{"id":56,"date":"2020-09-03T15:34:49","date_gmt":"2020-09-03T12:34:49","guid":{"rendered":"http:\/\/acikkitap.com.tr\/dijital\/chapter\/__unknown__-10\/"},"modified":"2020-09-03T15:34:49","modified_gmt":"2020-09-03T12:34:49","slug":"__unknown__-10","status":"publish","type":"chapter","link":"https:\/\/acikkitap.com.tr\/dijital\/chapter\/__unknown__-10\/","title":{"raw":"2.2 Epistemoloji ve \u00f6\u011frenme kuramlar\u0131","rendered":"2.2 Epistemoloji ve \u00f6\u011frenme kuramlar\u0131"},"content":{"raw":"\n

\"OEBPS\/images\/image0016.jpg\"<\/p>\n
\u015eekil 2.2.1 G\u00f6rsel: \u00a9 Freethought Kampala, 2017, Libguides arac\u0131l\u0131\u011f\u0131yla, Pittsburgh \u00dcniversitesi<\/i><\/span><\/span>\n

2.2.1 Epistemoloji nedir?<\/h2>\n

Ak\u015fam yeme\u011fi senaryosunda, Stephen ve Caroline\u2019\u0131n bilginin do\u011fas\u0131na ili\u015fkin olduk\u00e7a farkl\u0131 inan\u00e7lara sahip olduklar\u0131n\u0131 g\u00f6rd\u00fck. Buradaki \u00f6nemli nokta kimin hakl\u0131 oldu\u011fu de\u011fil ger\u00e7e\u011fin do\u011fas\u0131, ger\u00e7e\u011fi neyin olu\u015fturdu\u011fu, o ger\u00e7e\u011fin en iyi nas\u0131l do\u011frulanaca\u011f\u0131 ve \u00f6\u011fretim a\u00e7\u0131s\u0131ndan bak\u0131ld\u0131\u011f\u0131nda ki\u015filerin bu bilgiyi edinmesine nas\u0131l yard\u0131m edilece\u011fi konular\u0131nda farkl\u0131 inan\u00e7lar\u0131m\u0131z olmas\u0131d\u0131r. Bu inanc\u0131n temeli, konu alan\u0131na ba\u011fl\u0131 olarak veya hatta sosyal bilimler gibi baz\u0131 alanlardaki ortak bilgi y\u0131\u011f\u0131n\u0131 i\u00e7inde bile de\u011fi\u015fiklik g\u00f6sterecektir.<\/span><\/p>\n

B\u00f6ylece \u00f6\u011fretim y\u00f6ntemlerine ili\u015fkin tercihlerimizin ve hatta teknoloji kullan\u0131m\u0131m\u0131z\u0131n, tamamen bilginin do\u011fas\u0131na, konu alan\u0131m\u0131z\u0131n gerektirdiklerine ve \u00f6\u011frencilerin nas\u0131l \u00f6\u011frendiklerine ili\u015fkin inan\u00e7 ve varsay\u0131mlar\u0131m\u0131za dayand\u0131\u011f\u0131 a\u00e7\u0131k\u00e7a g\u00f6r\u00fclecektir. Y\u00fcksek\u00f6\u011fretim d\u00fczeyinde yapt\u0131\u011f\u0131m\u0131z \u00f6\u011fretim, \u00f6ncelikle inan\u00e7lar\u0131m\u0131z do\u011frultusunda veya belki daha da \u00f6nemlisi akademik disiplin i\u00e7indeki ilgili konu alan\u0131nda ge\u00e7erli bilgiyi neyin olu\u015fturdu\u011funa dair ortak yarg\u0131ya g\u00f6re \u015fekillenecektir.<\/span><\/p>\n

Bilginin do\u011fas\u0131 \u015fu soruya odaklan\u0131r: Ne bildi\u011fimizi nas\u0131l<\/i><\/em> bilece\u011fiz? Bir \u015feyin \u2018do\u011fru\u2019 oldu\u011funa inanmam\u0131z\u0131 sa\u011flayan nedir? Bu t\u00fcrdeki sorular, do\u011falar\u0131 itibariyle epistemolojik sorulard\u0131r. Hofer ve Pintrich (1997)'ye g\u00f6re:<\/span><\/p>\nEpistemoloji, bilginin do\u011fas\u0131 ve gerek\u00e7esiyle ilgilenen bir felsefe dal\u0131d\u0131r.<\/em>.<\/i><\/span><\/span>\n

