{"id":702,"date":"2026-09-09T11:32:21","date_gmt":"2026-09-09T14:32:21","guid":{"rendered":"https:\/\/myozden.info\/?p=702"},"modified":"2026-09-09T11:32:23","modified_gmt":"2026-09-09T14:32:23","slug":"flynn-etkisi-pisa-2025-ne-oluyor","status":"publish","type":"post","link":"https:\/\/myozden.info\/index.php\/2026\/09\/09\/flynn-etkisi-pisa-2025-ne-oluyor\/","title":{"rendered":"Flynn Etkisinin Tersine D\u00f6n\u00fc\u015f\u00fcnden PISA 2025\u2019e: Dijital \u00c7a\u011fda Bili\u015fsel \u00c7aba ve \u00d6\u011frenmenin Maliyeti"},"content":{"rendered":"\n<h2 class=\"wp-block-heading\">Zek\u00e2m\u0131z m\u0131 azal\u0131yor, yoksa d\u00fc\u015f\u00fcnme bi\u00e7imimiz mi de\u011fi\u015fiyor?<\/h2>\n\n\n\n<figure class=\"wp-block-image size-large\"><img loading=\"lazy\" decoding=\"async\" width=\"1024\" height=\"572\" src=\"https:\/\/myozden.info\/wp-content\/uploads\/2026\/09\/Bilissel-Dissallastirma-Nedir-Zihinsel-yuku-azaltmak-icin-hatirlama-ve-islem-yapma-gibi-gorevlerin-dijital-araclara-devredilmesidir_-1024x572.png\" alt=\"\" class=\"wp-image-703\" srcset=\"https:\/\/myozden.info\/wp-content\/uploads\/2026\/09\/Bilissel-Dissallastirma-Nedir-Zihinsel-yuku-azaltmak-icin-hatirlama-ve-islem-yapma-gibi-gorevlerin-dijital-araclara-devredilmesidir_-1024x572.png 1024w, https:\/\/myozden.info\/wp-content\/uploads\/2026\/09\/Bilissel-Dissallastirma-Nedir-Zihinsel-yuku-azaltmak-icin-hatirlama-ve-islem-yapma-gibi-gorevlerin-dijital-araclara-devredilmesidir_-300x167.png 300w, https:\/\/myozden.info\/wp-content\/uploads\/2026\/09\/Bilissel-Dissallastirma-Nedir-Zihinsel-yuku-azaltmak-icin-hatirlama-ve-islem-yapma-gibi-gorevlerin-dijital-araclara-devredilmesidir_-767x428.png 767w, https:\/\/myozden.info\/wp-content\/uploads\/2026\/09\/Bilissel-Dissallastirma-Nedir-Zihinsel-yuku-azaltmak-icin-hatirlama-ve-islem-yapma-gibi-gorevlerin-dijital-araclara-devredilmesidir_-1140x636.png 1140w, https:\/\/myozden.info\/wp-content\/uploads\/2026\/09\/Bilissel-Dissallastirma-Nedir-Zihinsel-yuku-azaltmak-icin-hatirlama-ve-islem-yapma-gibi-gorevlerin-dijital-araclara-devredilmesidir_-1536x857.png 1536w, https:\/\/myozden.info\/wp-content\/uploads\/2026\/09\/Bilissel-Dissallastirma-Nedir-Zihinsel-yuku-azaltmak-icin-hatirlama-ve-islem-yapma-gibi-gorevlerin-dijital-araclara-devredilmesidir_.png 2048w\" sizes=\"auto, (max-width: 1024px) 100vw, 1024px\" \/><\/figure>\n\n\n\n<p class=\"wp-block-paragraph\">Uzun y\u0131llar boyunca insanl\u0131\u011f\u0131n ortalama zek\u00e2 testlerindeki performans\u0131n\u0131n ku\u015faktan ku\u015fa\u011fa y\u00fckseldi\u011fi g\u00f6zlendi. James Flynn\u2019in ad\u0131yla an\u0131lan <strong>Flynn etkisi<\/strong>, \u00f6zellikle 20. y\u00fczy\u0131l boyunca bir\u00e7ok \u00fclkede IQ test puanlar\u0131n\u0131n d\u00fczenli bi\u00e7imde artmas\u0131n\u0131 ifade ediyordu.<\/p>\n\n\n\n<p class=\"wp-block-paragraph\">Ancak son y\u0131llarda baz\u0131 geli\u015fmi\u015f \u00fclkelerde bu e\u011filimin yava\u015flad\u0131\u011f\u0131, durdu\u011fu, hatta tersine d\u00f6nd\u00fc\u011f\u00fc y\u00f6n\u00fcnde bulgular ortaya \u00e7\u0131kt\u0131. Bratsberg ve Rogeberg\u2019in (2018) Norve\u00e7 verileri \u00fczerinde ger\u00e7ekle\u015ftirdikleri \u00f6nemli \u00e7al\u0131\u015fma, hem Flynn etkisinin hem de tersine d\u00f6n\u00fc\u015f\u00fcn\u00fcn aileler i\u00e7indeki ku\u015fak farkl\u0131l\u0131klar\u0131nda g\u00f6zlenebildi\u011fini ve de\u011fi\u015fimin \u00e7evresel fakt\u00f6rlerle a\u00e7\u0131klanmas\u0131n\u0131n daha olas\u0131 oldu\u011funu g\u00f6sterdi.<\/p>\n\n\n\n<p class=\"wp-block-paragraph\">2025 y\u0131l\u0131nda yay\u0131mlad\u0131\u011f\u0131m <em>Changes in Average National IQ Scores (1940\u20132023)<\/em> ba\u015fl\u0131kl\u0131 yaz\u0131da bu de\u011fi\u015fimi tart\u0131\u015f\u0131rken \u015fu soruyu ortaya atm\u0131\u015ft\u0131m: \u0130nternetin, dijital teknolojilerin ve daha sonra yapay zek\u00e2n\u0131n giderek g\u00fcnl\u00fck hayat\u0131m\u0131z\u0131n par\u00e7as\u0131 h\u00e2line gelmesi ile bili\u015fsel performanstaki bu de\u011fi\u015fim aras\u0131nda bir ili\u015fki olabilir mi?<\/p>\n\n\n\n<p class=\"wp-block-paragraph\">O tarihte bu soru b\u00fcy\u00fck \u00f6l\u00e7\u00fcde bir hipotez niteli\u011findeydi.<\/p>\n\n\n\n<p class=\"wp-block-paragraph\">PISA 2025 sonu\u00e7lar\u0131 ise tart\u0131\u015fmaya yeni ve olduk\u00e7a ilgin\u00e7 veriler ekliyor.<\/p>\n\n\n\n<h2 class=\"wp-block-heading\"><a>PISA bize ne s\u00f6yl\u00fcyor?<\/a><\/h2>\n\n\n\n<p class=\"wp-block-paragraph\">OECD\u2019nin PISA 2025 sonu\u00e7lar\u0131na g\u00f6re 15 ya\u015f\u0131ndaki \u00f6\u011frencilerin ortalama performans\u0131 OECD \u00fclkelerinde PISA tarihinde \u00f6l\u00e7\u00fclen <strong>en d\u00fc\u015f\u00fck d\u00fczeye<\/strong> ula\u015fm\u0131\u015f durumda. Bu sonu\u00e7 fen, matematik ve okuman\u0131n \u00fc\u00e7\u00fc i\u00e7in de ge\u00e7erli. Ancak d\u00fc\u015f\u00fc\u015f\u00fcn yap\u0131s\u0131 alanlara g\u00f6re farkl\u0131l\u0131k g\u00f6steriyor.<\/p>\n\n\n\n<p class=\"wp-block-paragraph\">Matematik performans\u0131 OECD \u00fclkelerinde 2015\u20132025 aras\u0131nda ortalama <strong>22 puan<\/strong> geriledi. OECD bunu bir y\u0131ldan biraz fazla \u00f6\u011frenmeye kar\u015f\u0131l\u0131k gelen b\u00fcy\u00fck bir kay\u0131p olarak de\u011ferlendiriyor.<\/p>\n\n\n\n<p class=\"wp-block-paragraph\">Okumadaki gerileme daha da belirgin: ayn\u0131 on y\u0131ll\u0131k d\u00f6nemde OECD ortalamas\u0131 <strong>28 puan d\u00fc\u015ft\u00fc<\/strong>.<\/p>\n\n\n\n<p class=\"wp-block-paragraph\">Fen bilimleri ise g\u00f6rece diren\u00e7li g\u00f6r\u00fcn\u00fcyor; d\u00fc\u015f\u00fc\u015f daha s\u0131n\u0131rl\u0131.<\/p>\n\n\n\n<p class=\"wp-block-paragraph\">Son \u00fc\u00e7 PISA d\u00f6nemi \u00f6zellikle dikkat \u00e7ekicidir. 2022\u2019de pandeminin ard\u0131ndan matematik ve okumada \u00e7ok b\u00fcy\u00fck bir d\u00fc\u015f\u00fc\u015f g\u00f6r\u00fclm\u00fc\u015ft\u00fc. E\u011fer bunun temel nedeni yaln\u0131zca COVID-19 nedeniyle okullar\u0131n kapanmas\u0131 olsayd\u0131, pandemi sonras\u0131nda bir toparlanma beklemek makul olurdu.<\/p>\n\n\n\n<p class=\"wp-block-paragraph\">Fakat PISA 2025 bunu g\u00f6stermedi.<\/p>\n\n\n\n<p class=\"wp-block-paragraph\">2022\u20132025 aras\u0131nda kar\u015f\u0131la\u015ft\u0131r\u0131labilir OECD \u00fclkelerinde matematik <strong>9 puan daha<\/strong>, okuma ise yakla\u015f\u0131k <strong>14 puan daha<\/strong> geriledi. Fen performans\u0131 ise yakla\u015f\u0131k olarak sabit kald\u0131. Dahas\u0131 OECD, okuma performans\u0131ndaki gerilemenin pandemiden \u00f6nce ba\u015flad\u0131\u011f\u0131n\u0131, matematikte ise \u00f6zellikle 2018 sonras\u0131nda h\u0131zland\u0131\u011f\u0131n\u0131 vurguluyor.<\/p>\n\n\n\n<p class=\"wp-block-paragraph\">Demek ki a\u00e7\u0131klamam\u0131z gereken olgu yaln\u0131zca bir \u201cpandemi kayb\u0131\u201d olmayabilir.