriedo, A. (2020). High versus low-structured cooperative learning. Effects on prospective teachers’ regulation dominance, motivation, content knowledge and responsibility. European Journal of Teacher Education, 1-16.
  • Chen, C. H., & Yang, Y. C. (2019). Revisiting the effects of project-based learning on students’ academic achievement: A meta-analysis investigating moderators. Educational Research Review, 26, 71-81.
  • Costello, P. J. M. (2007). Action research. Continuum Books: London.
  • Çevikbaş, M., & Argün, Z. (2016). The role of feedback given by mathematics teachers to students' mistakes in their self-esteem. GUJGEF, 36(3), 523-555.
  • Demirhan İşcan, C. (2007). The efficiency of primary school values education curriculum (Unpublished PhD thesis). Ankara: Hacettepe University, Ankara.
  • Dilmaç, B. (2007). The assesment of the teaching of humane values which are imposed a group of science high school students by humane values scale (Unpublished PhD thesis). Selçuk University, Konya.
  • Doggett, M., A. (2008). The videoconferencing vlassroom: What do students think?, Journal of Industrial Teacher Education, 44(4), 29-41.
  • Dut-Doner, K., & Gilman, D. A. (1998). Student react to portfolio assessment. Contemporary Education, 69(3), 159-165. Ergün, S. (2013). Examination the effect of values education which is given adolescents on self regulation strategies (Unpublished master thesis). Necmettin Erbakan University, Konya.
  • Fleming, D. S. (2000). A teacher's guide to project-based learning. West Virginia: AEL.
  • Fraenkel, J. R., & Wallen, N. E. (2000). How to design and evaluate research in education. New York: McGraw-Hill.
  • Glanz, J. (1999). A primer on antian research for the school administratars. The Clearing House, 301-304.
  • Gökçek, B. S. (2007). Effectiveness of character education programme for 5-6 years child 5-6 (Unpublished master thesis). Marmara University, Istanbul.
  • Gömleksiz, M. N., & Fidan, E. K. (2013). A qualitative study on the use of project based learning method in web design course. Mersin University Journal of the Faculty of Education, 9(1), 120-135.
  • Grant, M. M. (2011). Learning, beliefs, and products: Students' perspectives with project-based learning. Interdisciplinary Journal of Problem-Based Learning, 5(2), 37-69.
  • Guba, E. G. (1981). Criteria for assessing the trustworthiness of naturalistic inquiries. ECTJ, 29(2), 75.
  • Habók, A., & Nagy, J. (2016). In-service teachers’ perceptions of project-based learning. SpringerPlus, 5(83), 1-14.
  • Hanardi, L. G. (2015). A project-based assessment model of English for senior high school grade X. Indonesian Journal of English Language Studies, 1(1), 70-92.
  • Harianto, G. P., Rusijono, R., Masitoh, S., & Setyawan, W. H. (2020). Collaborative-cooperative learning model to improve theology students’characters: Is it efective?. Jurnal Cakrawala Pendidikan, 39(2), 409-421.
  • Izgar, G. (2013). The effect to democratic manners and behaviors of values education programme which is applied on 8. grades students at the primary school (Unpublished PhD thesis). Necmettin Erbakan University, Konya.
  • Jalinus, N., Nabawi, R. A., & Mardin, A. (2017). The seven steps of project based learning model to enhance productive competences of vocational students. Advances in Social Science, Education and Humanities Research, 102, 251-256.
  • Karatepe, F., Küçükgençay, N. & Peker, B. (2020). What are the perspectives of teacher candidates on synchronous distance education? A survey study. Journal of Social and Humanities Sciences Research, 7(53), 1262-1274.
  • Katılmış, A. (2010). Developing a character education program intending to acquire some values of Turkish social studies courses (Unpublisher PhD thesis). Marmara University, Istanbul.
  • Keskinoğlu, M. Ş. (2008). The aim of this study is to give moral values education to the 5th grader students in primary schools, and to show the effectiveness of this program via ethical maturity and aggression scales (Unpublished master thesis). Yeditepe University, Istanbul.
  • Khandakar, A., Chowdhury, M. E. H., Gonzales Jr, A., Pedro, S., Touati, F., Emadi, N. A., & Ayari, M. A. (2020). Case study to analyze the impact of multi-course project-based learning approach on education for sustainable development. Sustainability, 12(2), 480.
  • Kılıç, A. (2012). The relationship of values in elementary school 4th grade social studies textbook with the attainments and their level of being included in student workbooks. Educational Sciences:Theory and Practice, 12(2), 1593-1604.
  • Kılıç, A., Aydın, M., Ökmen, B., & Şahin, Ş. (2019). Kuramdan uygulamaya ihtiyaç belirleme. Ankara: Pegem Yayıncılık.