1860 y\u0131l\u0131nda Oxford\u2019daki Britanya Cemiyeti\u2019nde Thomas Huxley ve Oxford piskoposu Samuel Wilberforce aras\u0131nda ge\u00e7en t\u00fcrlerin k\u00f6keni hakk\u0131ndaki \u00fcnl\u00fc tart\u0131\u015fma, bilginin temelleri konusunda inan\u00e7lar aras\u0131nda var olan \u00e7arp\u0131\u015fman\u0131n klasik bir \u00f6rne\u011fidir. Tart\u0131\u015fmada Wilberforce insano\u011flunun Tanr\u0131 taraf\u0131ndan yarat\u0131ld\u0131\u011f\u0131n\u0131, Huxley ise insan\u0131n do\u011fal se\u00e7ilim sonucu evrimle\u015fti\u011fini savunmu\u015ftur. Piskopos Wilberforce kendisinin hakl\u0131 oldu\u011funa inanm\u0131\u015ft\u0131r; \u00e7\u00fcnk\u00fc ona g\u00f6re \u2018ger\u00e7ek\u2019 bilgi inan\u00e7lar\u0131m\u0131z ve kutsal kitab\u0131n yorumlanmas\u0131 sonucunda ortaya \u00e7\u0131kar. Profes\u00f6r Huxley de kendisinin hakl\u0131 oldu\u011funa inanm\u0131\u015ft\u0131r; \u00e7\u00fcnk\u00fc ona g\u00f6re \u2018ger\u00e7ek\u2019 bilgi rasyonel \u015f\u00fcphecilik ve deneysel bilim sayesinde t\u00fcretilir.<\/span><\/p>\n

Y\u00fcksek\u00f6\u011fretimin \u00f6nemli bir par\u00e7as\u0131, \u00f6\u011frencilerin belirli bir disiplinin akademik temelini olu\u015fturan \u00f6l\u00e7\u00fct ve de\u011ferlere ili\u015fkin anlay\u0131\u015flar\u0131n\u0131 geli\u015ftirmeyi ama\u00e7lar. Bu \u00f6l\u00e7\u00fctler, ilgili konu alan\u0131nda neyin `ger\u00e7ek\u2019 bilgiyi olu\u015fturdu\u011funu da i\u00e7erir. Belirli bir konu alan\u0131nda \u00e7al\u0131\u015fan uzmanlar i\u00e7in bu varsay\u0131mlar \u00f6yle g\u00fc\u00e7l\u00fcd\u00fcr ve \u00f6yle yerle\u015fmi\u015ftir ki sorgulanmad\u0131\u011f\u0131 s\u00fcrece uzmanlar bu varsay\u0131mlardan \u015f\u00fcphe bile duymazlar. Ancak \u00f6\u011frenciler gibi alan\u0131n yenileri i\u00e7in \u00f6\u011fretim y\u00f6ntemi ve i\u00e7erik se\u00e7imini y\u00f6nlendiren de\u011fer sistemlerini tamamen anlamak \u00e7ok zaman al\u0131r.<\/span><\/p>\n

\u0130\u015fte bu nedenledir ki bizim epistemolojik duru\u015fumuzun nas\u0131l \u00f6\u011fretti\u011fimize ili\u015fkin do\u011frudan uygulamaya d\u00f6n\u00fck sonu\u00e7lar\u0131 vard\u0131r.<\/span><\/p>\n\n

