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İşletme ve Fen Okullarında Öğretim ve Öğrenimin Kolaylaştırılması İçin Bilgisayar Cebiri Sistemini Kullanmak

Using computer algebra system to facilitate teaching and learning of probability in business and science schools

Journal Name:

  • İstanbul Üniversitesi İşletme Fakültesi Dergisi

Publication Year:

  • 2011

Key Words:

Keywords (Original Language):

Author Name
Abstract (2. Language): 
This paper reviews the practice of using computer algebra system (CAS) for facilitating teaching and learning in a second-year level undergraduate subject “Probability for Statistics’’ in the University of Melbourne. Some education theory and principles on university teaching are applied to support the practice. In particular, we have adopted Laurillard [1] technological-media-assisted conversational education framework in our teaching and learning of probability for statistics and econometrics.
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Abstract (Original Language): 
Bu çalısma, Melbourne Üniversitesi’ndeki “statistik çin Olasılık” konulu ikinci sınıf lisans dersinde ögretim ve ögrenimi kolaylastırmak amacıyla bigisayar cebiri sisteminin (BCS) kullanımının uygulamasını incelemektedir. Uygulamayı desteklemek amacıyla üniversite ögretimi üzerine birtakım egitim teorisi ve prensipleri kullanılmıstır. Özellikle, Laurillad’ın [1] teknoloji-medya destekli, etkilesimli egitim sistemi istatistik ve ekonometride olasılık ögretimi ve ögrenimine adapte edilmistir.
FULL TEXT (PDF): 
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  • 1
72-85
  • English

REFERENCES

References: 

1] D. Laurillard, Rethinking University Teaching, A Conversational Framework for the
Effective Use of Learning Technologies (2nd edition), London: RoutledgeFalmer,
(2002).
[2] P. Ramsden, Learning to Teach in Higher Education, (2nd edition), London:
RoutledgeFalmer (2003).
[3] F. Marton and R. Säljö, On qualitative differences in learning I: outcome and
process. British Journal of Eduactional Psychology, 46, 4-11 (1976a).
[4] F. Marton and R. Säljö, On qualitative differences in learning II: outcome as a
function of the learner's conception of the task. British Journal of Eduactional
Psychology, 46, 115-127 (1976b).
[5] L. Svensson, On qualitative differences in learning III: study skills and learning.
British Journal of Eduactional Psychology, 47, 233-243 (1977).

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