You are here

Home » Content

Hedef Yapıları: Beraber veya Yalnız Öğrenme

Goal Structures: Learning Together and Alone

Journal Name:

  • The International Journal of Research in Teacher Education

Publication Year:

  • 2010

Key Words:

Keywords (Original Language):

Author NameUniversity of Author
Abstract (2. Language): 
In each classroom, it is possible to find students who prefer engaging in win-lose struggle to see who is best in completing the assignment, working independently to complete the assignment, working together in small groups, helping the others achieve the task and learn better. Students’ learning goals are structured to promote cooperative, competitive or individualistic efforts. Each student has a different preference when it comes to the goal structure. In this study conducted with 92 teacher trainees at the English language Teaching Department during the fall academic term 2008-2009, the aim is to highlight the characteristics of each goal structure and to show that in the class dynamics it is possible to find that different groups prefer different goal structures and even the same individual may prefer using the different structures and not employing only one type of social interdependence. For this purpose a semi structured interview was conducted and students gave different answers and expressed their preferences for the learning styles and did not show a predominant choice on one style only.
Bookmark/Search this post with
Abstract (Original Language): 
Her sınıfta kim daha iyi yapacak diye uğraşan, ödevleri bitirmede tek başına çalışan, ya da küçük gruplar içinde birbirlerine yardım ederek daha iyi öğrenmeye çalışan öğrenciler vardır. Öğrencilerin öğrenme şekilleri, işbirlikçi, rekabetçi veya bireysel olmak üzere üçe ayrılırlar. Her öğrenci bu gruplardan birine girer. Bu çalışmanın amacı 92 öğretmen adayına nasıl ders çalıştıklarıyla ilgili açık uçlu soru sorarak sınıf içi dinamiklerinin nasıl olustugunu görmek, farklı grupların farklı tercihleri olduklarını bulmak ve hatta bireylerin duruma ve sartlara göre farklı öğrenme şekillerini kullanabildigini göstermektir. Açık uçlu sorulara verdikleri yanıtlarda öğrenciler yoğunluk olarak bir gruba eğilim göstermemekte, duruma göre farklı şekli seçebilmektedir.
FULL TEXT (PDF): 
PDF icon arastirmax-hedef-yapilari-beraber-yalniz-ogrenme.pdf
  • 1
2
11
  • Turkish

REFERENCES

References: 

Cresswell, J (2002)Research Design: Qualitative, Quantitative, and Mixed Methods Approaches (2nd Edition)London: Sage Publications, Inc;
Deutsch, M. (1962). Cooperation and Trust: Some theoretical notes. In M. R. Jones (Ed.), Nebraska symposium on motivation, 275-319. Lincoln, NE: University of Nebraska Press.
Gillies, R. (2007). Cooperative Learning: Integrating Theory into Practice. London: Sage
Johnson, D. W., & Johnson, R. T. (1996). The Role of Cooperative Learning in Assessing and Communicating Student Learning. In T. R. Gusky (Ed.) 1996 ASCD yearbook: Communicating Student Learning. Alexandria, VA: Association for Supervision and Curriculum Development.
Johnson, D. W., Johnson, R. T., & Holubec, E. J. (1993). Cooperation in the Classroom (6th ed.). Edina, MN: Interaction Book Company.
Johnson, D. W., Johnson, R. T., & Holubec, E. J. (1994). The Nuts and Bolts of Cooperative Learning. Edina, MN: Interaction Book Company.
Johnson, D.W., Johnson, R.T., & Dudley, B., & Magnuson, D. (1995). Training Elementary School Students To Manage Conflict. Journal of Social Psychology, 135(6), 673-686.
Johnson, D. & Johnson, R (1999) Learning Together. Massachusetts: Allyn and Bacon
Kagan, S. (1994) Cooperative Learning. San Clemente, CA: Kagan Publishing
Katzenbach, J.R. & Smith, D.K. (1993). The Wisdom of Teams: Creating the High-performance Organization. Boston: Harvard Business School.
Keeler, C.M. & Anson, R. (1995). An Assessment of Cooperative Learning Used For Basic Computer Skills Instruction in The College Classroom. Journal of Educational Computing Research, 12(4), 379-393.
Goal Structures: Learning Together and Alone
The International Journal of Research in Teacher Education (IJRTE)
10
McClintock, C. G. (1972) Social Motivation. Behavioral Science,17, 438-454
Richards, J & Rogers , T. (2001) Approaches and Methods in Language
Teaching. Cambridge: CUP.
Sachs,G , Candlin,C. Rose,K., & Shum,S ( 2003) Developing Cooperative
Learning in EFL/ ESL Classroom Setting, RELC, 34,3, 338-369
Salomon, G. & Perkins, D. N. (1998). Individual and Social Aspects Of Learning.
Review of Research in Education , 23, 1-24.
Schchar, H., Shlomo,S. & Jacobs, G. (2002) Cooperative Learning: Editorial Introduction, Asia Pacific Journal of Education 22.1: 1-2.
Slavin, R. E., & Karweit, N. A. (1985). Effects of Whole Class, Ability Grouped, And Individualized Instruction on Mathematics Achievement. American Educational Research Journal, 22(3), 351-367.
Skinner, B. F. (1968) The Technology of Teaching NY: Appleton-Century-Crofts
Udvari-Solner, A. & Kluth,P. (2008) Joyful Learning. London: Corwin Press.

Thank you for copying data from http://www.arastirmax.com