2.2.2 Epistemoloji ve \u00f6\u011frenme kuramlar\u0131<\/h2>\n

\u0130lk ve orta\u00f6\u011fretim d\u00fczeyinde g\u00f6rev yapan \u00e7o\u011fu \u00f6\u011fretmen temel \u00f6\u011frenme kuramlar\u0131na a\u015finad\u0131r ancak y\u00fcksek\u00f6\u011fretim d\u00fczeyinde \u00e7al\u0131\u015fan e\u011fitmenler sahip olduklar\u0131 konu alan\u0131 uzmanl\u0131\u011f\u0131, ara\u015ft\u0131rma becerileri veya mesleki beceriler temelinde istihdam edildiklerinden, k\u0131saca da olsa temel \u00f6\u011frenme kuramlar\u0131n\u0131n tan\u0131t\u0131lmas\u0131 ve tart\u0131\u015f\u0131lmas\u0131 \u00f6nemlidir. Bu \u00f6\u011frenme kuramlar\u0131na dair formal bir e\u011fitim veya bilgiye sahip olmasalar da uygulamada t\u00fcm \u00f6\u011fretmenler ve e\u011fitmenler \u00f6\u011fretime bu temel kuramsal yakla\u015f\u0131mlardan biri \u00e7er\u00e7evesinde bakmaktad\u0131rlar. Ayr\u0131ca, yeni teknolojiler ve \u00e7evrim i\u00e7i \u00f6\u011frenme, \u00f6\u011fretme teknolojiye dayal\u0131 olarak \u00f6\u011fretim yeni modlar\u0131 ve \u00f6\u011frencilerin resm\u00ee olmayan dijital a\u011flar geli\u015fti\u011fini, Yeni \u00f6\u011frenme teorileri ortaya \u00e7\u0131kmaya ba\u015fl\u0131yor.<\/span><\/p>\n

Alternatif kuramsal yakla\u015f\u0131mlar\u0131 bilen \u00f6\u011fretmen ve e\u011fitmenler, birbirinden \u00e7ok farkl\u0131 \u00f6\u011frenme durumlar\u0131 i\u00e7inde, \u00f6\u011frencilerinin gereksinimlerine en uygun \u015fekilde cevap verecek \u00f6\u011fretim deneyimlerinin ne oldu\u011funa karar vermede daha avantajl\u0131d\u0131r. Tema 1\u2019de ortaya koydu\u011fumuz dijital \u00e7a\u011f\u0131n \u00f6\u011frenenlerinin sahip olmas\u0131 gereken yeterliliklere cevap vermek s\u00f6z konusu oldu\u011funda, bu daha da \u00f6nem kazanmaktad\u0131r. Ayr\u0131ca belirli bir epistomoloji<\/span> veya tek bir kuramsal yakla\u015f\u0131m\u0131n se\u00e7ilmesi veya tercih edilmesinin, teknolojinin \u00f6\u011fretimi desteklemek i\u00e7in nas\u0131l kullan\u0131ld\u0131\u011f\u0131 \u00fczerinde ciddi etki yapaca\u011f\u0131 da a\u00e7\u0131kt\u0131r.<\/span><\/p>\n

Asl\u0131na bak\u0131l\u0131rsa, alanyaz\u0131nda \u00f6\u011frenme kuramlar\u0131 ile ilgili ara\u015ft\u0131rmalar\u0131n hacmi d\u00fc\u015f\u00fcn\u00fcld\u00fc\u011f\u00fcnde, burada<\/span> yazmaya \u00e7al\u0131\u015ft\u0131\u011f\u0131m\u0131z re\u00e7etenin en hafif tabiriyle `\u00fcst\u00fcnk\u00f6r\u00fc\u2019 oldu\u011funun fark\u0131nday\u0131m. \u00d6\u011frenme kuramlar\u0131na daha ayr\u0131nt\u0131l\u0131 bir giri\u015f yapmay\u0131 tercih edenler Schunk (2016)<\/span> veya Harasim (201<\/span>7<\/span>)'i ara\u015ft\u0131rabilirler<\/span>. Benim kitab\u0131m\u0131n amac\u0131 t\u00fcm \u00f6\u011frenme kuramlar\u0131n\u0131n derinlemesine ve kapsaml\u0131 bir \u015fekilde incelemesi de\u011fil dijital \u00e7a\u011f\u0131n \u00f6\u011frencilerinin sahip oldu\u011fu farkl\u0131 gereksinimlere cevap vermek i\u00e7in farkl\u0131 y\u00f6ntemlerin se\u00e7imi ve kullan\u0131m\u0131 i\u00e7in gereken temeli sa\u011flamakt\u0131r.<\/span><\/p>\n

Buradaki \u00f6nemli nokta, her \u00f6\u011fretim veya \u00f6\u011frenme teorisinin belirli bir varsay\u0131mla veya \"ger\u00e7ek\" bilgiyi olu\u015fturan unsurlar\u0131n \u00f6zellikle anla\u015f\u0131lmas\u0131yla, yani belirli bir epistemolojik konumun temelini olu\u015fturmas\u0131d\u0131r<\/span>. \u0130lerleyen b\u00f6l\u00fcmlerde, en \u00e7ok bilinen d\u00f6rt \u00f6\u011frenme kuram\u0131n\u0131 ve altlar\u0131nda yatan epistomolojileri inceleyece\u011fiz.<\/span><\/p>\n\n