<\/p>\n\n\n\n<p class=\"wp-block-paragraph\">Daha uzun s\u00fcreli bir de\u011fi\u015fimle kar\u015f\u0131 kar\u015f\u0131ya olabiliriz.<\/p>\n\n\n\n<h2 class=\"wp-block-heading\"><a>Daha ilgin\u00e7 soru: \u00d6\u011frenciler neyi yapmakta zorlan\u0131yor?<\/a><\/h2>\n\n\n\n<p class=\"wp-block-paragraph\">PISA 2025\u2019in bence en \u00f6nemli bulgular\u0131ndan biri ortalama puanlar\u0131n d\u00fc\u015fmesinden ziyade <strong>hangi g\u00f6revlerde d\u00fc\u015f\u00fc\u015f ya\u015fand\u0131\u011f\u0131d\u0131r<\/strong>.<\/p>\n\n\n\n<p class=\"wp-block-paragraph\">Okumada en b\u00fcy\u00fck performans kay\u0131plar\u0131ndan baz\u0131lar\u0131 uzun metinlerin kullan\u0131ld\u0131\u011f\u0131 g\u00f6revlerde g\u00f6r\u00fcl\u00fcyor. \u00d6zellikle bilgiyi de\u011ferlendirme, \u00fczerinde d\u00fc\u015f\u00fcnme, hat\u0131rlama ve farkl\u0131 kaynaklardan gelen bilgileri b\u00fct\u00fcnle\u015ftirme gerektiren g\u00f6revlerde \u00f6\u011frenciler daha fazla zorlan\u0131yor.<\/p>\n\n\n\n<p class=\"wp-block-paragraph\">Buna kar\u015f\u0131l\u0131k metin i\u00e7erisinden tek bir bilgiyi bulmaya dayanan g\u00f6revler g\u00f6rece daha az etkilenmi\u015f durumda.<\/p>\n\n\n\n<p class=\"wp-block-paragraph\">Daha da ilginci, \u00f6\u011frencilerin sorular\u0131 cevaplama davran\u0131\u015f\u0131 de\u011fi\u015fmi\u015f g\u00f6r\u00fcn\u00fcyor.<\/p>\n\n\n\n<p class=\"wp-block-paragraph\">PISA 2025\u2019in ayr\u0131nt\u0131l\u0131 okuma analizleri, \u00f6\u011frencilerin testle etkile\u015fim bi\u00e7imlerinde de \u00f6nemli de\u011fi\u015fimler oldu\u011funu g\u00f6steriyor. 2018\u20132025 aras\u0131nda, 35 OECD \u00fclkesinde <strong>do\u011fru ve ak\u0131c\u0131 okur olarak s\u0131n\u0131fland\u0131r\u0131lan \u00f6\u011frencilerin oran\u0131nda ortalama 7 puanl\u0131k d\u00fc\u015f\u00fc\u015f g\u00f6r\u00fcl\u00fcrken<\/strong>, OECD\u2019nin \u201chasty readers\u201d olarak adland\u0131rd\u0131\u011f\u0131, okuma ak\u0131c\u0131l\u0131\u011f\u0131 g\u00f6revlerini ola\u011fan d\u0131\u015f\u0131 derecede h\u0131zl\u0131 tamamlay\u0131p birden fazla hata yapan \u00f6\u011frencilerin oran\u0131 yakla\u015f\u0131k <strong>5 puan artarak %6,6\u2019dan %11,4\u2019e y\u00fckseldi<\/strong>.<\/p>\n\n\n\n<p class=\"wp-block-paragraph\">Benzer bi\u00e7imde, okuma de\u011ferlendirmesindeki performans d\u00fc\u015f\u00fc\u015f\u00fc testin tamam\u0131nda g\u00f6r\u00fclmekle birlikte sonraki b\u00f6l\u00fcmlerde daha belirgindi. OECD, bu \u00f6r\u00fcnt\u00fcn\u00fcn \u00f6\u011frencilerin zor g\u00f6revlerle kar\u015f\u0131la\u015ft\u0131klar\u0131nda dikkatlerini s\u00fcrd\u00fcrme, sebat etme veya kendilerine g\u00fcvenme e\u011filimlerinde zaman i\u00e7inde meydana gelmi\u015f olabilecek bir azalmayla <strong>uyumlu oldu\u011funu<\/strong>, ancak bunun tek ba\u015f\u0131na nedensel bir a\u00e7\u0131klama olu\u015fturmad\u0131\u011f\u0131n\u0131 belirtmektedir.<\/p>\n\n\n\n<p class=\"wp-block-paragraph\">OECD bunun \u00f6\u011frencilerin zor g\u00f6revler kar\u015f\u0131s\u0131nda <strong>dikkatlerini s\u00fcrd\u00fcrme, sebat etme veya kendilerine g\u00fcvenme<\/strong> kapasiteleri ya da istekliliklerindeki de\u011fi\u015fimle uyumlu oldu\u011funu belirtiyor. \u00d6\u011frencilerin PISA testine harcad\u0131klar\u0131n\u0131 bildirdikleri \u00e7aba da 2018 ve 2022\u2019ye k\u0131yasla 2025\u2019te bir\u00e7ok \u00fclkede azalm\u0131\u015f durumda.<\/p>\n\n\n\n<p class=\"wp-block-paragraph\">Bu noktada mesele yaln\u0131zca \u201c\u00f6\u011frenciler daha az biliyor\u201d olmaktan \u00e7\u0131k\u0131yor.<\/p>\n\n\n\n<p class=\"wp-block-paragraph\">Belki de sormam\u0131z gereken soru \u015fudur:<\/p>\n\n\n\n<p class=\"wp-block-paragraph\"><strong>\u00d6\u011frenciler bili\u015fsel olarak zor bir i\u015fle kar\u015f\u0131la\u015ft\u0131klar\u0131nda o i\u015fle yeterince uzun s\u00fcre u\u011fra\u015fmaya devam ediyorlar m\u0131?<\/strong><\/p>\n\n\n\n<h2 class=\"wp-block-heading\"><a>Bili\u015fsel d\u0131\u015fsalla\u015ft\u0131rma<\/a><\/h2>\n\n\n\n<p class=\"wp-block-paragraph\">Bu soruyu anlamak i\u00e7in psikoloji literat\u00fcr\u00fcndeki <strong>cognitive offloading \u2013 bili\u015fsel d\u0131\u015fsalla\u015ft\u0131rma<\/strong> kavram\u0131 yararl\u0131 olabilir.<\/p>\n\n\n\n<p class=\"wp-block-paragraph\">Risko ve Gilbert (2016), bili\u015fsel d\u0131\u015fsalla\u015ft\u0131rmay\u0131 bir g\u00f6revin zihinsel i\u015flem y\u00fck\u00fcn\u00fc azaltmak amac\u0131yla d\u0131\u015fsal ara\u00e7lardan yararlan\u0131lmas\u0131 olarak tan\u0131mlar. Telefonumuza bir hat\u0131rlatma koymak, bilgiyi ezberlemek yerine kaydetmek veya hesaplamay\u0131 zihinden yapmak yerine bir ara\u00e7 kullanmak bunun basit \u00f6rnekleridir.<\/p>\n\n\n\n<p class=\"wp-block-paragraph\">Bili\u015fsel d\u0131\u015fsalla\u015ft\u0131rma kendi ba\u015f\u0131na k\u00f6t\u00fc de\u011fildir.<\/p>\n\n\n\n<p class=\"wp-block-paragraph\">Tam tersine insanl\u0131k tarihinin b\u00fcy\u00fck b\u00f6l\u00fcm\u00fc bili\u015fsel d\u0131\u015fsalla\u015ft\u0131rman\u0131n tarihidir.<\/p>\n\n\n\n<p class=\"wp-block-paragraph\">Yaz\u0131, kitap, k\u00fct\u00fcphane, hesap makinesi ve bilgisayar insan\u0131n bili\u015fsel kapasitesini geni\u015fleten teknolojilerdir.<\/p>\n\n\n\n<p class=\"wp-block-paragraph\">Fakat e\u011fitim a\u00e7\u0131s\u0131ndan kritik bir ayr\u0131m vard\u0131r:<\/p>\n\n\n\n<p class=\"wp-block-paragraph\"><strong>Bir arac\u0131n \u00f6\u011frenilmi\u015f bir bili\u015fsel i\u015flemi kolayla\u015ft\u0131rmas\u0131 ile \u00f6\u011frenilmesi gereken bili\u015fsel i\u015flemin yerine ge\u00e7mesi ayn\u0131 \u015fey de\u011fildir.<\/strong><\/p>\n\n\n\n<p class=\"wp-block-paragraph\">\u0130\u015fte \u00fcretken yapay zek\u00e2 bu ayr\u0131m\u0131 daha \u00f6nce kar\u015f\u0131la\u015fmad\u0131\u011f\u0131m\u0131z \u00f6l\u00e7\u00fcde \u00f6nemli h\u00e2le getiriyor.<\/p>\n\n\n\n<h2 class=\"wp-block-heading\"><a>\u0130nternet bilgiyi d\u0131\u015fsalla\u015ft\u0131rd\u0131; AI d\u00fc\u015f\u00fcnme s\u00fcrecini de d\u0131\u015fsalla\u015ft\u0131rabilir<\/a><\/h2>\n\n\n\n<p class=\"wp-block-paragraph\">\u0130nternet devrimiyle birlikte bilgiye eri\u015fmenin maliyeti dramatik bi\u00e7imde azald\u0131.<\/p>\n\n\n\n<p class=\"wp-block-paragraph\">Bir bilgiyi hat\u0131rlamak yerine arayabiliyoruz.<\/p>\n\n\n\n<p class=\"wp-block-paragraph\">Bir kitab\u0131 ba\u015ftan sona okumak yerine belirli bir bilgiyi bulabiliyoruz.<\/p>\n\n\n\n<p class=\"wp-block-paragraph\">Bir ansiklopediyi incelemek yerine arama motoruna birka\u00e7 kelime yazabiliyoruz.<\/p>\n\n\n\n<p class=\"wp-block-paragraph\">\u00dcretken yapay zek\u00e2 ise bundan bir ad\u0131m daha ileri gidiyor.<\/p>\n\n\n\n<p class=\"wp-block-paragraph\">Art\u0131k yaln\u0131zca bilgiyi d\u0131\u015far\u0131dan alm\u0131yoruz. Bilginin <strong>\u00f6zetlenmesini, kar\u015f\u0131la\u015ft\u0131r\u0131lmas\u0131n\u0131, s\u0131n\u0131fland\u0131r\u0131lmas\u0131n\u0131, yorumlanmas\u0131n\u0131, ili\u015fkilendirilmesini ve hatta bizim ad\u0131m\u0131za bir metne d\u00f6n\u00fc\u015ft\u00fcr\u00fclmesini<\/strong> de d\u0131\u015far\u0131ya aktarabiliyoruz.