{"id":297,"date":"2016-01-04T10:13:00","date_gmt":"2016-01-04T13:13:00","guid":{"rendered":"https:\/\/myozden.info\/index.php\/2016\/01\/04\/sputnik-discovery-learning-inquiry-learning-stem-ve-turevleri\/"},"modified":"2016-01-04T10:13:00","modified_gmt":"2016-01-04T13:13:00","slug":"sputnik-discovery-learning-inquiry-learning-stem-ve-turevleri","status":"publish","type":"post","link":"https:\/\/myozden.info\/index.php\/2016\/01\/04\/sputnik-discovery-learning-inquiry-learning-stem-ve-turevleri\/","title":{"rendered":"Sputnik, Discovery Learning, Inquiry Learning, STEM ve t\u00fcrevleri?"},"content":{"rendered":"

Merhaba:<\/span><\/p>\n

\nBu yaz\u0131y\u0131 uzun s\u00fcredir yazacakt\u0131m ama sosyal ortamlarda verdi\u011fim yan\u0131tlar\u0131n yeterli olaca\u011f\u0131n\u0131 d\u00fc\u015f\u00fcnd\u00fc\u011f\u00fcm i\u00e7in bir t\u00fcrl\u00fc k\u0131smet olmad\u0131.  Toplumsal haf\u0131zam\u0131z olmad\u0131\u011f\u0131 gibi E\u011fitim alan\u0131nda da bu bal\u0131k haf\u0131zal\u0131 olma durumu \u00e7ok benimsenmi\u015f durumda. STEM konusunda Ayd\u0131n \u00dcniversitesi taraf\u0131ndan yaz\u0131lan raporu okuduktan sonra “\u00d6\u011frenciler size sonra S\u0130TEM etmesinler” diye bir yorum yapm\u0131\u015ft\u0131m. Orada da ayn\u0131 noktay\u0131 vurgulam\u0131\u015ft\u0131m. Neydi bu nokta, Sputnik 1957’de uzaya Amerikal\u0131lardan \u00f6nce g\u00f6nderilince Amerikal\u0131lar toplum olarak bundan \u00e7ok etkilenmi\u015fler (hemen bir kaynak g\u00f6stereyim).<\/span><\/div>\n
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\nKaynak: Learning, Creating, and Using Knowledge: Concept Maps as Facilitative Tools in Schools and Corporations, <\/span>Joseph Donald Novak, <\/span>Taylor & Francis, 2010 – Education – 317 pages.<\/span><\/div>\n
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\nBu kitab\u0131n 63. sayfas\u0131nda;<\/span><\/div>\n
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\nhikaye \u015fu \u015feklide devam ediyor, Amerikal\u0131lar da Ruslar\u0131n gerisinde kalma i\u015fini hemen bizde oldu\u011fu e\u011fitim sistemini sorgulayarak yola \u00e7\u0131k\u0131yorlar ve okul sistemlerinin \u00e7ok fazla ezebere dayal\u0131 oldu\u011funu, \u00e7ok fazla test \u00e7\u00f6zme tabanl\u0131 ve \u00e7ok y\u00fckl\u00fc oldu\u011funu s\u00f6yleyerek durumu tespit ediyolar (y\u0131l 1957 ve sonras\u0131) \ud83d\ude42 (bana bug\u00fcnlere \u00e7ok benzer geldi). Alternatif hemen geliyor, daha fazla fen ve matematik e\u011fitimini \u00f6ne \u00e7\u0131karacak ve daha sonra sorgulamay\u0131 \u00f6ne \u00e7\u0131karan (\u0130nquiry learning) ke\u015ffe dayal\u0131 \u00f6\u011frenme (Discovery Learning) y\u00f6ntemini b\u00fct\u00fcn okullara yaymak i\u00e7in \u00e7al\u0131\u015fmalar ba\u015fl\u0131yor. Sonu\u00e7, beklendi\u011fi gibi olmuyor 1990’lara kadar bu \u00e7er\u00e7evede okullara yerle\u015ftirilmeye \u00e7al\u0131\u015f\u0131lan moda beklenen etkiyi yaratm\u0131yor. A\u015fa\u011f\u0131daki yaz\u0131da bu y\u00f6ntemleri desteklemek i\u00e7in National Academy of Science (NAS) ve American Association for the Advancement of Science (AAAS) isimli kurulu\u015flar\u0131n bir\u00e7ok proje yapt\u0131\u011f\u0131n\u0131 ve destekle\u011fini s\u00f6yl\u00fcyor. Nafile!<\/span><\/div>\n