Kaynak\u00e7a<\/h2>\n

Harasim, L. (2017) <\/span><\/span><\/span>Learning Theory and Online Technologies 2nd edition<\/u><\/span><\/span><\/span><\/a><\/em> New York\/London: Taylor and Francis<\/span><\/span><\/span><\/p>\n

Hofer, B. and Pintrich, P. (1997) \u2018<\/span><\/span>The development of epistemological theories: beliefs about knowledge and knowing and their relation to learning<\/u><\/span><\/span><\/a>\u2019 <\/span><\/span>Review of Educational Research<\/span><\/span><\/em> Vol. 67, No. 1, pp. 88-140<\/span><\/span><\/p>\n

Schunk, D. (201<\/span><\/span>6<\/span><\/span>) <\/span><\/span>Learning Theories: An Educational Perspective: <\/u><\/span><\/span><\/em>7th edition<\/u><\/span><\/span><\/em><\/a> <\/span><\/span>London: Pearson Education<\/span><\/span><\/p>\n\n

\n

Etkinlik 2.2 Bir ak\u015fam yeme\u011finde epistemoloji<\/p>\n\n<\/header>\n

\n
    \n \t
  1. \n

    \u0130ki s\u00fctun \u00e7iz. Bir s\u00fctunun alt\u0131nda, Caroline'nin Senaryosu B'de Senaryosu i\u00e7in kitab\u0131 i\u00e7in kulland\u0131\u011f\u0131 gerek\u00e7elerin bir listesini yaz\u0131n\u0131z. Benzer \u015fekilde, di\u011fer s\u00fctunda da Stephen\u2019\u0131n itirazlar\u0131n\u0131 yaz\u0131n\u0131z.<\/span><\/p>\n<\/li>\n \t

  2. \n

    Her bir ki\u015finin arg\u00fcmanlar\u0131n\u0131n gerek\u00e7esinin alt\u0131nda yatan ortak temalar nelerdir? (Hangi konuda \u201cen iyi\u201d arg\u00fcmanlar oldu\u011fu konusunda bir de\u011fer yarg\u0131s\u0131 yapmamaya \u00e7al\u0131\u015f\u0131n.)<\/span><\/p>\n<\/li>\n \t

  3. \n

    Her iki yakla\u015f\u0131m\u0131 uzla\u015ft\u0131rmak m\u00fcmk\u00fcn olur mu?<\/span><\/p>\n<\/li>\n<\/ol>\n

    Geri bildirim gelecek<\/span><\/span><\/p>\n\n<\/div>\n<\/div>\n \n","rendered":"

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    \u015eekil 2.2.1 G\u00f6rsel: \u00a9 Freethought Kampala, 2017, Libguides arac\u0131l\u0131\u011f\u0131yla, Pittsburgh \u00dcniversitesi<\/i><\/span><\/span><\/p>\n

    2.2.1 Epistemoloji nedir?<\/h2>\n

    Ak\u015fam yeme\u011fi senaryosunda, Stephen ve Caroline\u2019\u0131n bilginin do\u011fas\u0131na ili\u015fkin olduk\u00e7a farkl\u0131 inan\u00e7lara sahip olduklar\u0131n\u0131 g\u00f6rd\u00fck. Buradaki \u00f6nemli nokta kimin hakl\u0131 oldu\u011fu de\u011fil ger\u00e7e\u011fin do\u011fas\u0131, ger\u00e7e\u011fi neyin olu\u015fturdu\u011fu, o ger\u00e7e\u011fin en iyi nas\u0131l do\u011frulanaca\u011f\u0131 ve \u00f6\u011fretim a\u00e7\u0131s\u0131ndan bak\u0131ld\u0131\u011f\u0131nda ki\u015filerin bu bilgiyi edinmesine nas\u0131l yard\u0131m edilece\u011fi konular\u0131nda farkl\u0131 inan\u00e7lar\u0131m\u0131z olmas\u0131d\u0131r. Bu inanc\u0131n temeli, konu alan\u0131na ba\u011fl\u0131 olarak veya hatta sosyal bilimler gibi baz\u0131 alanlardaki ortak bilgi y\u0131\u011f\u0131n\u0131 i\u00e7inde bile de\u011fi\u015fiklik g\u00f6sterecektir.<\/span><\/p>\n