<\/p>\n\n\n\n<p class=\"wp-block-paragraph\">Bu b\u00fcy\u00fck bir bili\u015fsel kazan\u00e7 olabilir.<\/p>\n\n\n\n<p class=\"wp-block-paragraph\">Fakat e\u011fitim a\u00e7\u0131s\u0131ndan b\u00fcy\u00fck bir risk de i\u00e7eriyor.<\/p>\n\n\n\n<p class=\"wp-block-paragraph\">\u00c7\u00fcnk\u00fc \u00f6\u011frencinin \u00f6\u011frenmesi gereken s\u00fcre\u00e7 tam olarak bu i\u015flemler olabilir.<\/p>\n\n\n\n<p class=\"wp-block-paragraph\">Bir matematik probleminin cevab\u0131n\u0131 almak ile problemi \u00e7\u00f6zmek ayn\u0131 \u015fey de\u011fildir.<\/p>\n\n\n\n<p class=\"wp-block-paragraph\">Bir metnin \u00f6zetini okumak ile metni okuyup zihinsel olarak yap\u0131land\u0131rmak ayn\u0131 \u015fey de\u011fildir.<\/p>\n\n\n\n<p class=\"wp-block-paragraph\">Bir arg\u00fcman\u0131n AI taraf\u0131ndan \u00fcretilmesi ile \u00f6\u011frencinin kan\u0131tlar\u0131 de\u011ferlendirerek kendi arg\u00fcman\u0131n\u0131 olu\u015fturmas\u0131 ayn\u0131 bili\u015fsel s\u00fcre\u00e7 de\u011fildir.<\/p>\n\n\n\n<p class=\"wp-block-paragraph\">Dolay\u0131s\u0131yla AI\u2019\u0131n e\u011fitim a\u00e7\u0131s\u0131ndan temel sorusu \u201cAI do\u011fru cevap veriyor mu?\u201d olmayabilir.<\/p>\n\n\n\n<p class=\"wp-block-paragraph\">Daha \u00f6nemli soru \u015fudur:<\/p>\n\n\n\n<p class=\"wp-block-paragraph\"><strong>AI kullan\u0131ld\u0131\u011f\u0131nda bili\u015fsel i\u015fi kim yap\u0131yor?<\/strong><\/p>\n\n\n\n<h2 class=\"wp-block-heading\"><a>\u00d6\u011frenme pahal\u0131d\u0131r<\/a><\/h2>\n\n\n\n<p class=\"wp-block-paragraph\">Burada \u00f6\u011frenmeyle ilgili temel bir ger\u00e7e\u011fi yeniden hat\u0131rlamak gerekir:<\/p>\n\n\n\n<p class=\"wp-block-paragraph\"><strong>\u00d6\u011frenme negatifi olmayan bir i\u015flem olabilir; fakat anlaml\u0131 \u00f6\u011frenme pahal\u0131 bir s\u00fcre\u00e7tir.<\/strong><\/p>\n\n\n\n<p class=\"wp-block-paragraph\">Buradaki \u201cpahal\u0131\u201d s\u00f6zc\u00fc\u011f\u00fcn\u00fc ekonomik anlamda kullanm\u0131yorum.<\/p>\n\n\n\n<p class=\"wp-block-paragraph\">Anlaml\u0131 \u00f6\u011frenme;<\/p>\n\n\n\n<ul class=\"wp-block-list\">\n<li>zaman,<\/li>\n\n\n\n<li>dikkat,<\/li>\n\n\n\n<li>zihinsel \u00e7aba,<\/li>\n\n\n\n<li>tekrar,<\/li>\n\n\n\n<li>hata yapma,<\/li>\n\n\n\n<li>geri bildirim alma,<\/li>\n\n\n\n<li>\u00f6nceki bilgilerle ili\u015fki kurma,<\/li>\n\n\n\n<li>hat\u0131rlamaya \u00e7al\u0131\u015fma,<\/li>\n\n\n\n<li>belirsizlikle m\u00fccadele etme<\/li>\n\n\n\n<li>ve vazge\u00e7memeyi<\/li>\n<\/ul>\n\n\n\n<p class=\"wp-block-paragraph\">gerektirir.<\/p>\n\n\n\n<p class=\"wp-block-paragraph\">Ba\u015fka bir ifadeyle \u00f6\u011frenmenin bir <strong>bili\u015fsel maliyeti<\/strong> vard\u0131r.<\/p>\n\n\n\n<p class=\"wp-block-paragraph\">E\u011fitim teknolojisinin tarihsel hedeflerinden biri bu maliyeti azaltmak olmu\u015ftur. Ancak burada ince bir paradoks ortaya \u00e7\u0131k\u0131yor:<\/p>\n\n\n\n<p class=\"wp-block-paragraph\"><strong>\u00d6\u011frenmenin gereksiz maliyetlerini azaltmak yararl\u0131d\u0131r; \u00f6\u011frenmeyi meydana getiren gerekli bili\u015fsel maliyetleri ortadan kald\u0131rmak ise \u00f6\u011frenmenin kendisini azaltabilir.<\/strong><\/p>\n\n\n\n<h2 class=\"wp-block-heading\"><a>\u201cMinimum yasas\u0131\u201d a\u00e7\u0131s\u0131ndan \u00f6\u011frenme<\/a><\/h2>\n\n\n\n<p class=\"wp-block-paragraph\">Bu problem <em>Law of the Minimum in Learning<\/em> yakla\u015f\u0131m\u0131yla da d\u00fc\u015f\u00fcn\u00fclebilir.<\/p>\n\n\n\n<p class=\"wp-block-paragraph\">Bir \u00f6\u011frenme s\u00fcrecini birbirine ba\u011fl\u0131 bile\u015fenlerden olu\u015fan bir sistem olarak ele alal\u0131m:<\/p>\n\n\n\n<p class=\"wp-block-paragraph\"><strong>Dikkat \u2192 Alg\u0131lama \u2192 \u0130\u015fleme \u2192 \u0130li\u015fkilendirme \u2192 Uygulama \u2192 Geri \u00e7a\u011f\u0131rma \u2192 Transfer<\/strong><\/p>\n\n\n\n<p class=\"wp-block-paragraph\">Bu bile\u015fenlerden herhangi birinin kritik d\u00fczeyin alt\u0131nda kalmas\u0131 b\u00fct\u00fcn \u00f6\u011frenme \u00e7\u0131kt\u0131s\u0131n\u0131 s\u0131n\u0131rlayabilir.<\/p>\n\n\n\n<p class=\"wp-block-paragraph\">\u00d6\u011frenci \u00e7ok kaliteli i\u00e7eri\u011fe eri\u015febilir.<\/p>\n\n\n\n<p class=\"wp-block-paragraph\">\u00d6\u011fretmenin anlat\u0131m\u0131 m\u00fckemmel olabilir.<\/p>\n\n\n\n<p class=\"wp-block-paragraph\">AI son derece do\u011fru a\u00e7\u0131klamalar \u00fcretebilir.<\/p>\n\n\n\n<p class=\"wp-block-paragraph\">Fakat \u00f6\u011frenci yeterli s\u00fcre dikkatini s\u00fcrd\u00fcremiyorsa veya bili\u015fsel i\u015flemeyi s\u00fcrekli bir d\u0131\u015f araca devrediyorsa sistemin di\u011fer bile\u015fenlerinin kalitesi \u00f6\u011frenmeyi tek ba\u015f\u0131na garanti edemez.<\/p>\n\n\n\n<p class=\"wp-block-paragraph\">Bu durumda teknolojik kapasite artarken \u00f6\u011frenme \u00e7\u0131kt\u0131s\u0131n\u0131n azalmas\u0131 paradoks olmaktan \u00e7\u0131kar.<\/p>\n\n\n\n<p class=\"wp-block-paragraph\">S\u0131n\u0131rlay\u0131c\u0131 fakt\u00f6r de\u011fi\u015fmi\u015ftir.<\/p>\n\n\n\n<p class=\"wp-block-paragraph\">D\u00fcn\u00fcn problemi <strong>bilgiye eri\u015fim<\/strong> iken bug\u00fcn\u00fcn problemi giderek <strong>bilgi \u00fczerinde yeterince uzun s\u00fcre d\u00fc\u015f\u00fcnmek<\/strong> olabilir.<\/p>\n\n\n\n<h2 class=\"wp-block-heading\"><a>PISA 2025 bu hipotezi kan\u0131tl\u0131yor mu?<\/a><\/h2>\n\n\n\n<p class=\"wp-block-paragraph\">Hay\u0131r.<\/p>\n\n\n\n<p class=\"wp-block-paragraph\">Bu ayr\u0131m son derece \u00f6nemlidir.<\/p>\n\n\n\n<p class=\"wp-block-paragraph\">PISA verileri ile dijitalle\u015fme, internet kullan\u0131m\u0131 veya yapay zek\u00e2 aras\u0131nda g\u00f6zlenen ili\u015fkiler <strong>tek ba\u015f\u0131na nedensellik g\u00f6stermez<\/strong>.<\/p>\n\n\n\n<p class=\"wp-block-paragraph\">PISA\u2019daki gerilemenin bir\u00e7ok olas\u0131 nedeni bulunmaktad\u0131r: pandemi sonras\u0131 etkiler, okul devams\u0131zl\u0131\u011f\u0131, sosyoekonomik de\u011fi\u015fimler, \u00f6\u011fretmen sorunlar\u0131, aile deste\u011findeki de\u011fi\u015fiklikler, okuma al\u0131\u015fkanl\u0131klar\u0131n\u0131n zay\u0131flamas\u0131, ekran s\u00fcresinin artmas\u0131, motivasyon ve okul ba\u011fl\u0131l\u0131\u011f\u0131ndaki d\u00fc\u015f\u00fc\u015fler bunlar\u0131n aras\u0131ndad\u0131r. OECD de bunlar\u0131n birbirinin alternatifi de\u011fil, birlikte \u00e7al\u0131\u015fan a\u00e7\u0131klamalar olabilece\u011fini vurguluyor.<\/p>\n\n\n\n<p class=\"wp-block-paragraph\">Benzer bi\u00e7imde ters Flynn etkisinin nedeninin internet veya dijital teknoloji oldu\u011fu da g\u00f6sterilmi\u015f de\u011fildir. Bratsberg ve Rogeberg\u2019in \u00e7al\u0131\u015fmas\u0131n\u0131n g\u00fc\u00e7l\u00fc sonucu genetik a\u00e7\u0131klamalardan ziyade \u00e7evresel etkenlere i\u015faret etmesidir; hangi \u00e7evresel etkenlerin ne \u00f6l\u00e7\u00fcde sorumlu oldu\u011funu tek ba\u015f\u0131na belirlememektedir.