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\n\u015eimdiler de ise tehlike ba\u015fka yerden geldi, bir\u00e7ok alanda \u00c7in, ABD’yi zorlamaya ba\u015flay\u0131nca gene daha \u00f6nce denedikleri \u00e7\u00f6z\u00fcm k\u00fcmesini \u0131s\u0131tarak \u00f6n\u00fcm\u00fcze s\u00fcr\u00fcyorlar STEM ve t\u00fcrevleri. Bu arg\u00fcman\u0131 desteklemek i\u00e7in ise ABD’nin her y\u0131l 3 milyar dolar civar\u0131nda bir paray\u0131 bu i\u015fe ay\u0131rd\u0131klar\u0131n\u0131 s\u00f6yl\u00fcyorlar. 1960’l\u0131 y\u0131llarda da ayn\u0131 \u00fclke “\u00d6\u011frenme Robotu” i\u00e7in milyonlarca dolar para harcam\u0131\u015ft\u0131. Ben geriye do\u011fru bak\u0131nca bu t\u00fcr robotlar\u0131 hen\u00fcz okul ortamlar\u0131m\u0131zda g\u00f6remiyorum. Demek istedi\u011fim fikrin iyi olmas\u0131 kadar altyap\u0131s\u0131n\u0131n da olmas\u0131 \u00e7ok b\u00fcy\u00fck bir \u00f6nem ta\u015f\u0131yor. <\/span><\/div>\n
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\nBu t\u00fcr reformlar konusunda epeyce yaz\u0131 yazd\u0131m ve payla\u015ft\u0131m, E\u011fitim’de reformlar\u0131n kal\u0131c\u0131 olmas\u0131 do\u011frudan insan \u00f6\u011fesinin haz\u0131r olmas\u0131na ba\u011fl\u0131 (Law of the minimum in learning).<\/span><\/div>\n
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\n\u00d6\u011frenme evreninde anlaml\u0131 \u00f6\u011frenme \u00e7\u0131kt\u0131s\u0131 do\u011frudan insan \u00f6\u011fresinin haz\u0131r olmas\u0131na ba\u011fl\u0131d\u0131r ve \u00e7\u0131kt\u0131 do\u011frudan en az haz\u0131r olan\u0131n seviyesi kadard\u0131r.<\/span><\/div>\n
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\n\u00c7\u0131kt\u0131 \u00fczerine 3M’nin (m\u00fcfredat, metot ve materyal) etkisi s\u0131n\u0131rl\u0131d\u0131r. Sadece bu 3M’yi birden ya da ayr\u0131 ayr\u0131 de\u011fi\u015ftirerek mucize beklemek m\u00fcmk\u00fcn de\u011fildir. \u015eimdi, gelelim insan \u00f6gesinden \u00d6\u011fretmenlerimize, STEM konusunda e\u011fitim\/\u00f6\u011fretim hayatlar\u0131 boyunca herhangi bir uygulamayla,kar\u015f\u0131la\u015fm\u0131\u015f, kendisi denemi\u015f, deney yapm\u0131\u015f, bu bilgileri kullan\u0131p \u00fcretim yapm\u0131\u015f bir \u00f6\u011fretmen, \u00f6\u011fretmen gurubumuz var m\u0131? benim hat\u0131rlad\u0131\u011f\u0131m\u0131z kadar\u0131yla yok. Bu durumda, \u00f6\u011fretmenlerimizden beklentimiz, yemedikleri peynirin tarifi kadar olacakt\u0131r, yani kimisine g\u00f6re tatl\u0131 kimisine g\u00f6re tuzlu, afiyet olsun. <\/span><\/div>\n