    B\u00f6ylece \u00f6\u011fretim y\u00f6ntemlerine ili\u015fkin tercihlerimizin ve hatta teknoloji kullan\u0131m\u0131m\u0131z\u0131n, tamamen bilginin do\u011fas\u0131na, konu alan\u0131m\u0131z\u0131n gerektirdiklerine ve \u00f6\u011frencilerin nas\u0131l \u00f6\u011frendiklerine ili\u015fkin inan\u00e7 ve varsay\u0131mlar\u0131m\u0131za dayand\u0131\u011f\u0131 a\u00e7\u0131k\u00e7a g\u00f6r\u00fclecektir. Y\u00fcksek\u00f6\u011fretim d\u00fczeyinde yapt\u0131\u011f\u0131m\u0131z \u00f6\u011fretim, \u00f6ncelikle inan\u00e7lar\u0131m\u0131z do\u011frultusunda veya belki daha da \u00f6nemlisi akademik disiplin i\u00e7indeki ilgili konu alan\u0131nda ge\u00e7erli bilgiyi neyin olu\u015fturdu\u011funa dair ortak yarg\u0131ya g\u00f6re \u015fekillenecektir.<\/span><\/p>\n

    Bilginin do\u011fas\u0131 \u015fu soruya odaklan\u0131r: Ne bildi\u011fimizi nas\u0131l<\/i><\/em> bilece\u011fiz? Bir \u015feyin \u2018do\u011fru\u2019 oldu\u011funa inanmam\u0131z\u0131 sa\u011flayan nedir? Bu t\u00fcrdeki sorular, do\u011falar\u0131 itibariyle epistemolojik sorulard\u0131r. Hofer ve Pintrich (1997)’ye g\u00f6re:<\/span><\/p>\n

    Epistemoloji, bilginin do\u011fas\u0131 ve gerek\u00e7esiyle ilgilenen bir felsefe dal\u0131d\u0131r.<\/em>.<\/i><\/span><\/span><\/p>\n

    1860 y\u0131l\u0131nda Oxford\u2019daki Britanya Cemiyeti\u2019nde Thomas Huxley ve Oxford piskoposu Samuel Wilberforce aras\u0131nda ge\u00e7en t\u00fcrlerin k\u00f6keni hakk\u0131ndaki \u00fcnl\u00fc tart\u0131\u015fma, bilginin temelleri konusunda inan\u00e7lar aras\u0131nda var olan \u00e7arp\u0131\u015fman\u0131n klasik bir \u00f6rne\u011fidir. Tart\u0131\u015fmada Wilberforce insano\u011flunun Tanr\u0131 taraf\u0131ndan yarat\u0131ld\u0131\u011f\u0131n\u0131, Huxley ise insan\u0131n do\u011fal se\u00e7ilim sonucu evrimle\u015fti\u011fini savunmu\u015ftur. Piskopos Wilberforce kendisinin hakl\u0131 oldu\u011funa inanm\u0131\u015ft\u0131r; \u00e7\u00fcnk\u00fc ona g\u00f6re \u2018ger\u00e7ek\u2019 bilgi inan\u00e7lar\u0131m\u0131z ve kutsal kitab\u0131n yorumlanmas\u0131 sonucunda ortaya \u00e7\u0131kar. Profes\u00f6r Huxley de kendisinin hakl\u0131 oldu\u011funa inanm\u0131\u015ft\u0131r; \u00e7\u00fcnk\u00fc ona g\u00f6re \u2018ger\u00e7ek\u2019 bilgi rasyonel \u015f\u00fcphecilik ve deneysel bilim sayesinde t\u00fcretilir.<\/span><\/p>\n

    Y\u00fcksek\u00f6\u011fretimin \u00f6nemli bir par\u00e7as\u0131, \u00f6\u011frencilerin belirli bir disiplinin akademik temelini olu\u015fturan \u00f6l\u00e7\u00fct ve de\u011ferlere ili\u015fkin anlay\u0131\u015flar\u0131n\u0131 geli\u015ftirmeyi ama\u00e7lar. Bu \u00f6l\u00e7\u00fctler, ilgili konu alan\u0131nda neyin `ger\u00e7ek\u2019 bilgiyi olu\u015fturdu\u011funu da i\u00e7erir. Belirli bir konu alan\u0131nda \u00e7al\u0131\u015fan uzmanlar i\u00e7in bu varsay\u0131mlar \u00f6yle g\u00fc\u00e7l\u00fcd\u00fcr ve \u00f6yle yerle\u015fmi\u015ftir ki sorgulanmad\u0131\u011f\u0131 s\u00fcrece uzmanlar bu varsay\u0131mlardan \u015f\u00fcphe bile duymazlar. Ancak \u00f6\u011frenciler gibi alan\u0131n yenileri i\u00e7in \u00f6\u011fretim y\u00f6ntemi ve i\u00e7erik se\u00e7imini y\u00f6nlendiren de\u011fer sistemlerini tamamen anlamak \u00e7ok zaman al\u0131r.<\/span><\/p>\n