  • Kim, K. J. (2020). Project-based learning approach to increase medical student empathy. Medical Education Online, 25(1).
  • Klenowski, V. (2000). Portfolios; promoting teaching. Assessment in Education, Police & Practice, 7(2), 215-236.
  • Kunduroğlu, T. (2010). The effectiveness of 'values education? program integrated with the 4th grade science and technology instructional program (Unpublished master thesis). Ankara University, Ankara.
  • Kürtüncü, M., & Kurt, A. (2020). Problems of nursing students in distance education in the Covid-19 pandemia period. Eurasian Journal of Researches in Social and Economics, 7(5), 66-77.
  • Lickona, T. (1991). Educating for character: How our schools can teach respect and responsibility. New York: Bantam Books. Menzies, V., Hewitt, C., Kokotsaki, D., Collyer, C., & Wiggins, A. (2016). Project based learning. Evaluation Report and Executive Summary, Durham.
  • Mills, G. E (2003). Action research: A guide for the teacher researcher. Upper Saddle River, NJ: Pearson Education, Inc.
  • Neslitürk, S. (2013). The effect of mother values program to the social skill levels of the 5-6 years old children (Unpublisher PhD thesis). Selçuk University, Konya.
  • Öğretici, B. (2011). Research of the effectuality of implementations towards the education of values in social studies lessons of the primary education 6th grade (Unpublished master thesis). Sakarya University, Sakarya.
  • Öteleş, Ü. U., & Ezer F. (2020). A study to determine the effect of project-based learning method in social studies course. International Journal of TLCE, 9(2), 855-871.
  • Railsback, (2002). Project-based instruction: Creating excitement for learning. Portland, OR: Northwest Regional Educational Laboratory.
  • Redes, A. (2016). Collaborative learning and teaching in practice. Educația Plus, 16(2), 334-345.
  • Santyasa, I. W., Rapi, N. K., & Sara, I. (2020). Project based learning and academic procrastination of students in learning physics. International Journal of Instruction, 13(1), 489-508.
  • Sawyer, J., & Obeid, R. (2017). Cooperative and collaborative learning: Getting the best of both words. In R. Obeid, A. Schwartz, C. Shane-Simpson & P. J. Brooks (Eds.), How we teach now: the GSTA guide to student-centered teaching (pp. 163-177). Washington, DC: Society of the Teaching of Psychology.
  • Schwartz, K., Tessman, D., & McDonald, D. (2013). The value of relevant, project-based learning to youth development. Journal of Youth Development, 8(1), 1-7.
  • Sutrop, M. (2015). Can values be taught? The myth of value-free education. TRAMES, 19(2), 189–202.
  • Syakur, A., Musyarofah, L., Sulistiyaningsih, S., & Wike, W. (2020). The effect of project based learning (PJBL) continuing learning innovation on learning outcomes of english in higher education. Budapest International Research and Critics in Linguistics and Education Journal, 3(1), 625-630.
  • Şahin, F., Güven, İ., & Yurdatapan, M. (2011). The effects of project based training applications to the development of scientific process skills of pre-school children. Marmara University Atatürk Education Faculty Journal of Educational Sciences, 33, 157-176.
  • Thomas, J. W. (2000). A review of research on project-based learning. California: The Autodesk Foundation.
  • Tulunay Ateş, Ö. (2017). The effect of values education practices on positive characteristics desired for students gaining in Turkey. Journal of Values Education, 15(34), 41-60.
  • Uygun, S. (2013). An evaluation of the values education programs (Antalya sample) Mediterranean Journal of Humanities, 3(2), 263-277.
  • Uzunkol, E. (2014). Effect of values education program applied in life studies lesson on self-esteem, social problem-solving skills and empathy levels of students (Unpublisher PhD thesis). Gazi University, Ankara.
  • Veugelers, W., & Vedder, P. (2003). Teachers and teaching: Theory and practice, 9(4), 377-389.
  • Wahyuni, S. (2014). The implementation of project-based learning to direct students in writing a research proposal. Language Circle Journal of Language and Literature, 8(2), 193-205.
  • Woods, T. J. (2005). Instructor and student perceptions of a videoconference course (Unpublished Master Dissertation). University of Lethbridge, Canada.
  • Zajda, J. (2014). Values education. In D. Phillips (Ed.), Encyclopedia of educational theoryand philosophy. Thousand Oaks: Sage.
  • Zurqoni, Z., Retnawati, H., Apino, E., & Anazifa, R. D. (2018). Impact of character education implementation: A goal-free evaluation. Problems of Education in the 21st Century 76(6), 881-899.
Year 2020, Volume: 39 Issue: 2, 360 - 384, 31.12.2020