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\nUnutmayal\u0131m, Fen, Teknoloji, M\u00fchendislik alanlar\u0131nda \u00fcretim ama\u00e7l\u0131 e\u011fitim\/\u00f6\u011fretim olduk\u00e7a pahal\u0131 yat\u0131r\u0131mlard\u0131r, \u00f6nce ortamlar\u0131 kural\u0131m sonra istim gelir dersek \u00f6n\u00fcm\u00fczde g\u00fczel bir \u00f6rnek var FATIH projemiz. Ba\u015far\u0131l\u0131 olmas\u0131n\u0131 hala \u00e7ok isterim ama alanyaz\u0131n ne yaz\u0131k ki bunu desteklemiyor.<\/span><\/div>\n
\n <\/span><\/div>\n
\nModa olarak gelen her g\u00f6r\u00fc\u015f demode olmaya mahk\u00fcmdur. <\/span><\/div>\n
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\nUmar\u0131m, haf\u0131zam\u0131z\u0131 yeniler gere\u011fini yapmadan \u00f6nce bu sefer d\u00fc\u015f\u00fcn\u00fcr \u00f6yle yola koyuluruz. Bu \u00fclkede art\u0131k, nitelik b\u00fcy\u00fck bir sorun, e\u011fitimde niteli\u011fin artmas\u0131 do\u011frudan N\u0130TEL\u0130KL\u0130 \u00d6\u011eRETMENLERE sahip olmam\u0131zla m\u00fcmk\u00fcn. Bu y\u00f6nde bir \u00e7aba var m\u0131? (girdi kalitesi ve \u00e7\u0131kt\u0131y\u0131 testle \u00f6l\u00e7me d\u0131\u015f\u0131nda).<\/span><\/div>\n
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\nBir toplumun geli\u015fmi\u015flik seviyesi sahip oldu\u011fu nitelikli \u00f6\u011fretmen kadard\u0131r.<\/span><\/div>\n
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\nSayg\u0131lar\u0131mla,<\/span><\/div>\n
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Merhaba: Bu yaz\u0131y\u0131 uzun s\u00fcredir yazacakt\u0131m ama sosyal ortamlarda verdi\u011fim yan\u0131tlar\u0131n yeterli olaca\u011f\u0131n\u0131 d\u00fc\u015f\u00fcnd\u00fc\u011f\u00fcm i\u00e7in bir t\u00fcrl\u00fc k\u0131smet olmad\u0131.  Toplumsal haf\u0131zam\u0131z olmad\u0131\u011f\u0131 gibi E\u011fitim alan\u0131nda da bu bal\u0131k haf\u0131zal\u0131 olma durumu \u00e7ok benimsenmi\u015f durumda. STEM konusunda Ayd\u0131n \u00dcniversitesi taraf\u0131ndan yaz\u0131lan raporu okuduktan sonra “\u00d6\u011frenciler size sonra S\u0130TEM etmesinler” diye bir yorum yapm\u0131\u015ft\u0131m. Orada da ayn\u0131 noktay\u0131 vurgulam\u0131\u015ft\u0131m. Neydi bu nokta, Sputnik 1957’de uzaya Amerikal\u0131lardan \u00f6nce g\u00f6nderilince Amerikal\u0131lar toplum olarak bundan \u00e7ok etkilenmi\u015fler (hemen bir kaynak g\u00f6stereyim). Kaynak: Learning, Creating, and Using Knowledge: Concept Maps as Facilitative Tools in Schools and Corporations, Joseph Donald Novak, Taylor & Francis, 2010 – Education – 317 pages. Bu kitab\u0131n 63. sayfas\u0131nda; hikaye \u015fu \u015feklide devam ediyor, Amerikal\u0131lar da Ruslar\u0131n gerisinde kalma i\u015fini hemen bizde oldu\u011fu e\u011fitim sistemini sorgulayarak yola \u00e7\u0131k\u0131yorlar ve okul sistemlerinin \u00e7ok fazla ezebere dayal\u0131 oldu\u011funu, \u00e7ok