    \u0130\u015fte bu nedenledir ki bizim epistemolojik duru\u015fumuzun nas\u0131l \u00f6\u011fretti\u011fimize ili\u015fkin do\u011frudan uygulamaya d\u00f6n\u00fck sonu\u00e7lar\u0131 vard\u0131r.<\/span><\/p>\n

    2.2.2 Epistemoloji ve \u00f6\u011frenme kuramlar\u0131<\/h2>\n

    \u0130lk ve orta\u00f6\u011fretim d\u00fczeyinde g\u00f6rev yapan \u00e7o\u011fu \u00f6\u011fretmen temel \u00f6\u011frenme kuramlar\u0131na a\u015finad\u0131r ancak y\u00fcksek\u00f6\u011fretim d\u00fczeyinde \u00e7al\u0131\u015fan e\u011fitmenler sahip olduklar\u0131 konu alan\u0131 uzmanl\u0131\u011f\u0131, ara\u015ft\u0131rma becerileri veya mesleki beceriler temelinde istihdam edildiklerinden, k\u0131saca da olsa temel \u00f6\u011frenme kuramlar\u0131n\u0131n tan\u0131t\u0131lmas\u0131 ve tart\u0131\u015f\u0131lmas\u0131 \u00f6nemlidir. Bu \u00f6\u011frenme kuramlar\u0131na dair formal bir e\u011fitim veya bilgiye sahip olmasalar da uygulamada t\u00fcm \u00f6\u011fretmenler ve e\u011fitmenler \u00f6\u011fretime bu temel kuramsal yakla\u015f\u0131mlardan biri \u00e7er\u00e7evesinde bakmaktad\u0131rlar. Ayr\u0131ca, yeni teknolojiler ve \u00e7evrim i\u00e7i \u00f6\u011frenme, \u00f6\u011fretme teknolojiye dayal\u0131 olarak \u00f6\u011fretim yeni modlar\u0131 ve \u00f6\u011frencilerin resm\u00ee olmayan dijital a\u011flar geli\u015fti\u011fini, Yeni \u00f6\u011frenme teorileri ortaya \u00e7\u0131kmaya ba\u015fl\u0131yor.<\/span><\/p>\n

    Alternatif kuramsal yakla\u015f\u0131mlar\u0131 bilen \u00f6\u011fretmen ve e\u011fitmenler, birbirinden \u00e7ok farkl\u0131 \u00f6\u011frenme durumlar\u0131 i\u00e7inde, \u00f6\u011frencilerinin gereksinimlerine en uygun \u015fekilde cevap verecek \u00f6\u011fretim deneyimlerinin ne oldu\u011funa karar vermede daha avantajl\u0131d\u0131r. Tema 1\u2019de ortaya koydu\u011fumuz dijital \u00e7a\u011f\u0131n \u00f6\u011frenenlerinin sahip olmas\u0131 gereken yeterliliklere cevap vermek s\u00f6z konusu oldu\u011funda, bu daha da \u00f6nem kazanmaktad\u0131r. Ayr\u0131ca belirli bir epistomoloji<\/span> veya tek bir kuramsal yakla\u015f\u0131m\u0131n se\u00e7ilmesi veya tercih edilmesinin, teknolojinin \u00f6\u011fretimi desteklemek i\u00e7in nas\u0131l kullan\u0131ld\u0131\u011f\u0131 \u00fczerinde ciddi etki yapaca\u011f\u0131 da a\u00e7\u0131kt\u0131r.<\/span><\/p>\n

