İki boyutlu görsel öğrenme ve öğretme araçları posterleri
Küçük Resim Yok
Tarih
2001
Yazarlar
Dergi Başlığı
Dergi ISSN
Cilt Başlığı
Yayıncı
Maltepe Üniversitesi
Erişim Hakkı
CC0 1.0 Universal
info:eu-repo/semantics/openAccess
info:eu-repo/semantics/openAccess
Özet
Kongrede iki poster yer almıştır: Birinci posterde iki boyutlu görsel araçların öğrenme kuramları ile ilişkisi kurularak bu araçların sınıflaması yapılmıştır. Birinci posterin oluşturulmasında kavram haritalarının temel ilke ve kuralları göz önünde bulundurulmuştur. İçerik olarak ise Gestalt Kuramı Çoklu Zeka Kuramı, Tam Öğrenme Kuramı, Yapısalcı Görüş, Öğrenme Stratejileri, Bilgi İşlem Kuramı ile harita, diyagramlar, ağlar, tablolar, şemalar, grafikler ve resimlerin ilişkileri kurulmuştur. Bu ilişkilendirmede yatay ve dikey bağlantılarla ilişki kavramları da belirtilerek konunun kavram haritası ile açıklanması amaçlanmıştır. Birinci posterin ikinci bölümünde ise yine aynı teknikle araçlar yedi ana grup ve alt gruplar, oluşturularak sınıflanmıştır. İkinci poster de ise: görsel araçların sınıflamasında yer alan haritaIardan zihin, kavram ve bilgi haritaları örneklendirilmiş ayrıca fen bilgisi öğretim programında yer alan yeryüzü konusu ele alınarak her biri için ayrı örnek sunulmuştur. Birinci poster yapılandırılması gereği bir bütün olarak, ikinci poster ise: hem bütün, hem de her harita ve örneği A-4 boyutunda ayrı ayrı sunulmuştur.
In the congress two posters are presented. In the first porster 2-D visual teaching and learning tools is classified by means of establishing relationships between 2D visual teaching and learning tools and teaching and learning theories. At the stage of creating the first poster basic principles and rules of concept maps are considered. In the poster as a content Gestalt Theory, Multiple Intelligencies Theory, Complete Learning Theory, Constructive Learning Theory, Learning Strategies Knowledge Processing Theory and their relationships to maps, diagrams, nets, tables, schemas, graphs, pictures. The attempt is made to explain the structure by using concept map. In this map vertical and horizontal relations are presented and their relationship behaviours are explicitly written on relations as an explanation. In the second part of the first poster again by using same technique tools are classified as seven main subgroups and their related minor groups respectively. In the second poster examples of mind concept and knowledge maps are given as a part of the visual 2-D teaching and learning tools. In addition to that the topie of earth which is a part of elementary school curriculum is considered and for each map a seperate example is given for keeping the ideas elementary school. Because of its structure first poster is presented as a whole: however the second poster is presented both as a whole and seperately such that for each map and its example can be considered as a different subjects.
In the congress two posters are presented. In the first porster 2-D visual teaching and learning tools is classified by means of establishing relationships between 2D visual teaching and learning tools and teaching and learning theories. At the stage of creating the first poster basic principles and rules of concept maps are considered. In the poster as a content Gestalt Theory, Multiple Intelligencies Theory, Complete Learning Theory, Constructive Learning Theory, Learning Strategies Knowledge Processing Theory and their relationships to maps, diagrams, nets, tables, schemas, graphs, pictures. The attempt is made to explain the structure by using concept map. In this map vertical and horizontal relations are presented and their relationship behaviours are explicitly written on relations as an explanation. In the second part of the first poster again by using same technique tools are classified as seven main subgroups and their related minor groups respectively. In the second poster examples of mind concept and knowledge maps are given as a part of the visual 2-D teaching and learning tools. In addition to that the topie of earth which is a part of elementary school curriculum is considered and for each map a seperate example is given for keeping the ideas elementary school. Because of its structure first poster is presented as a whole: however the second poster is presented both as a whole and seperately such that for each map and its example can be considered as a different subjects.
Açıklama
Anahtar Kelimeler
Kaynak
Yeni Binyılın Başında Türkiye'de Fen Bilimleri Eğitimi Sempozyumu
WoS Q Değeri
Scopus Q Değeri
Cilt
Sayı
Künye
Kalaycı, N. (2001). İki boyutlu görsel öğrenme ve öğretme araçları posterleri. Yeni Binyılın Başında Türkiye'de Fen Bilimleri Eğitimi Sempozyumu içinde (555-560 ss.). İstanbul: Maltepe Üniversitesi.