<\/p>\n\n\n\n<p class=\"wp-block-paragraph\">Dolay\u0131s\u0131yla elimizde hen\u00fcz \u015f\u00f6yle bir nedensel denklem yoktur:<\/p>\n\n\n\n<p class=\"wp-block-paragraph\"><strong>Dijitalle\u015fme \u2192 IQ d\u00fc\u015f\u00fc\u015f\u00fc \u2192 PISA d\u00fc\u015f\u00fc\u015f\u00fc.<\/strong><\/p>\n\n\n\n<p class=\"wp-block-paragraph\">B\u00f6yle bir iddia mevcut kan\u0131tlar\u0131n \u00f6tesine ge\u00e7er.<\/p>\n\n\n\n<p class=\"wp-block-paragraph\">Fakat elimizde ara\u015ft\u0131r\u0131lmaya de\u011fer daha incelikli bir hipotez vard\u0131r.<\/p>\n\n\n\n<h2 class=\"wp-block-heading\"><a>Bili\u015fsel \u00c7aba Hipotezi<\/a><\/h2>\n\n\n\n<p class=\"wp-block-paragraph\">Bunu <strong>Bili\u015fsel \u00c7aba Hipotezi<\/strong> olarak adland\u0131rabiliriz:<\/p>\n\n\n\n<p class=\"wp-block-paragraph\"><strong>Dijital teknolojilerin ve \u00fcretken yapay zek\u00e2n\u0131n, \u00f6\u011frenenin bili\u015fsel i\u015flemlerini desteklemek yerine onlar\u0131n yerine ge\u00e7ecek bi\u00e7imde kullan\u0131lmas\u0131; uzun vadede s\u00fcrd\u00fcr\u00fclen dikkat, derin okuma, problem \u00e7\u00f6zme, geri \u00e7a\u011f\u0131rma ve anlaml\u0131 \u00f6\u011frenme i\u00e7in harcanan bili\u015fsel \u00e7abay\u0131 azaltabilir. Bu azalma, baz\u0131 bili\u015fsel ve akademik performans \u00f6l\u00e7\u00fcmlerinde g\u00f6zlenen gerilemeye katk\u0131da bulunan fakt\u00f6rlerden biri olabilir.<\/strong><\/p>\n\n\n\n<p class=\"wp-block-paragraph\">Bu hipotezin avantaj\u0131 test edilebilir olmas\u0131d\u0131r.<\/p>\n\n\n\n<p class=\"wp-block-paragraph\">\u00d6rne\u011fin ayn\u0131 \u00f6\u011frenme g\u00f6revinde \u00fc\u00e7 grup kar\u015f\u0131la\u015ft\u0131r\u0131labilir:<\/p>\n\n\n\n<ol class=\"wp-block-list\">\n<li>AI kullanmayan \u00f6\u011frenciler,<\/li>\n\n\n\n<li>AI\u2019dan ipucu ve geri bildirim alan \u00f6\u011frenciler,<\/li>\n\n\n\n<li>\u00e7\u00f6z\u00fcm\u00fc b\u00fcy\u00fck \u00f6l\u00e7\u00fcde AI\u2019a b\u0131rakan \u00f6\u011frenciler.<\/li>\n<\/ol>\n\n\n\n<p class=\"wp-block-paragraph\">Sadece g\u00f6revi tamamlad\u0131klar\u0131 andaki ba\u015far\u0131lar\u0131 de\u011fil; bir hafta sonraki <strong>hat\u0131rlama<\/strong>, yeni problemlere <strong>transfer<\/strong>, a\u00e7\u0131klama yapabilme ve AI olmadan problemi \u00e7\u00f6zebilme performanslar\u0131 \u00f6l\u00e7\u00fclebilir.<\/p>\n\n\n\n<p class=\"wp-block-paragraph\">Burada ilgin\u00e7 bir tahmin ortaya \u00e7\u0131kar.<\/p>\n\n\n\n<p class=\"wp-block-paragraph\">\u00dc\u00e7\u00fcnc\u00fc grup g\u00f6revi ba\u015flang\u0131\u00e7ta en h\u0131zl\u0131 ve en ba\u015far\u0131l\u0131 bi\u00e7imde tamamlayabilir; fakat gecikmeli \u00f6\u011frenme testinde di\u011fer gruplar\u0131n gerisine d\u00fc\u015febilir.<\/p>\n\n\n\n<p class=\"wp-block-paragraph\">E\u011fer b\u00f6yleyse e\u011fitim a\u00e7\u0131s\u0131ndan \u201cperformans\u201d ile \u201c\u00f6\u011frenme\u201d aras\u0131ndaki ayr\u0131m kritik h\u00e2le gelir.<\/p>\n\n\n\n<h2 class=\"wp-block-heading\"><a>PISA 2025 ve AI<\/a><\/h2>\n\n\n\n<p class=\"wp-block-paragraph\">OECD\u2019nin PISA 2025 de\u011ferlendirmesi bu tart\u0131\u015fma a\u00e7\u0131s\u0131ndan \u00f6zellikle \u00f6nemlidir.<\/p>\n\n\n\n<p class=\"wp-block-paragraph\">Dijital ara\u00e7lar\u0131n s\u0131n\u0131rl\u0131 veya orta d\u00fczeyde e\u011fitim ama\u00e7l\u0131 kullan\u0131m\u0131 daha iyi sonu\u00e7larla ili\u015fkilendirilebilirken, a\u015f\u0131r\u0131 kullan\u0131m ve \u00f6zellikle okul i\u00e7indeki dijital dikkat da\u011f\u0131n\u0131kl\u0131\u011f\u0131 daha d\u00fc\u015f\u00fck performansla ili\u015fkilidir. OECD \u00f6\u011frencilerinin yakla\u015f\u0131k %28\u2019i fen derslerinin \u00e7o\u011funda veya tamam\u0131nda arkada\u015flar\u0131n\u0131n dijital cihazlar nedeniyle dikkatlerinin da\u011f\u0131ld\u0131\u011f\u0131n\u0131 bildirmektedir.<\/p>\n\n\n\n<p class=\"wp-block-paragraph\">AI i\u00e7in de basit bir \u201ciyi\/k\u00f6t\u00fc\u201d ili\u015fkisi g\u00f6r\u00fclmemektedir. OECD sonu\u00e7lar\u0131 kullan\u0131m bi\u00e7iminin \u00f6nemli oldu\u011funu g\u00f6steriyor ve AI\u2019\u0131n \u00f6\u011frencinin \u00e7aba gerektiren \u00f6\u011frenmesini desteklemesi, onun yerine ge\u00e7memesi gerekti\u011fini vurguluyor.<\/p>\n\n\n\n<p class=\"wp-block-paragraph\">Bu, tart\u0131\u015fmay\u0131 \u201cokullarda AI kullan\u0131lmal\u0131 m\u0131?\u201d sorusundan daha \u00f6nemli bir soruya ta\u015f\u0131yor:<\/p>\n\n\n\n<p class=\"wp-block-paragraph\"><strong>AI \u00f6\u011frenenin bili\u015fsel y\u00fck\u00fcn\u00fc nerede azaltmal\u0131, nerede azaltmamal\u0131d\u0131r?<\/strong><\/p>\n\n\n\n<h2 class=\"wp-block-heading\"><a>Yapay zek\u00e2 \u00e7a\u011f\u0131nda e\u011fitimin yeni g\u00f6revi<\/a><\/h2>\n\n\n\n<p class=\"wp-block-paragraph\">Belki de e\u011fitim teknolojilerinin tarihinde yeni bir d\u00f6neme giriyoruz.<\/p>\n\n\n\n<p class=\"wp-block-paragraph\">Ge\u00e7mi\u015fte temel problem bilgi k\u0131tl\u0131\u011f\u0131yd\u0131.<\/p>\n\n\n\n<p class=\"wp-block-paragraph\">\u00d6\u011fretmen bilgiyi biliyordu; \u00f6\u011frenci bilmiyordu. Kitap, k\u00fct\u00fcphane, radyo, televizyon, bilgisayar ve internet giderek bilgiye eri\u015fimi demokratikle\u015ftirdi.<\/p>\n\n\n\n<p class=\"wp-block-paragraph\">Bug\u00fcn ise d\u00fcnyan\u0131n bilgi \u00fcretme kapasitesi \u00f6\u011frencinin t\u00fcketebilece\u011finden kat kat fazla.<\/p>\n\n\n\n<p class=\"wp-block-paragraph\">AI ile birlikte cevap \u00fcretmenin maliyeti de neredeyse s\u0131f\u0131ra yakla\u015f\u0131yor.<\/p>\n\n\n\n<p class=\"wp-block-paragraph\">Bu nedenle e\u011fitimin problemi art\u0131k yaln\u0131zca <strong>bilgiye eri\u015fim<\/strong> de\u011fildir.<\/p>\n\n\n\n<p class=\"wp-block-paragraph\">Hatta yak\u0131n gelecekte \u201cdo\u011fru cevab\u0131 bulmak\u201d bile temel e\u011fitim problemi olmayabilir.<\/p>\n\n\n\n<p class=\"wp-block-paragraph\">Yeni problem \u015fu olabilir:<\/p>\n\n\n\n<p class=\"wp-block-paragraph\"><strong>\u00d6\u011frencinin, cevaba \u00e7ok kolay ula\u015fabilece\u011fi bir d\u00fcnyada d\u00fc\u015f\u00fcnmeye devam etmesini nas\u0131l sa\u011flayaca\u011f\u0131z?<\/strong><\/p>\n\n\n\n<p class=\"wp-block-paragraph\">Bu soru \u00f6\u011fretmenin rol\u00fcn\u00fc de de\u011fi\u015ftiriyor.<\/p>\n\n\n\n<p class=\"wp-block-paragraph\">\u00d6\u011fretmenin g\u00f6revi art\u0131k yaln\u0131zca bilgiyi aktarmak de\u011fil; \u00f6\u011frencinin hangi bili\u015fsel i\u015flemleri <strong>kendisinin yapmak zorunda oldu\u011funu tasarlamak<\/strong> olabilir.<\/p>\n\n\n\n<p class=\"wp-block-paragraph\">AI hesaplayabilir.<\/p>\n\n\n\n<p class=\"wp-block-paragraph\">AI \u00f6zetleyebilir.<\/p>\n\n\n\n<p class=\"wp-block-paragraph\">AI metin yazabilir.