Abstract

References

  • Aksela, M., & Haatainen, O. (2018). Project-based learning (PBL) in practice: Active teachers' views of its' advantages and challenges. International STEM in Education Conference, Australia.
  • Aladağ, S. (2012). The effect of values education approaches on students gaining responsibility value in cognitive level in primary school social studies education. TSA, 6(1), 123-146.
  • Aldabbus, S. (2018). Project-based learning: Implementation & challenges. International Journal of Education, Learning and Development, 6(3), 71-79.
  • Asturias, H. (1994). Using student’s portfolios to assessment mathematical understanding. The Mathematics Teachers, 87(9), 698-701.
  • Ay, Ş. (2013). Trainee teachers’ views on project-based learning and traditional education. Hacettepe University Journal of Education, 28(28-1), 53-67.
  • Aydın, Ö. (2008). The effection of the focus of the responsibiliry and the charily character programme of the moral maturity of the seventh grade students (Unpublished master thesis). Yeditepe University, Istanbul.
  • Balcı, N. (2008). Effectiveness of value education on social studies lesson for 6 grade primary school (Unpublished master thesis). Marmara University, Istanbul.
  • Barton, C., & Collins, A. (1997). Portfolio assessment: A handbook for educators. New York: Dale Seymour Publications.
  • Bashir, M. F., Nisar, M., & Gul, M. A. (2020). Teachers’ perceptions and practices of cooperative learning and its influence on classroom learning. SJESR, 3(2), 278-289.
  • Bayat, Ö. (2010). Opinions of learners related to the practice of peer and self assessment activities in English writing classes. Language Journal, 150, 70-81.
  • Beier, M. E., Kim, M. H., Saterbak, A., Leautaud, V., Bishnoi, S., & Gilberto, J. M. (2019). The effect of authentic project‐based learning on attitudes and career aspirations in STEM. Journal of Research in Science Teaching, 56(1), 3-23.
  • Bell, S. (2010). Project-based learning for the 21st century: skills for the future. The Clearing House, 83(2), 39-43.
  • Belwal, R., Belwal, S., Sufian, A. B., & Al Badi, A. (2020). Project-based learning (PBL): outcomes of students’ engagement in an external consultancy project in Oman. Education and Training, 1-24.
  • Calhoun, E. F. (2002). Actian research for school improvement. Educationa/Leadership, 59(6), 18-24.
  • Cecchini, J. A., Fernandez-Rio, J., Mendez-Gimenez, A., Gonzalez, C., Sanchez-Martínez, B., & Carriedo, A. (2020). High versus low-structured cooperative learning. Effects on prospective teachers’ regulation dominance, motivation, content knowledge and responsibility. European Journal of Teacher Education, 1-16.
  • Chen, C. H., & Yang, Y. C. (2019). Revisiting the effects of project-based learning on students’ academic achievement: A meta-analysis investigating moderators. Educational Research Review, 26, 71-81.
  • Costello, P. J. M. (2007). Action research. Continuum Books: London.
  • Çevikbaş, M., & Argün, Z. (2016). The role of feedback given by mathematics teachers to students' mistakes in their self-esteem. GUJGEF, 36(3), 523-555.
  • Demirhan İşcan, C. (2007). The efficiency of primary school values education curriculum (Unpublished PhD thesis). Ankara: Hacettepe University, Ankara.
  • Dilmaç, B. (2007). The assesment of the teaching of humane values which are imposed a group of science high school students by humane values scale (Unpublished PhD thesis). Selçuk University, Konya.
  • Doggett, M., A. (2008). The videoconferencing vlassroom: What do students think?, Journal of Industrial Teacher Education, 44(4), 29-41.
  • Dut-Doner, K., & Gilman, D. A. (1998). Student react to portfolio assessment. Contemporary Education, 69(3), 159-165. Ergün, S. (2013). Examination the effect of values education which is given adolescents on self regulation strategies (Unpublished master thesis). Necmettin Erbakan University, Konya.
  • Fleming, D. S. (2000). A teacher's guide to project-based learning. West Virginia: AEL.
  • Fraenkel, J. R., & Wallen, N. E. (2000). How to design and evaluate research in education. New York: McGraw-Hill.