fazla test \u00e7\u00f6zme tabanl\u0131 ve \u00e7ok y\u00fckl\u00fc oldu\u011funu s\u00f6yleyerek durumu tespit ediyolar (y\u0131l 1957 ve sonras\u0131) \ud83d\ude42 (bana bug\u00fcnlere \u00e7ok benzer geldi). Alternatif hemen geliyor, daha fazla fen ve matematik e\u011fitimini \u00f6ne \u00e7\u0131karacak ve daha sonra sorgulamay\u0131 \u00f6ne \u00e7\u0131karan (\u0130nquiry learning) ke\u015ffe dayal\u0131 \u00f6\u011frenme (Discovery Learning) y\u00f6ntemini b\u00fct\u00fcn okullara yaymak i\u00e7in \u00e7al\u0131\u015fmalar ba\u015fl\u0131yor. Sonu\u00e7, beklendi\u011fi gibi olmuyor 1990’lara kadar bu \u00e7er\u00e7evede okullara yerle\u015ftirilmeye \u00e7al\u0131\u015f\u0131lan moda beklenen etkiyi yaratm\u0131yor. A\u015fa\u011f\u0131daki yaz\u0131da bu y\u00f6ntemleri desteklemek i\u00e7in National Academy of Science (NAS) ve American Association for the Advancement of Science (AAAS) isimli kurulu\u015flar\u0131n bir\u00e7ok proje yapt\u0131\u011f\u0131n\u0131 ve destekle\u011fini s\u00f6yl\u00fcyor. Nafile! \u015eimdiler de ise tehlike ba\u015fka yerden geldi, bir\u00e7ok alanda \u00c7in, ABD’yi zorlamaya ba\u015flay\u0131nca gene daha \u00f6nce denedikleri \u00e7\u00f6z\u00fcm k\u00fcmesini \u0131s\u0131tarak \u00f6n\u00fcm\u00fcze s\u00fcr\u00fcyorlar STEM ve t\u00fcrevleri. Bu arg\u00fcman\u0131 desteklemek i\u00e7in ise ABD’nin her y\u0131l 3 milyar dolar civar\u0131nda bir paray\u0131 bu i\u015fe ay\u0131rd\u0131klar\u0131n\u0131 s\u00f6yl\u00fcyorlar. 1960’l\u0131 y\u0131llarda da ayn\u0131 \u00fclke “\u00d6\u011frenme Robotu” i\u00e7in milyonlarca dolar para harcam\u0131\u015ft\u0131. Ben geriye do\u011fru bak\u0131nca bu t\u00fcr robotlar\u0131 hen\u00fcz okul ortamlar\u0131m\u0131zda g\u00f6remiyorum. Demek istedi\u011fim fikrin iyi olmas\u0131 kadar altyap\u0131s\u0131n\u0131n da olmas\u0131 \u00e7ok b\u00fcy\u00fck bir \u00f6nem ta\u015f\u0131yor.  Bu t\u00fcr reformlar konusunda epeyce yaz\u0131 yazd\u0131m ve payla\u015ft\u0131m, E\u011fitim’de reformlar\u0131n kal\u0131c\u0131 olmas\u0131 do\u011frudan insan \u00f6\u011fesinin haz\u0131r olmas\u0131na ba\u011fl\u0131 (Law of the minimum in learning). \u00d6\u011frenme evreninde anlaml\u0131 \u00f6\u011frenme \u00e7\u0131kt\u0131s\u0131 do\u011frudan insan \u00f6\u011fresinin haz\u0131r olmas\u0131na ba\u011fl\u0131d\u0131r ve \u00e7\u0131kt\u0131 do\u011frudan en az haz\u0131r olan\u0131n seviyesi kadard\u0131r. \u00c7\u0131kt\u0131 \u00fczerine 3M’nin (m\u00fcfredat, metot ve materyal) etkisi s\u0131n\u0131rl\u0131d\u0131r. Sadece bu 3M’yi birden ya da ayr\u0131 ayr\u0131 de\u011fi\u015ftirerek mucize beklemek m\u00fcmk\u00fcn de\u011fildir. \u015eimdi, gelelim insan \u00f6gesinden \u00d6\u011fretmenlerimize, STEM konusunda e\u011fitim\/\u00f6\u011fretim hayatlar\u0131 boyunca herhangi bir uygulamayla,kar\u015f\u0131la\u015fm\u0131\u015f, kendisi denemi\u015f, deney yapm\u0131\u015f, bu bilgileri kullan\u0131p \u00fcretim yapm\u0131\u015f bir \u00f6\u011fretmen, \u00f6\u011fretmen gurubumuz var m\u0131? benim hat\u0131rlad\u0131\u011f\u0131m\u0131z kadar\u0131yla yok. Bu durumda, \u00f6\u011fretmenlerimizden beklentimiz, yemedikleri peynirin tarifi kadar olacakt\u0131r, yani kimisine g\u00f6re tatl\u0131 kimisine g\u00f6re tuzlu, afiyet olsun.  