<\/p>\n\n\n\n<p class=\"wp-block-paragraph\">AI \u00e7\u00f6z\u00fcm \u00fcretebilir.<\/p>\n\n\n\n<p class=\"wp-block-paragraph\">Fakat \u00f6\u011frenme hedefimiz \u00f6\u011frencinin matematiksel d\u00fc\u015f\u00fcnmesi ise matematiksel d\u00fc\u015f\u00fcnmeyi; ele\u015ftirel okumas\u0131 ise de\u011ferlendirmeyi; bilimsel muhakeme yapmas\u0131 ise kan\u0131tla sonu\u00e7 aras\u0131nda ili\u015fki kurmay\u0131 tamamen AI\u2019a devredemeyiz.<\/p>\n\n\n\n<p class=\"wp-block-paragraph\">\u00c7\u00fcnk\u00fc e\u011fitim a\u00e7\u0131s\u0131ndan \u00f6nemli olan yaln\u0131zca ortaya \u00e7\u0131kan \u00fcr\u00fcn de\u011fildir.<\/p>\n\n\n\n<p class=\"wp-block-paragraph\"><strong>\u00dcr\u00fcn\u00fc meydana getirirken \u00f6\u011frencinin zihninde ger\u00e7ekle\u015fen de\u011fi\u015fimdir.<\/strong><\/p>\n\n\n\n<h2 class=\"wp-block-heading\"><a>Sonu\u00e7: Yapay zek\u00e2 sorun mu, yoksa b\u00fcy\u00fcte\u00e7 mi?<\/a><\/h2>\n\n\n\n<p class=\"wp-block-paragraph\">PISA 2025 sonu\u00e7lar\u0131, ters Flynn etkisi ve bili\u015fsel d\u0131\u015fsalla\u015ft\u0131rma ara\u015ft\u0131rmalar\u0131 yan yana getirildi\u011finde ilgin\u00e7 bir tablo ortaya \u00e7\u0131k\u0131yor.<\/p>\n\n\n\n<p class=\"wp-block-paragraph\">Ancak bundan \u201cyapay zek\u00e2 insanlar\u0131 aptalla\u015ft\u0131r\u0131yor\u201d sonucunu \u00e7\u0131karmak bilimsel olarak do\u011fru de\u011fildir.<\/p>\n\n\n\n<p class=\"wp-block-paragraph\">Daha anlaml\u0131 bir sonu\u00e7 \u015fudur:<\/p>\n\n\n\n<p class=\"wp-block-paragraph\"><strong>\u0130nsanl\u0131k, bili\u015fsel i\u015flemleri d\u0131\u015far\u0131ya aktarma konusunda tarihte hi\u00e7 olmad\u0131\u011f\u0131 kadar g\u00fc\u00e7l\u00fc ara\u00e7lara sahip olmu\u015ftur. Bunun \u00f6\u011frenmeye etkisi, bu ara\u00e7lar\u0131n varl\u0131\u011f\u0131ndan \u00e7ok, hangi zihinsel i\u015flemleri destekledi\u011fine ve hangilerinin yerine ge\u00e7ti\u011fine ba\u011fl\u0131 olabilir.<\/strong><\/p>\n\n\n\n<p class=\"wp-block-paragraph\">PISA 2025\u2019in belki de en \u00f6nemli uyar\u0131s\u0131 puanlar\u0131n birka\u00e7 puan d\u00fc\u015fmesi de\u011fildir.<\/p>\n\n\n\n<p class=\"wp-block-paragraph\">Daha \u00f6nemli sinyal; \u00f6\u011frencilerin uzun metinlerde, bilgiyi b\u00fct\u00fcnle\u015ftirmede, zor g\u00f6revlerde dikkatlerini s\u00fcrd\u00fcrmede ve \u00e7aba g\u00f6stermede ya\u015fad\u0131\u011f\u0131 g\u00fc\u00e7l\u00fckt\u00fcr.<\/p>\n\n\n\n<p class=\"wp-block-paragraph\">Bu nedenle yapay zek\u00e2 \u00e7a\u011f\u0131nda e\u011fitimin temel ilkelerinden biri \u015f\u00f6yle ifade edilebilir:<\/p>\n\n\n\n<p class=\"wp-block-paragraph\"><strong>AI \u00f6\u011frencinin bili\u015fsel y\u00fck\u00fcn\u00fc azaltabilir; fakat \u00f6\u011frenmeyi meydana getiren bili\u015fsel \u00e7abay\u0131 ortadan kald\u0131rmamal\u0131d\u0131r.<\/strong><\/p>\n\n\n\n<p class=\"wp-block-paragraph\">Belki de \u00f6n\u00fcm\u00fczdeki y\u0131llarda e\u011fitim teknolojileri a\u00e7\u0131s\u0131ndan cevaplamam\u0131z gereken temel soru \u201cAI ile daha h\u0131zl\u0131 nas\u0131l \u00f6\u011freniriz?\u201d olmayacakt\u0131r.<\/p>\n\n\n\n<p class=\"wp-block-paragraph\">As\u0131l soru \u015fudur:<\/p>\n\n\n\n<p class=\"wp-block-paragraph\"><strong>D\u00fc\u015f\u00fcnmenin giderek ucuzlad\u0131\u011f\u0131 bir d\u00fcnyada, anlaml\u0131 \u00f6\u011frenmenin gerektirdi\u011fi \u00e7abay\u0131 nas\u0131l koruyaca\u011f\u0131z?<\/strong><\/p>\n\n\n\n<hr class=\"wp-block-separator has-alpha-channel-opacity\"\/>\n\n\n\n<h3 class=\"wp-block-heading\"><a>Kaynaklar<\/a><\/h3>\n\n\n\n<p class=\"wp-block-paragraph\">Bratsberg, B., &amp; Rogeberg, O. (2018). Flynn effect and its reversal are both environmentally caused. <em>Proceedings of the National Academy of Sciences, 115<\/em>(26), 6674\u20136678. https:\/\/doi.org\/10.1073\/pnas.1718793115<\/p>\n\n\n\n<p class=\"wp-block-paragraph\">OECD. (2026). <em>PISA 2025 Results (Volume I): Learning and equity in a changing world<\/em>. OECD Publishing.<\/p>\n\n\n\n<p class=\"wp-block-paragraph\">Risko, E. F., &amp; Gilbert, S. J. (2016). Cognitive offloading. <em>Trends in Cognitive Sciences, 20<\/em>(9), 676\u2013688. https:\/\/doi.org\/10.1016\/j.tics.2016.07.002<\/p>\n\n\n\n<p class=\"wp-block-paragraph\">\u00d6zden, M. Y. (2025). <em>Changes in Average National IQ Scores (1940\u20132023).<\/em> myozden.info.<\/p>\n\n\n\n<p class=\"wp-block-paragraph\"><\/p>\n","protected":false},"excerpt":{"rendered":"<p>Zek\u00e2m\u0131z m\u0131 azal\u0131yor, yoksa d\u00fc\u015f\u00fcnme bi\u00e7imimiz mi de\u011fi\u015fiyor? Uzun y\u0131llar boyunca insanl\u0131\u011f\u0131n ortalama zek\u00e2 testlerindeki performans\u0131n\u0131n ku\u015faktan ku\u015fa\u011fa y\u00fckseldi\u011fi g\u00f6zlendi. James Flynn\u2019in ad\u0131yla an\u0131lan Flynn etkisi, \u00f6zellikle 20. y\u00fczy\u0131l boyunca bir\u00e7ok \u00fclkede IQ test puanlar\u0131n\u0131n d\u00fczenli bi\u00e7imde artmas\u0131n\u0131 ifade ediyordu. Ancak son y\u0131llarda baz\u0131 geli\u015fmi\u015f \u00fclkelerde bu e\u011filimin yava\u015flad\u0131\u011f\u0131, durdu\u011fu, hatta tersine d\u00f6nd\u00fc\u011f\u00fc y\u00f6n\u00fcnde bulgular ortaya \u00e7\u0131kt\u0131. Bratsberg ve Rogeberg\u2019in (2018) Norve\u00e7 verileri \u00fczerinde ger\u00e7ekle\u015ftirdikleri \u00f6nemli \u00e7al\u0131\u015fma, hem Flynn etkisinin hem de tersine d\u00f6n\u00fc\u015f\u00fcn\u00fcn aileler i\u00e7indeki ku\u015fak farkl\u0131l\u0131klar\u0131nda g\u00f6zlenebildi\u011fini ve de\u011fi\u015fimin \u00e7evresel fakt\u00f6rlerle a\u00e7\u0131klanmas\u0131n\u0131n daha olas\u0131 oldu\u011funu g\u00f6sterdi. 2025 y\u0131l\u0131nda yay\u0131mlad\u0131\u011f\u0131m Changes in Average National IQ Scores (1940\u20132023) ba\u015fl\u0131kl\u0131 yaz\u0131da bu de\u011fi\u015fimi tart\u0131\u015f\u0131rken \u015fu soruyu ortaya atm\u0131\u015ft\u0131m: \u0130nternetin, dijital teknolojilerin ve daha sonra yapay zek\u00e2n\u0131n giderek g\u00fcnl\u00fck hayat\u0131m\u0131z\u0131n par\u00e7as\u0131 h\u00e2line gelmesi ile bili\u015fsel performanstaki bu de\u011fi\u015fim aras\u0131nda bir ili\u015fki olabilir mi? O tarihte bu soru b\u00fcy\u00fck \u00f6l\u00e7\u00fcde bir hipotez niteli\u011findeydi. PISA 2025 sonu\u00e7lar\u0131 ise tart\u0131\u015fmaya yeni ve olduk\u00e7a ilgin\u00e7 veriler ekliyor. PISA bize ne s\u00f6yl\u00fcyor? OECD\u2019nin PISA 2025 sonu\u00e7lar\u0131na g\u00f6re 15 ya\u015f\u0131ndaki \u00f6\u011frencilerin ortalama performans\u0131 OECD \u00fclkelerinde PISA tarihinde \u00f6l\u00e7\u00fclen en d\u00fc\u015f\u00fck d\u00fczeye ula\u015fm\u0131\u015f durumda. Bu sonu\u00e7 fen, matematik ve okuman\u0131n \u00fc\u00e7\u00fc i\u00e7in de ge\u00e7erli. Ancak d\u00fc\u015f\u00fc\u015f\u00fcn yap\u0131s\u0131 alanlara g\u00f6re farkl\u0131l\u0131k g\u00f6steriyor. Matematik performans\u0131 OECD \u00fclkelerinde 2015\u20132025 aras\u0131nda ortalama 22 puan geriledi. OECD bunu bir y\u0131ldan biraz fazla \u00f6\u011frenmeye kar\u015f\u0131l\u0131k gelen b\u00fcy\u00fck bir kay\u0131p olarak de\u011ferlendiriyor. Okumadaki gerileme daha da belirgin: ayn\u0131 on y\u0131ll\u0131k d\u00f6nemde OECD ortalamas\u0131 28 puan d\u00fc\u015ft\u00fc. Fen bilimleri ise g\u00f6rece diren\u00e7li g\u00f6r\u00fcn\u00fcyor; d\u00fc\u015f\u00fc\u015f daha s\u0131n\u0131rl\u0131. Son \u00fc\u00e7 PISA d\u00f6nemi \u00f6zellikle dikkat \u00e7ekicidir. 