  • Glanz, J. (1999). A primer on antian research for the school administratars. The Clearing House, 301-304.
  • Gökçek, B. S. (2007). Effectiveness of character education programme for 5-6 years child 5-6 (Unpublished master thesis). Marmara University, Istanbul.
  • Gömleksiz, M. N., & Fidan, E. K. (2013). A qualitative study on the use of project based learning method in web design course. Mersin University Journal of the Faculty of Education, 9(1), 120-135.
  • Grant, M. M. (2011). Learning, beliefs, and products: Students' perspectives with project-based learning. Interdisciplinary Journal of Problem-Based Learning, 5(2), 37-69.
  • Guba, E. G. (1981). Criteria for assessing the trustworthiness of naturalistic inquiries. ECTJ, 29(2), 75.
  • Habók, A., & Nagy, J. (2016). In-service teachers’ perceptions of project-based learning. SpringerPlus, 5(83), 1-14.
  • Hanardi, L. G. (2015). A project-based assessment model of English for senior high school grade X. Indonesian Journal of English Language Studies, 1(1), 70-92.
  • Harianto, G. P., Rusijono, R., Masitoh, S., & Setyawan, W. H. (2020). Collaborative-cooperative learning model to improve theology students’characters: Is it efective?. Jurnal Cakrawala Pendidikan, 39(2), 409-421.
  • Izgar, G. (2013). The effect to democratic manners and behaviors of values education programme which is applied on 8. grades students at the primary school (Unpublished PhD thesis). Necmettin Erbakan University, Konya.
  • Jalinus, N., Nabawi, R. A., & Mardin, A. (2017). The seven steps of project based learning model to enhance productive competences of vocational students. Advances in Social Science, Education and Humanities Research, 102, 251-256.
  • Karatepe, F., Küçükgençay, N. & Peker, B. (2020). What are the perspectives of teacher candidates on synchronous distance education? A survey study. Journal of Social and Humanities Sciences Research, 7(53), 1262-1274.
  • Katılmış, A. (2010). Developing a character education program intending to acquire some values of Turkish social studies courses (Unpublisher PhD thesis). Marmara University, Istanbul.
  • Keskinoğlu, M. Ş. (2008). The aim of this study is to give moral values education to the 5th grader students in primary schools, and to show the effectiveness of this program via ethical maturity and aggression scales (Unpublished master thesis). Yeditepe University, Istanbul.
  • Khandakar, A., Chowdhury, M. E. H., Gonzales Jr, A., Pedro, S., Touati, F., Emadi, N. A., & Ayari, M. A. (2020). Case study to analyze the impact of multi-course project-based learning approach on education for sustainable development. Sustainability, 12(2), 480.
  • Kılıç, A. (2012). The relationship of values in elementary school 4th grade social studies textbook with the attainments and their level of being included in student workbooks. Educational Sciences:Theory and Practice, 12(2), 1593-1604.
  • Kılıç, A., Aydın, M., Ökmen, B., & Şahin, Ş. (2019). Kuramdan uygulamaya ihtiyaç belirleme. Ankara: Pegem Yayıncılık.
  • Kim, K. J. (2020). Project-based learning approach to increase medical student empathy. Medical Education Online, 25(1).
  • Klenowski, V. (2000). Portfolios; promoting teaching. Assessment in Education, Police & Practice, 7(2), 215-236.
  • Kunduroğlu, T. (2010). The effectiveness of 'values education? program integrated with the 4th grade science and technology instructional program (Unpublished master thesis). Ankara University, Ankara.
  • Kürtüncü, M., & Kurt, A. (2020). Problems of nursing students in distance education in the Covid-19 pandemia period. Eurasian Journal of Researches in Social and Economics, 7(5), 66-77.
  • Lickona, T. (1991). Educating for character: How our schools can teach respect and responsibility. New York: Bantam Books. Menzies, V., Hewitt, C., Kokotsaki, D., Collyer, C., & Wiggins, A. (2016). Project based learning. Evaluation Report and Executive Summary, Durham.
  • Mills, G. E (2003). Action research: A guide for the teacher researcher. Upper Saddle River, NJ: Pearson Education, Inc.
