EĞİTİMDEKİ STANDARTLARI ÇOCUKLARIN DÜŞÜNME BECERİLERİNİ GELİŞTİRME YOLUYLA YÜKSELTME: ÖĞRETMEN EĞİTİMİ AÇISINDAN BAZI ÖNERİLER

Year 2005, Volume: 6 Issue: 2, 227 - 254, 01.05.2005

Yasemin Gödek

Abstract

Bu çalışmanın ana amacı, toplumun ihtiyaçlarını karşılayabilmek amacıyla eğitimde standartları yükseltmenin olası yolunun olup olmadığı sorusunu tartışmaktır. Bu nedenle, ilk olarak, eğitimin değişen fonksiyonu ve çocuklara nasıl düşüneceklerini ve nasıl öğreneceklerini öğretmenin önemi vurgulanacak, öğrenme sürecinde fen eğitiminin önemi ve fen eğitiminin sürekli gelişimi incelenecektir. Ikinci olarak, öğrenme teorilerinin ışığında, değişen ve değişmekte olan öğrenme süreci kavramına işaret edilecek ve İngiltere’de halen uygulanan bilişsel hızlandırma programı olan CASE Fen eğitimi yoluyla Bilişsel hızlandırma projesi kısaca incelenecektir. Öğretimin ve öğretimde bilişsel hızlandırma programının gerekliliği belirtilecektir. Daha sonra, bilişsel hızlandırma programı ve CASE projesinin bulguları tartışılacaktır. Son olarak, öğretmen eğitimi açısından bazı önerilerde bulunulacaktır.

Keywords

Eğitimde standartlar, fen eğitimi, öğrenme teorileri, CASE projesi, öğretmen eğitimi

RAISING THE EDUCATIONAL STANDARDS THROUGH ENHANCING CHILDREN’S THINKING: IMPLICATIONS FOR TEACHER EDUCATION

Abstract

In this study, the main aim is to raise a fundamental question of whether there is any possible way of raising the educational standards in order to meet the demands of society. In this respect, firstly, the changing function of education and the significance of teaching children how to think and learn will be emphasised, and the importance of science education in children’s learning processes and the gradual improvement of science education will be examined. Secondly, in the light of learning theories, the changing notion of the learning process will be indicated, and the cognitive acceleration intervention programme of the CASE Cognitive Acceleration through Science Education project will be examined briefly. The necessity of instruction and intervention will be emphasised. Then, the programme and the findings of CASE will be debated. Finally, some suggestions for teacher education will be made

Keywords

Educational standards, science education, learning theories, Cognitive Acceleration through Science Education project, teacher education

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