2022\u2019de pandeminin ard\u0131ndan matematik ve okumada \u00e7ok b\u00fcy\u00fck bir d\u00fc\u015f\u00fc\u015f g\u00f6r\u00fclm\u00fc\u015ft\u00fc. E\u011fer bunun temel nedeni yaln\u0131zca COVID-19 nedeniyle okullar\u0131n kapanmas\u0131 olsayd\u0131, pandemi sonras\u0131nda bir toparlanma beklemek makul olurdu. Fakat PISA 2025 bunu g\u00f6stermedi. 2022\u20132025 aras\u0131nda kar\u015f\u0131la\u015ft\u0131r\u0131labilir OECD \u00fclkelerinde matematik 9 puan daha, okuma ise yakla\u015f\u0131k 14 puan daha geriledi. Fen performans\u0131 ise yakla\u015f\u0131k olarak sabit kald\u0131. Dahas\u0131 OECD, okuma performans\u0131ndaki gerilemenin pandemiden \u00f6nce ba\u015flad\u0131\u011f\u0131n\u0131, matematikte ise \u00f6zellikle 2018 sonras\u0131nda h\u0131zland\u0131\u011f\u0131n\u0131 vurguluyor. Demek ki a\u00e7\u0131klamam\u0131z gereken olgu yaln\u0131zca bir \u201cpandemi kayb\u0131\u201d olmayabilir. Daha uzun s\u00fcreli bir de\u011fi\u015fimle kar\u015f\u0131 kar\u015f\u0131ya olabiliriz. Daha ilgin\u00e7 soru: \u00d6\u011frenciler neyi yapmakta zorlan\u0131yor? PISA 2025\u2019in bence en \u00f6nemli bulgular\u0131ndan biri ortalama puanlar\u0131n d\u00fc\u015fmesinden ziyade hangi g\u00f6revlerde d\u00fc\u015f\u00fc\u015f ya\u015fand\u0131\u011f\u0131d\u0131r. Okumada en b\u00fcy\u00fck performans kay\u0131plar\u0131ndan baz\u0131lar\u0131 uzun metinlerin kullan\u0131ld\u0131\u011f\u0131 g\u00f6revlerde g\u00f6r\u00fcl\u00fcyor. \u00d6zellikle bilgiyi de\u011ferlendirme, \u00fczerinde d\u00fc\u015f\u00fcnme, hat\u0131rlama ve farkl\u0131 kaynaklardan gelen bilgileri b\u00fct\u00fcnle\u015ftirme gerektiren g\u00f6revlerde \u00f6\u011frenciler daha fazla zorlan\u0131yor. Buna kar\u015f\u0131l\u0131k metin i\u00e7erisinden tek bir bilgiyi bulmaya dayanan g\u00f6revler g\u00f6rece daha az etkilenmi\u015f durumda. Daha da ilginci, \u00f6\u011frencilerin sorular\u0131 cevaplama davran\u0131\u015f\u0131 de\u011fi\u015fmi\u015f g\u00f6r\u00fcn\u00fcyor. PISA 2025\u2019in ayr\u0131nt\u0131l\u0131 okuma analizleri, \u00f6\u011frencilerin testle etkile\u015fim bi\u00e7imlerinde de \u00f6nemli de\u011fi\u015fimler oldu\u011funu g\u00f6steriyor. 2018\u20132025 aras\u0131nda, 35 OECD \u00fclkesinde do\u011fru ve ak\u0131c\u0131 okur olarak s\u0131n\u0131fland\u0131r\u0131lan \u00f6\u011frencilerin oran\u0131nda ortalama 7 puanl\u0131k d\u00fc\u015f\u00fc\u015f g\u00f6r\u00fcl\u00fcrken, OECD\u2019nin \u201chasty readers\u201d olarak adland\u0131rd\u0131\u011f\u0131, okuma ak\u0131c\u0131l\u0131\u011f\u0131 g\u00f6revlerini ola\u011fan d\u0131\u015f\u0131 derecede h\u0131zl\u0131 tamamlay\u0131p birden fazla hata yapan \u00f6\u011frencilerin oran\u0131 yakla\u015f\u0131k 5 puan artarak %6,6\u2019dan %11,4\u2019e y\u00fckseldi. Benzer bi\u00e7imde, okuma de\u011ferlendirmesindeki performans d\u00fc\u015f\u00fc\u015f\u00fc testin tamam\u0131nda g\u00f6r\u00fclmekle birlikte sonraki b\u00f6l\u00fcmlerde daha belirgindi. OECD, bu \u00f6r\u00fcnt\u00fcn\u00fcn \u00f6\u011frencilerin zor g\u00f6revlerle kar\u015f\u0131la\u015ft\u0131klar\u0131nda dikkatlerini s\u00fcrd\u00fcrme, sebat etme veya kendilerine g\u00fcvenme e\u011filimlerinde zaman i\u00e7inde meydana gelmi\u015f olabilecek bir azalmayla uyumlu oldu\u011funu, ancak bunun tek ba\u015f\u0131na nedensel bir a\u00e7\u0131klama olu\u015fturmad\u0131\u011f\u0131n\u0131 belirtmektedir. OECD bunun \u00f6\u011frencilerin zor g\u00f6revler kar\u015f\u0131s\u0131nda dikkatlerini s\u00fcrd\u00fcrme, sebat etme veya kendilerine g\u00fcvenme kapasiteleri ya da istekliliklerindeki de\u011fi\u015fimle uyumlu oldu\u011funu belirtiyor. \u00d6\u011frencilerin PISA testine harcad\u0131klar\u0131n\u0131 bildirdikleri \u00e7aba da 2018 ve 2022\u2019ye k\u0131yasla 2025\u2019te bir\u00e7ok \u00fclkede azalm\u0131\u015f durumda. Bu noktada mesele yaln\u0131zca \u201c\u00f6\u011frenciler daha az biliyor\u201d olmaktan \u00e7\u0131k\u0131yor. Belki de sormam\u0131z gereken soru \u015fudur: \u00d6\u011frenciler bili\u015fsel olarak zor bir i\u015fle kar\u015f\u0131la\u015ft\u0131klar\u0131nda o i\u015fle yeterince uzun s\u00fcre u\u011fra\u015fmaya devam ediyorlar m\u0131? Bili\u015fsel d\u0131\u015fsalla\u015ft\u0131rma Bu soruyu anlamak i\u00e7in psikoloji literat\u00fcr\u00fcndeki cognitive offloading \u2013 bili\u015fsel d\u0131\u015fsalla\u015ft\u0131rma kavram\u0131 yararl\u0131 olabilir. Risko ve Gilbert (2016), bili\u015fsel d\u0131\u015fsalla\u015ft\u0131rmay\u0131 bir g\u00f6revin zihinsel i\u015flem y\u00fck\u00fcn\u00fc azaltmak amac\u0131yla d\u0131\u015fsal ara\u00e7lardan yararlan\u0131lmas\u0131 olarak tan\u0131mlar. Telefonumuza bir hat\u0131rlatma koymak, bilgiyi ezberlemek yerine kaydetmek veya hesaplamay\u0131 zihinden yapmak yerine bir ara\u00e7 kullanmak bunun basit \u00f6rnekleridir. Bili\u015fsel d\u0131\u015fsalla\u015ft\u0131rma kendi ba\u015f\u0131na k\u00f6t\u00fc de\u011fildir. Tam tersine insanl\u0131k tarihinin b\u00fcy\u00fck b\u00f6l\u00fcm\u00fc bili\u015fsel d\u0131\u015fsalla\u015ft\u0131rman\u0131n tarihidir. Yaz\u0131, kitap, k\u00fct\u00fcphane, hesap makinesi ve bilgisayar insan\u0131n bili\u015fsel kapasitesini geni\u015fleten teknolojilerdir. Fakat e\u011fitim a\u00e7\u0131s\u0131ndan kritik bir ayr\u0131m vard\u0131r: Bir arac\u0131n \u00f6\u011frenilmi\u015f bir bili\u015fsel i\u015flemi kolayla\u015ft\u0131rmas\u0131 ile \u00f6\u011frenilmesi gereken bili\u015fsel i\u015flemin yerine ge\u00e7mesi ayn\u0131 \u015fey de\u011fildir. \u0130\u015fte \u00fcretken yapay zek\u00e2 bu ayr\u0131m\u0131 daha \u00f6nce kar\u015f\u0131la\u015fmad\u0131\u011f\u0131m\u0131z \u00f6l\u00e7\u00fcde \u00f6nemli h\u00e2le getiriyor. \u0130nternet bilgiyi d\u0131\u015fsalla\u015ft\u0131rd\u0131; AI d\u00fc\u015f\u00fcnme s\u00fcrecini de d\u0131\u015fsalla\u015ft\u0131rabilir \u0130nternet devrimiyle birlikte bilgiye eri\u015fmenin maliyeti dramatik bi\u00e7imde azald\u0131. Bir bilgiyi hat\u0131rlamak yerine arayabiliyoruz. Bir kitab\u0131 ba\u015ftan sona okumak yerine belirli bir bilgiyi bulabiliyoruz. Bir ansiklopediyi incelemek yerine arama motoruna birka\u00e7 kelime yazabiliyoruz. \u00dcretken yapay zek\u00e2 ise bundan bir ad\u0131m daha ileri gidiyor. Art\u0131k yaln\u0131zca bilgiyi d\u0131\u015far\u0131dan alm\u0131yoruz. Bilginin \u00f6zetlenmesini, kar\u015f\u0131la\u015ft\u0131r\u0131lmas\u0131n\u0131, s\u0131n\u0131fland\u0131r\u0131lmas\u0131n\u0131, yorumlanmas\u0131n\u0131, ili\u015fkilendirilmesini