Unutmayal\u0131m, Fen, Teknoloji, M\u00fchendislik alanlar\u0131nda \u00fcretim ama\u00e7l\u0131 e\u011fitim\/\u00f6\u011fretim olduk\u00e7a pahal\u0131 yat\u0131r\u0131mlard\u0131r, \u00f6nce ortamlar\u0131 kural\u0131m sonra istim gelir dersek \u00f6n\u00fcm\u00fczde g\u00fczel bir \u00f6rnek var FATIH projemiz. Ba\u015far\u0131l\u0131 olmas\u0131n\u0131 hala \u00e7ok isterim ama alanyaz\u0131n ne yaz\u0131k ki bunu desteklemiyor.   Moda olarak gelen her g\u00f6r\u00fc\u015f demode olmaya mahk\u00fcmdur.  Umar\u0131m, haf\u0131zam\u0131z\u0131 yeniler gere\u011fini yapmadan \u00f6nce bu sefer d\u00fc\u015f\u00fcn\u00fcr \u00f6yle yola koyuluruz. Bu \u00fclkede art\u0131k, nitelik b\u00fcy\u00fck bir sorun, e\u011fitimde niteli\u011fin artmas\u0131 do\u011frudan N\u0130TEL\u0130KL\u0130 \u00d6\u011eRETMENLERE sahip olmam\u0131zla m\u00fcmk\u00fcn. Bu y\u00f6nde bir \u00e7aba var m\u0131? (girdi kalitesi ve \u00e7\u0131kt\u0131y\u0131 testle \u00f6l\u00e7me d\u0131\u015f\u0131nda). Bir toplumun geli\u015fmi\u015flik seviyesi sahip oldu\u011fu nitelikli \u00f6\u011fretmen kadard\u0131r. Sayg\u0131lar\u0131mla,<\/p>\n","protected":false},"author":1,"featured_media":0,"comment_status":"open","ping_status":"open","sticky":false,"template":"","format":"standard","meta":{"footnotes":""},"categories":[1],"tags":[],"class_list":["post-297","post","type-post","status-publish","format-standard","hentry","category-uncategorized"],"acf":[],"_links":{"self":[{"href":"https:\/\/myozden.info\/index.php\/wp-json\/wp\/v2\/posts\/297","targetHints":{"allow":["GET"]}}],"collection":[{"href":"https:\/\/myozden.info\/index.php\/wp-json\/wp\/v2\/posts"}],"about":[{"href":"https:\/\/myozden.info\/index.php\/wp-json\/wp\/v2\/types\/post"}],"author":[{"embeddable":true,"href":"https:\/\/myozden.info\/index.php\/wp-json\/wp\/v2\/users\/1"}],"replies":[{"embeddable":true,"href":"https:\/\/myozden.info\/index.php\/wp-json\/wp\/v2\/comments?post=297"}],"version-history":[{"count":0,"href":"https:\/\/myozden.info\/index.php\/wp-json\/wp\/v2\/posts\/297\/revisions"}],"wp:attachment":[{"href":"https:\/\/myozden.info\/index.php\/wp-json\/wp\/v2\/media?parent=297"}],"wp:term":[{"taxonomy":"category","embeddable":true,"href":"https:\/\/myozden.info\/index.php\/wp-json\/wp\/v2\/categories?post=297"},{"taxonomy":"post_tag","embeddable":true,"href":"https:\/\/myozden.info\/index.php\/wp-json\/wp\/v2\/tags?post=297"}],"curies":[{"name":"wp","href":"https:\/\/api.w.org\/{rel}","templated":true}]}}