    Asl\u0131na bak\u0131l\u0131rsa, alanyaz\u0131nda \u00f6\u011frenme kuramlar\u0131 ile ilgili ara\u015ft\u0131rmalar\u0131n hacmi d\u00fc\u015f\u00fcn\u00fcld\u00fc\u011f\u00fcnde, burada<\/span> yazmaya \u00e7al\u0131\u015ft\u0131\u011f\u0131m\u0131z re\u00e7etenin en hafif tabiriyle `\u00fcst\u00fcnk\u00f6r\u00fc\u2019 oldu\u011funun fark\u0131nday\u0131m. \u00d6\u011frenme kuramlar\u0131na daha ayr\u0131nt\u0131l\u0131 bir giri\u015f yapmay\u0131 tercih edenler Schunk (2016)<\/span> veya Harasim (201<\/span>7<\/span>)’i ara\u015ft\u0131rabilirler<\/span>. Benim kitab\u0131m\u0131n amac\u0131 t\u00fcm \u00f6\u011frenme kuramlar\u0131n\u0131n derinlemesine ve kapsaml\u0131 bir \u015fekilde incelemesi de\u011fil dijital \u00e7a\u011f\u0131n \u00f6\u011frencilerinin sahip oldu\u011fu farkl\u0131 gereksinimlere cevap vermek i\u00e7in farkl\u0131 y\u00f6ntemlerin se\u00e7imi ve kullan\u0131m\u0131 i\u00e7in gereken temeli sa\u011flamakt\u0131r.<\/span><\/p>\n

    Buradaki \u00f6nemli nokta, her \u00f6\u011fretim veya \u00f6\u011frenme teorisinin belirli bir varsay\u0131mla veya “ger\u00e7ek” bilgiyi olu\u015fturan unsurlar\u0131n \u00f6zellikle anla\u015f\u0131lmas\u0131yla, yani belirli bir epistemolojik konumun temelini olu\u015fturmas\u0131d\u0131r<\/span>. \u0130lerleyen b\u00f6l\u00fcmlerde, en \u00e7ok bilinen d\u00f6rt \u00f6\u011frenme kuram\u0131n\u0131 ve altlar\u0131nda yatan epistomolojileri inceleyece\u011fiz.<\/span><\/p>\n

    Kaynak\u00e7a<\/h2>\n

    Harasim, L. (2017) <\/span><\/span><\/span>Learning Theory and Online Technologies 2nd edition<\/u><\/span><\/span><\/span><\/a><\/em> New York\/London: Taylor and Francis<\/span><\/span><\/span><\/p>\n

    Hofer, B. and Pintrich, P. (1997) \u2018<\/span><\/span>The development of epistemological theories: beliefs about knowledge and knowing and their relation to learning<\/u><\/span><\/span><\/a>\u2019 <\/span><\/span>Review of Educational Research<\/span><\/span><\/em> Vol. 67, No. 1, pp. 88-140<\/span><\/span><\/p>\n

    Schunk, D. (201<\/span><\/span>6<\/span><\/span>) <\/span><\/span>Learning Theories: An Educational Perspective: <\/u><\/span><\/span><\/em>7th edition<\/u><\/span><\/span><\/em><\/a> <\/span><\/span>London: Pearson Education<\/span><\/span><\/p>\n

    \n
    \n

    Etkinlik 2.2 Bir ak\u015fam yeme\u011finde epistemoloji<\/p>\n<\/header>\n

    \n
      \n
    1. \n

      \u0130ki s\u00fctun \u00e7iz. Bir s\u00fctunun alt\u0131nda, Caroline’nin Senaryosu B’de Senaryosu i\u00e7in kitab\u0131 i\u00e7in kulland\u0131\u011f\u0131 gerek\u00e7elerin bir listesini yaz\u0131n\u0131z. Benzer \u015fekilde, di\u011fer s\u00fctunda da Stephen\u2019\u0131n itirazlar\u0131n\u0131 yaz\u0131n\u0131z.<\/span><\/p>\n<\/li>\n

    2. \n

      Her bir ki\u015finin arg\u00fcmanlar\u0131n\u0131n gerek\u00e7esinin alt\u0131nda yatan ortak temalar nelerdir? (Hangi konuda \u201cen iyi\u201d arg\u00fcmanlar oldu\u011fu konusunda bir de\u011fer yarg\u0131s\u0131 yapmamaya \u00e7al\u0131\u015f\u0131n.)<\/span><\/p>\n<\/li>\n

    3. \n

      Her iki yakla\u015f\u0131m\u0131 uzla\u015ft\u0131rmak m\u00fcmk\u00fcn olur mu?<\/span><\/p>\n<\/li>\n<\/ol>\n

      Geri bildirim gelecek<\/span><\/span><\/p>\n<\/div>\n<\/div>\n

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