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Mayer'in Bilimsel ve Matematiksel Mesaj Tasarım İlkelerine Göre Tasarlanmış Öğrenme Ortamının Öğrenci Başarısı Üzerine Etkisi

Scientific and Mathematical Message Design Designed by Mayer's Principles of Learning Environment Impact of Student Achievement

Journal Name:

  • Kocaeli Üniversitesi Sosyal Bilimler Enstitüsü Dergisi

Publication Year:

  • 2010

Key Words:

Keywords (Original Language):

Author NameUniversity of AuthorFaculty of Author
Abstract (2. Language): 
The purpose of this study is to examine seventh grade Science and Technology course in primary education according to Mayer's message design prin¬ciples for the impact on student achievement. As research design, a final test was administered to experimental and control groups. The subject of simple machines in the Science and Technology course was taught to the experimental group ac¬cording to the Mayer's scientific message design principles, and sample questions were solved according to mathematics message design principles. The same subject was taught to the control group with traditional teacher-centered method. As a result of this expression applied test to students for compare students' success. According to research results, a significant difference was found on the student achievement in terms of applying message design principles.
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Abstract (Original Language): 
Bu çalışmanın amacı ilköğretim yedinci sınıf Fen ve Teknoloji dersinde Mayer'in mesaj tasarım ilkelerine göre hazırlanmış bir öğrenme ortamının öğrenci başarısı üzerindeki etkisini incelemektir. Araştırma deseni olarak son test kontrol ve deney gurubu deseni kullanılmıştır. Deney grubuna Fen ve Teknoloji dersi basit makineler konusu Mayer'in bilimsel mesaj tasarım ilkelerine uygun olarak anlatılmış ve örnek sorular da matematiksel mesaj tasarım ilkelerine göre çözülmüştür. Kont¬rol grubuna ise konu geleneksel öğretmen merkezli yöntemle anlatılmış ve bu anlatım sonunda bir sınav uygulanarak öğrencilerin başarıları karşılaştırılmıştır. Araştırma sonucuna göre mesaj tasarım ilkelerinin öğrenci başarısı üzerinde anlamlı bir fark oluşturduğu görülmüştür.
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  • Turkish

REFERENCES

References: 

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Gagne, R.,M. (1980)., The conditions of learning, NewYork: Holt, Rinehart, & Winston. S 85.
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106 Arzu Deveci Topal ve Ayşe Alkan
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