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ERASMUS +205 Our project is prepared to bring different perspectives to science and mathematics.
Our teaching model, which is taught in secondary schools and applied in teaching life, is largely based on the Behavioral Learning Model and to a lesser extent on the Constructivist Teaching Model. In the behavioral learning model, the teacher is active and the instructor, and the student is generally passive and accepted. In the constructivist learning model, the teacher is informed and guided, and the student collects the data, works actively and evaluates and constructs information in his mind. The aim of our project is to apply the behavioral learning model only at the stage of forming the main framework of the subject which is intended to be given and comprehended the first concepts; The aim of the course is to create a teaching pattern where reinforcement, permanence and sustainability are provided through constructivist methods and activities. The objectives of the project are to enable the student to construct the knowledge by concretizing abstract concepts, to guide his efforts to recognize and correct misconceptions, and to improve his / her perception and attitudes towards learning Science and Mathematics. In this context; In physics, chemistry, biology and mathematics courses, it is thought that the students have difficulty in learning, sometimes abstract, the place of their lives in their lives, their usage areas by making them live, making them meaningful and preventing them from giving up learning in this way. In order to achieve these objectives, the method to be followed will be implemented in two stages. In the first stage; selected topics will be explained at the level of conceptual understanding. Before starting to explain the subject, the teacher will be informed about the preliminary learning and misconceptions of the student through question and answer and take notes of them. The topic will be explained using plenty of visual and analogies. After the narration of the subject, the question will be solved. It will be ensured that this whole process does not exceed 30% of the total time allocated to the subject (Behavioral teaching model). In the second stage, constructivist activities and practices will be utilized to ensure the reinforcement, permanence and sustainability of the subject. The student, who is passive in the pre-learning process of the subject, is active throughout these practices and will do all kinds of activities by himself, and the teacher will only guide the student. In this process, the student; constructivist activities such as fishbone diagram, structured grid, finding analogies, script writing, game design, experiment design will be provided by the teacher. In addition to these studies carried out in the school, the student will be able to take photographs of the course subject in his / her daily life, events and phenomena. . All these studies are required to constitute 70% of the process of processing the subjects.
Three types of scales are planned to be used in order to see the efficiency of the teaching pattern described briefly above. Conceptual comprehension test, Perception Scale and Attitude Scale. These scales will be applied as pre-test and post-test with the same items. The difference between the pretest and posttest of each scale will determine the efficiency of the method.
If the desired results can be obtained from the instructional design that we expect to achieve meaningful results, the project and the results will be published as an article in an international education journal and everyone who wishes to benefit from these methods and activities will be provided. In addition, the study conducted to the Ministry of National Education; The study is planned to be presented on the basis of teaching design, findings, methods and results, and if the Ministry considers it appropriate, the study is planned to be published as an example for other schools.
students; Our project, which we believe will contribute to the processes of distinguishing scientific situations, explaining facts scientifically and using scientific evidence, is important for schools from different countries to find common solutions to learning problems and to implement these solutions in their countries.
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Short URL to this project:
http://otlas-project.salto-youth.net/11324