You are here

Home » Content

Türk Tarih Öğretmenleri Eğitici Eğlence Hakkında Ne Düşünmektedirler?

What Do Turkish History Teachers Think About Edutainment?

Journal Name:

  • Kastamonu Üniversitesi Kastamonu Eğitim Dergisi

Publication Year:

  • 2016

Key Words:

Keywords (Original Language):

Author NameUniversity of AuthorFaculty of Author
Abstract (2. Language): 
The purpose of this research is to elicit the views of Turkish history teachers about edutainment in history lessons. The research was carried out in Trabzon, and data was secured through semi-structured interviews. Ten history teachers teaching at wellestablished high schools in the center of Trabzon the largest city in the East Black Sea region, were interviewed. These teachers were chosen through purposive sampling. The data derived from the study would seem to suggest that the history teachers who participated in the study did not have adequate education, knowledge or skills enabling them to carry out activities based on edutainment.
Bookmark/Search this post with
Abstract (Original Language): 
Bu çalışmanın amacı, Türk tarih öğretmenlerinin eğitici eğlence hakkındaki görüşlerini ortaya koymaktır. Araştırma Trabzon’da yürütülmüş olup, veriler yarı-yapılandırılmış mülakatlar yoluyla elde edilmiştir. Veriler Doğu Karadeniz Bölgesi’nin en büyük şehri olan Trabzon merkezde alt yapısı iyi olan okullarda görev yapan ve deneyim sahibi 10 tarih öğretmeniyle gerçekleştirilen mülakatlar aracılığıyla elde edilmiştir. Araştırmaya katılan tarih öğretmenleri amaçlı örneklem yoluyla seçilmiştir. Çalışmadan elde edilen verilere dayalı olarak Türk tarih öğretmenlerinin eğitici eğlenceler konusunda eğitim almadıkları ve bunun yanında yeterli bilgi ve becerilerinin olmadığı anlaşılmaktadır.
FULL TEXT (PDF): 
PDF icon arastirmax-turk-tarih-ogretmenleri-egitici-eglence-hakkinda-ne-dusunmektedirler.pdf
  • 3
1301
1308
  • Turkish

REFERENCES

References: 

Addis, M. (2005). New technologies and cultural consumption – edutainment is born! European
Journal of Marketing, Vol. 39, No. 7-8, pp. 729-736.
Bell, J. (1997). Doing Your Research Project. Buckingham: Open University Press.
Bertacchini, F, Bilotta, E, Pantano, P and Tavernise, A. (2012). Motivating the learning of science
topics in secondary school: a constructivist edutainment setting for studying chaos. Computers
and Education, 59 (4), pp. 1377-1386.
Cohen, L. and Manion, L. (1997). Research Methods in Education. London: Routledge.
Collins Cobuild (1997). English Dictionary. London: Collins Cobuild.
Drever, E. (1997). Using Semi-structured Interviews in Small Scale Research. Edinburgh: The Scottish
Council for Research in Education.
Demircioğlu İ. H. (2001). Does the teaching of history need reform in Turkey? International Journal
of Historical Learning, Teaching and Research,. 1, pp.1-5.
1308 İsmail Hakkı DEMİRCİOĞLU...
Mayıs 2016 Cilt:24 No:3 Kastamonu Eğitim Dergisi
Demircioğlu İ.H. (2012). History teacher education in Turkey: status and issues, in: A. McCully,
G. Mills and C. Boxtel, Eds.,The Professional of Teaching of History. Belfast: University of
Ulster, pp.159-168.
Demircioğlu, İ. H. (2014). Tarih Öğretiminde Öğrenci Merkezli Yaklaşımlar. 4. Baskı, Ankara: Anı
Yayıncılık.
Edutaiment (2015). http://etec.ctlt.ubc.ca/510wiki/Edutainment [accessed 4 April 2015]
http://www.wisegeek.com/what-is- edutainment.htm [accessed 25 August 2014]
Miles, M. B. and Huberman, A. M. (1994). Qualitative Data Analysis. Thousand Oaks, CA: Sage
Publications.
Nielsen, S. E. (2011). Beyond Edutainment: Exploring the Educational Potential of Computer Games.
Copenhagen: IT-University of Copenhagen.
Okan, Z. (2003). Edutainment: is learning at risk? British Journal of Educational Technology, 34
(3), pp. 255-264.
Yeşilyurt, S. and Kara, Y. (2007). effects of tutorial and edutaınment software programs
on students’ achievements, misconceptıons and attitudes towards biology in the cell
division issue. Journal of Baltic Science Education, 6 (2) pp. 5-15.

Thank you for copying data from http://www.arastirmax.com