ve hatta bizim ad\u0131m\u0131za bir metne d\u00f6n\u00fc\u015ft\u00fcr\u00fclmesini de d\u0131\u015far\u0131ya aktarabiliyoruz. Bu b\u00fcy\u00fck bir bili\u015fsel kazan\u00e7 olabilir. Fakat e\u011fitim a\u00e7\u0131s\u0131ndan b\u00fcy\u00fck bir risk de i\u00e7eriyor. \u00c7\u00fcnk\u00fc \u00f6\u011frencinin \u00f6\u011frenmesi gereken s\u00fcre\u00e7 tam olarak bu i\u015flemler olabilir. Bir matematik probleminin cevab\u0131n\u0131 almak ile problemi \u00e7\u00f6zmek ayn\u0131 \u015fey de\u011fildir. Bir metnin \u00f6zetini okumak ile metni okuyup zihinsel olarak yap\u0131land\u0131rmak ayn\u0131 \u015fey de\u011fildir. Bir arg\u00fcman\u0131n AI taraf\u0131ndan \u00fcretilmesi ile \u00f6\u011frencinin kan\u0131tlar\u0131 de\u011ferlendirerek kendi arg\u00fcman\u0131n\u0131 olu\u015fturmas\u0131 ayn\u0131 bili\u015fsel s\u00fcre\u00e7 de\u011fildir. Dolay\u0131s\u0131yla AI\u2019\u0131n e\u011fitim a\u00e7\u0131s\u0131ndan temel sorusu \u201cAI do\u011fru cevap veriyor mu?\u201d olmayabilir. Daha \u00f6nemli soru \u015fudur: AI kullan\u0131ld\u0131\u011f\u0131nda bili\u015fsel i\u015fi kim yap\u0131yor? \u00d6\u011frenme pahal\u0131d\u0131r Burada \u00f6\u011frenmeyle ilgili temel bir ger\u00e7e\u011fi yeniden hat\u0131rlamak gerekir: \u00d6\u011frenme negatifi olmayan bir i\u015flem olabilir; fakat anlaml\u0131 \u00f6\u011frenme pahal\u0131 bir s\u00fcre\u00e7tir. Buradaki \u201cpahal\u0131\u201d s\u00f6zc\u00fc\u011f\u00fcn\u00fc ekonomik anlamda kullanm\u0131yorum. Anlaml\u0131 \u00f6\u011frenme; gerektirir. Ba\u015fka bir ifadeyle \u00f6\u011frenmenin bir bili\u015fsel maliyeti vard\u0131r. E\u011fitim teknolojisinin tarihsel hedeflerinden biri bu maliyeti azaltmak olmu\u015ftur. Ancak burada ince bir paradoks ortaya \u00e7\u0131k\u0131yor: \u00d6\u011frenmenin gereksiz maliyetlerini azaltmak yararl\u0131d\u0131r; \u00f6\u011frenmeyi meydana getiren gerekli bili\u015fsel maliyetleri ortadan kald\u0131rmak ise \u00f6\u011frenmenin kendisini azaltabilir. \u201cMinimum yasas\u0131\u201d a\u00e7\u0131s\u0131ndan \u00f6\u011frenme Bu problem Law of the Minimum in Learning yakla\u015f\u0131m\u0131yla da d\u00fc\u015f\u00fcn\u00fclebilir. Bir \u00f6\u011frenme s\u00fcrecini birbirine ba\u011fl\u0131 bile\u015fenlerden olu\u015fan bir sistem olarak ele alal\u0131m: Dikkat \u2192 Alg\u0131lama \u2192 \u0130\u015fleme \u2192 \u0130li\u015fkilendirme \u2192 Uygulama \u2192 Geri \u00e7a\u011f\u0131rma \u2192 Transfer Bu bile\u015fenlerden herhangi birinin kritik d\u00fczeyin alt\u0131nda kalmas\u0131 b\u00fct\u00fcn \u00f6\u011frenme \u00e7\u0131kt\u0131s\u0131n\u0131 s\u0131n\u0131rlayabilir. \u00d6\u011frenci \u00e7ok kaliteli i\u00e7eri\u011fe eri\u015febilir. \u00d6\u011fretmenin anlat\u0131m\u0131 m\u00fckemmel olabilir. AI son derece do\u011fru a\u00e7\u0131klamalar \u00fcretebilir. Fakat \u00f6\u011frenci yeterli s\u00fcre dikkatini s\u00fcrd\u00fcremiyorsa veya bili\u015fsel i\u015flemeyi s\u00fcrekli bir d\u0131\u015f araca devrediyorsa sistemin di\u011fer bile\u015fenlerinin kalitesi \u00f6\u011frenmeyi tek ba\u015f\u0131na garanti edemez. Bu durumda teknolojik kapasite artarken \u00f6\u011frenme \u00e7\u0131kt\u0131s\u0131n\u0131n azalmas\u0131 paradoks olmaktan \u00e7\u0131kar. S\u0131n\u0131rlay\u0131c\u0131 fakt\u00f6r de\u011fi\u015fmi\u015ftir. D\u00fcn\u00fcn problemi bilgiye eri\u015fim iken bug\u00fcn\u00fcn problemi giderek bilgi \u00fczerinde yeterince uzun s\u00fcre d\u00fc\u015f\u00fcnmek olabilir. PISA 2025 bu hipotezi kan\u0131tl\u0131yor mu? Hay\u0131r. Bu ayr\u0131m son derece \u00f6nemlidir. PISA verileri ile dijitalle\u015fme, internet kullan\u0131m\u0131 veya yapay zek\u00e2 aras\u0131nda g\u00f6zlenen ili\u015fkiler tek ba\u015f\u0131na nedensellik g\u00f6stermez. PISA\u2019daki gerilemenin bir\u00e7ok olas\u0131 nedeni bulunmaktad\u0131r: pandemi sonras\u0131 etkiler, okul devams\u0131zl\u0131\u011f\u0131, sosyoekonomik de\u011fi\u015fimler, \u00f6\u011fretmen sorunlar\u0131, aile deste\u011findeki de\u011fi\u015fiklikler, okuma al\u0131\u015fkanl\u0131klar\u0131n\u0131n zay\u0131flamas\u0131, ekran s\u00fcresinin artmas\u0131, motivasyon ve okul ba\u011fl\u0131l\u0131\u011f\u0131ndaki d\u00fc\u015f\u00fc\u015fler bunlar\u0131n aras\u0131ndad\u0131r. OECD de bunlar\u0131n birbirinin alternatifi de\u011fil, birlikte \u00e7al\u0131\u015fan a\u00e7\u0131klamalar olabilece\u011fini vurguluyor. Benzer bi\u00e7imde ters Flynn etkisinin nedeninin internet veya dijital teknoloji oldu\u011fu da g\u00f6sterilmi\u015f de\u011fildir. Bratsberg ve Rogeberg\u2019in \u00e7al\u0131\u015fmas\u0131n\u0131n g\u00fc\u00e7l\u00fc sonucu genetik a\u00e7\u0131klamalardan ziyade \u00e7evresel etkenlere i\u015faret etmesidir; hangi \u00e7evresel etkenlerin ne \u00f6l\u00e7\u00fcde sorumlu oldu\u011funu tek ba\u015f\u0131na belirlememektedir. Dolay\u0131s\u0131yla elimizde hen\u00fcz \u015f\u00f6yle bir nedensel denklem yoktur: Dijitalle\u015fme \u2192 IQ d\u00fc\u015f\u00fc\u015f\u00fc \u2192 PISA d\u00fc\u015f\u00fc\u015f\u00fc. B\u00f6yle bir iddia mevcut kan\u0131tlar\u0131n \u00f6tesine ge\u00e7er. Fakat elimizde ara\u015ft\u0131r\u0131lmaya de\u011fer daha incelikli bir hipotez vard\u0131r. Bili\u015fsel \u00c7aba Hipotezi Bunu Bili\u015fsel \u00c7aba Hipotezi olarak adland\u0131rabiliriz: Dijital teknolojilerin ve \u00fcretken yapay zek\u00e2n\u0131n, \u00f6\u011frenenin bili\u015fsel i\u015flemlerini desteklemek yerine onlar\u0131n yerine ge\u00e7ecek bi\u00e7imde kullan\u0131lmas\u0131; uzun vadede s\u00fcrd\u00fcr\u00fclen dikkat, derin okuma, problem \u00e7\u00f6zme, geri \u00e7a\u011f\u0131rma ve anlaml\u0131 \u00f6\u011frenme i\u00e7in harcanan bili\u015fsel \u00e7abay\u0131 azaltabilir. Bu azalma, baz\u0131 bili\u015fsel ve akademik performans \u00f6l\u00e7\u00fcmlerinde g\u00f6zlenen gerilemeye katk\u0131da bulunan fakt\u00f6rlerden biri olabilir. Bu hipotezin avantaj\u0131 test edilebilir olmas\u0131d\u0131r. \u00d6rne\u011fin ayn\u0131 \u00f6\u011frenme g\u00f6revinde \u00fc\u00e7 grup kar\u015f\u0131la\u015ft\u0131r\u0131labilir: Sadece g\u00f6revi tamamlad\u0131klar\u0131 andaki ba\u015far\u0131lar\u0131 de\u011fil; bir hafta sonraki hat\u0131rlama, yeni problemlere transfer, a\u00e7\u0131klama yapabilme ve AI olmadan problemi \u00e7\u00f6zebilme performanslar\u0131 \u00f6l\u00e7\u00fclebilir. Burada ilgin\u00e7 bir tahmin ortaya \u00e7\u0131kar. \u00dc\u00e7\u00fcnc\u00fc grup g\u00f6revi ba\u015flang\u0131\u00e7ta en h\u0131zl\u0131 ve en ba\u015far\u0131l\u0131 bi\u00e7imde tamamlayabilir; fakat gecikmeli \u00f6\u011frenme testinde di\u011fer gruplar\u0131n gerisine d\u00fc\u015febilir. E\u011fer b\u00f6yleyse e\u011fitim a\u00e7\u0131s\u0131ndan \u201cperformans\u201d ile \u201c\u00f6\u011frenme\u201d aras\u0131ndaki ayr\u0131m kritik h\u00e2le gelir. PISA 2025 ve AI OECD\u2019nin PISA 2025 