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BİR DURUM ÇALIŞMASI: İLKÖĞRETİM BİRİNCİ KADEMEDE ÖZ-DÜZENLEYİCİ ÖĞRENMENİN DESTEKLENMESİ

A CASE STUDY: PROMOTING SELF-REGULATED LEARNING IN EARLY ELEMENTARY GRADES

Journal Name:

  • Kastamonu Üniversitesi Kastamonu Eğitim Dergisi

Publication Year:

  • 2006

Key Words:

Keywords (Original Language):

Author NameUniversity of AuthorFaculty of Author
Abstract (2. Language): 
This descriptive case study investigates how self-regulated learning is promoted by teachers when learning environment is effectively used. Data were collected from an elementary school in Newcastle, the U.K. The questionnaire, observation and document analysis enabled information to be gathered on self-regulated learning. It was concluded that self-regulated learning would occur when the teacher assumes the role of facilitator of knowledge, becomes a supporter of helping pupil self-responsibility, self-confidence and self-direction and creates a child-centered classroom which helps children to be independent or autonomous.
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Abstract (Original Language): 
Bu betimsel durum çalışması, öğrenme ortamı verimli bir şekilde düzenlendiğinde öğretmenlerin öz-sınıf içinde öğrencilerin öz-düzenleyici öğrenmelerini nasıl desteklediklerini araştırmaktadır. İngiltere’de bir ilköğretim okulunda yapılan bu araştırmada öz-düzenleyici öğrenme etkinliklerini derinlemesine incelemek için gözlem, çeşitli okul dokümanları ve anket kullanılmıştır. Araştırma sonucunda öz-düzenleyici öğrenmenin, öğretmenlerin bilgiyi kolaylaştırıcı rol üstlenmeleri durumunda; öğrencilerin öz-yeterlik, sorumluluk ve yönlendirmelerini desteklediklerinde ve öğrencilerin otonomilerini destekleyici sınıf ortamları yarattıklarında amacına ulaştığı görülmüştür.
FULL TEXT (PDF): 
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  • 1
047-060
  • English

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