  • Neslitürk, S. (2013). The effect of mother values program to the social skill levels of the 5-6 years old children (Unpublisher PhD thesis). Selçuk University, Konya.
  • Öğretici, B. (2011). Research of the effectuality of implementations towards the education of values in social studies lessons of the primary education 6th grade (Unpublished master thesis). Sakarya University, Sakarya.
  • Öteleş, Ü. U., & Ezer F. (2020). A study to determine the effect of project-based learning method in social studies course. International Journal of TLCE, 9(2), 855-871.
  • Railsback, (2002). Project-based instruction: Creating excitement for learning. Portland, OR: Northwest Regional Educational Laboratory.
  • Redes, A. (2016). Collaborative learning and teaching in practice. Educația Plus, 16(2), 334-345.
  • Santyasa, I. W., Rapi, N. K., & Sara, I. (2020). Project based learning and academic procrastination of students in learning physics. International Journal of Instruction, 13(1), 489-508.
  • Sawyer, J., & Obeid, R. (2017). Cooperative and collaborative learning: Getting the best of both words. In R. Obeid, A. Schwartz, C. Shane-Simpson & P. J. Brooks (Eds.), How we teach now: the GSTA guide to student-centered teaching (pp. 163-177). Washington, DC: Society of the Teaching of Psychology.
  • Schwartz, K., Tessman, D., & McDonald, D. (2013). The value of relevant, project-based learning to youth development. Journal of Youth Development, 8(1), 1-7.
  • Sutrop, M. (2015). Can values be taught? The myth of value-free education. TRAMES, 19(2), 189–202.
  • Syakur, A., Musyarofah, L., Sulistiyaningsih, S., & Wike, W. (2020). The effect of project based learning (PJBL) continuing learning innovation on learning outcomes of english in higher education. Budapest International Research and Critics in Linguistics and Education Journal, 3(1), 625-630.
  • Şahin, F., Güven, İ., & Yurdatapan, M. (2011). The effects of project based training applications to the development of scientific process skills of pre-school children. Marmara University Atatürk Education Faculty Journal of Educational Sciences, 33, 157-176.
  • Thomas, J. W. (2000). A review of research on project-based learning. California: The Autodesk Foundation.
  • Tulunay Ateş, Ö. (2017). The effect of values education practices on positive characteristics desired for students gaining in Turkey. Journal of Values Education, 15(34), 41-60.
  • Uygun, S. (2013). An evaluation of the values education programs (Antalya sample) Mediterranean Journal of Humanities, 3(2), 263-277.
  • Uzunkol, E. (2014). Effect of values education program applied in life studies lesson on self-esteem, social problem-solving skills and empathy levels of students (Unpublisher PhD thesis). Gazi University, Ankara.
  • Veugelers, W., & Vedder, P. (2003). Teachers and teaching: Theory and practice, 9(4), 377-389.
  • Wahyuni, S. (2014). The implementation of project-based learning to direct students in writing a research proposal. Language Circle Journal of Language and Literature, 8(2), 193-205.
  • Woods, T. J. (2005). Instructor and student perceptions of a videoconference course (Unpublished Master Dissertation). University of Lethbridge, Canada.
  • Zajda, J. (2014). Values education. In D. Phillips (Ed.), Encyclopedia of educational theoryand philosophy. Thousand Oaks: Sage.
  • Zurqoni, Z., Retnawati, H., Apino, E., & Anazifa, R. D. (2018). Impact of character education implementation: A goal-free evaluation. Problems of Education in the 21st Century 76(6), 881-899.
There are 66 citations in total.

Details

Primary Language Turkish
Subjects Studies on Education
Journal Section Articles
Authors

Şeyma Şahin 0000-0003-1727-4772

Burcu Ökmen 0000-0002-0296-0078

Abdurrahman Kılıç 0000-0002-2704-2951

Publication Date December 31, 2020
Acceptance Date December 1, 2020
Published in Issue Year 2020 Volume: 39 Issue: 2

Cite

APA Şahin, Ş., Ökmen, B., & Kılıç, A. (2020). Karakter ve Değerler Eğitimi Dersinin Proje Tabanlı Öğrenmeye Göre Düzenlenmesi. Ondokuz Mayis University Journal of Education Faculty, 39(2), 360-384. https://doi.org/10.7822/omuefd.799840