de\u011ferlendirmesi bu tart\u0131\u015fma a\u00e7\u0131s\u0131ndan \u00f6zellikle \u00f6nemlidir. Dijital ara\u00e7lar\u0131n s\u0131n\u0131rl\u0131 veya orta d\u00fczeyde e\u011fitim ama\u00e7l\u0131 kullan\u0131m\u0131 daha iyi sonu\u00e7larla ili\u015fkilendirilebilirken, a\u015f\u0131r\u0131 kullan\u0131m ve \u00f6zellikle okul i\u00e7indeki dijital dikkat da\u011f\u0131n\u0131kl\u0131\u011f\u0131 daha d\u00fc\u015f\u00fck performansla ili\u015fkilidir. OECD \u00f6\u011frencilerinin yakla\u015f\u0131k %28\u2019i fen derslerinin \u00e7o\u011funda veya tamam\u0131nda arkada\u015flar\u0131n\u0131n dijital cihazlar nedeniyle dikkatlerinin da\u011f\u0131ld\u0131\u011f\u0131n\u0131 bildirmektedir. AI i\u00e7in de basit bir \u201ciyi\/k\u00f6t\u00fc\u201d ili\u015fkisi g\u00f6r\u00fclmemektedir. OECD sonu\u00e7lar\u0131 kullan\u0131m bi\u00e7iminin \u00f6nemli oldu\u011funu g\u00f6steriyor ve AI\u2019\u0131n \u00f6\u011frencinin \u00e7aba gerektiren \u00f6\u011frenmesini desteklemesi, onun yerine ge\u00e7memesi gerekti\u011fini vurguluyor. Bu, tart\u0131\u015fmay\u0131 \u201cokullarda AI kullan\u0131lmal\u0131 m\u0131?\u201d sorusundan daha \u00f6nemli bir soruya ta\u015f\u0131yor: AI \u00f6\u011frenenin bili\u015fsel y\u00fck\u00fcn\u00fc nerede azaltmal\u0131, nerede azaltmamal\u0131d\u0131r? Yapay zek\u00e2 \u00e7a\u011f\u0131nda e\u011fitimin yeni g\u00f6revi Belki de e\u011fitim teknolojilerinin tarihinde yeni bir d\u00f6neme giriyoruz. Ge\u00e7mi\u015fte temel problem bilgi k\u0131tl\u0131\u011f\u0131yd\u0131. \u00d6\u011fretmen bilgiyi biliyordu; \u00f6\u011frenci bilmiyordu. Kitap, k\u00fct\u00fcphane, radyo, televizyon, bilgisayar ve internet giderek bilgiye eri\u015fimi demokratikle\u015ftirdi. Bug\u00fcn ise d\u00fcnyan\u0131n bilgi \u00fcretme kapasitesi \u00f6\u011frencinin t\u00fcketebilece\u011finden kat kat fazla. AI ile birlikte cevap \u00fcretmenin maliyeti de neredeyse s\u0131f\u0131ra yakla\u015f\u0131yor. Bu nedenle e\u011fitimin problemi art\u0131k yaln\u0131zca bilgiye eri\u015fim de\u011fildir. Hatta yak\u0131n gelecekte \u201cdo\u011fru cevab\u0131 bulmak\u201d bile temel e\u011fitim problemi olmayabilir. Yeni problem \u015fu olabilir: \u00d6\u011frencinin, cevaba \u00e7ok kolay ula\u015fabilece\u011fi bir d\u00fcnyada d\u00fc\u015f\u00fcnmeye devam etmesini nas\u0131l sa\u011flayaca\u011f\u0131z? Bu soru \u00f6\u011fretmenin rol\u00fcn\u00fc de de\u011fi\u015ftiriyor. \u00d6\u011fretmenin g\u00f6revi art\u0131k yaln\u0131zca bilgiyi aktarmak de\u011fil; \u00f6\u011frencinin hangi bili\u015fsel i\u015flemleri kendisinin yapmak zorunda oldu\u011funu tasarlamak olabilir. AI hesaplayabilir. AI \u00f6zetleyebilir. AI metin yazabilir. AI \u00e7\u00f6z\u00fcm \u00fcretebilir. Fakat \u00f6\u011frenme hedefimiz \u00f6\u011frencinin matematiksel d\u00fc\u015f\u00fcnmesi ise matematiksel d\u00fc\u015f\u00fcnmeyi; ele\u015ftirel okumas\u0131 ise de\u011ferlendirmeyi; bilimsel muhakeme yapmas\u0131 ise kan\u0131tla sonu\u00e7 aras\u0131nda ili\u015fki kurmay\u0131 tamamen AI\u2019a devredemeyiz. \u00c7\u00fcnk\u00fc e\u011fitim a\u00e7\u0131s\u0131ndan \u00f6nemli olan yaln\u0131zca ortaya \u00e7\u0131kan \u00fcr\u00fcn de\u011fildir. \u00dcr\u00fcn\u00fc meydana getirirken \u00f6\u011frencinin zihninde ger\u00e7ekle\u015fen de\u011fi\u015fimdir. Sonu\u00e7: Yapay zek\u00e2 sorun mu, yoksa b\u00fcy\u00fcte\u00e7 mi? PISA 2025 sonu\u00e7lar\u0131, ters Flynn etkisi ve bili\u015fsel d\u0131\u015fsalla\u015ft\u0131rma ara\u015ft\u0131rmalar\u0131 yan yana getirildi\u011finde ilgin\u00e7 bir tablo ortaya \u00e7\u0131k\u0131yor. Ancak bundan \u201cyapay zek\u00e2 insanlar\u0131 aptalla\u015ft\u0131r\u0131yor\u201d sonucunu \u00e7\u0131karmak bilimsel olarak do\u011fru de\u011fildir. Daha anlaml\u0131 bir sonu\u00e7 \u015fudur: \u0130nsanl\u0131k, bili\u015fsel i\u015flemleri d\u0131\u015far\u0131ya aktarma konusunda tarihte hi\u00e7 olmad\u0131\u011f\u0131 kadar g\u00fc\u00e7l\u00fc ara\u00e7lara sahip olmu\u015ftur. Bunun \u00f6\u011frenmeye etkisi, bu ara\u00e7lar\u0131n varl\u0131\u011f\u0131ndan \u00e7ok, hangi zihinsel i\u015flemleri destekledi\u011fine ve hangilerinin yerine ge\u00e7ti\u011fine ba\u011fl\u0131 olabilir. PISA 2025\u2019in belki de en \u00f6nemli uyar\u0131s\u0131 puanlar\u0131n birka\u00e7 puan d\u00fc\u015fmesi de\u011fildir. Daha \u00f6nemli sinyal; \u00f6\u011frencilerin uzun metinlerde, bilgiyi b\u00fct\u00fcnle\u015ftirmede, zor g\u00f6revlerde dikkatlerini s\u00fcrd\u00fcrmede ve \u00e7aba g\u00f6stermede ya\u015fad\u0131\u011f\u0131 g\u00fc\u00e7l\u00fckt\u00fcr. Bu nedenle yapay zek\u00e2 \u00e7a\u011f\u0131nda e\u011fitimin temel ilkelerinden biri \u015f\u00f6yle ifade edilebilir: AI \u00f6\u011frencinin bili\u015fsel y\u00fck\u00fcn\u00fc azaltabilir; fakat \u00f6\u011frenmeyi meydana getiren bili\u015fsel \u00e7abay\u0131 ortadan kald\u0131rmamal\u0131d\u0131r. Belki de \u00f6n\u00fcm\u00fczdeki y\u0131llarda e\u011fitim teknolojileri a\u00e7\u0131s\u0131ndan cevaplamam\u0131z gereken temel soru \u201cAI ile daha h\u0131zl\u0131 nas\u0131l \u00f6\u011freniriz?\u201d olmayacakt\u0131r. As\u0131l soru \u015fudur: D\u00fc\u015f\u00fcnmenin giderek ucuzlad\u0131\u011f\u0131 bir d\u00fcnyada, anlaml\u0131 \u00f6\u011frenmenin gerektirdi\u011fi \u00e7abay\u0131 nas\u0131l koruyaca\u011f\u0131z? Kaynaklar Bratsberg, B., &amp; Rogeberg, O. (2018). Flynn effect and its reversal are both environmentally caused. Proceedings of the National Academy of Sciences, 115(26), 6674\u20136678. https:\/\/doi.org\/10.1073\/pnas.1718793115 OECD. (2026). PISA 2025 Results (Volume I): Learning and equity in a changing world. OECD Publishing. Risko, E. F., &amp; Gilbert, S. J. (2016). Cognitive offloading. Trends in Cognitive Sciences, 20(9), 676\u2013688. https:\/\/doi.org\/10.1016\/j.tics.2016.07.002 \u00d6zden, M. Y. (2025). Changes in Average National IQ Scores (1940\u20132023). myozden.info.<\/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-702","post","type-post","status-publish","format-standard","hentry","category-uncategorized"],"acf":[],"_links":{"self":[{"href":"https:\/\/myozden.info\/index.php\/wp-json\/wp\/v2\/posts\/702","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=702"}],"version-history":[{"count":1,"href":"https:\/\/myozden.info\/index.php\/wp-json\/wp\/v2\/posts\/702\/revisions"}],"predecessor-version":[{"id":704,"href":"https:\/\/myozden.info\/index.php\/wp-json\/wp\/v2\/posts\/702\/revisions\/704"}],"wp:attachment":[{"href":"https:\/\/myozden.info\/index.php\/wp-json\/wp\/v2\/media?parent=702"}],"wp:term":[{"taxonomy":"category","embeddable":true,"href":"https:\/\/myozden.info\/index.php\/wp-json\/wp\/v2\/categories?post=702"},{"taxonomy":"post_tag","embeddable":true,"href":"https:\/\/myozden.info\/index.php\/wp-json\/wp\/v2\/tags?post=702"}],"curies":[{"name":"wp","href":"https:\/\/api.w.org\/{rel}","templated":true}]}}