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Yansıtıcı Düşünme Etkinlikleriyle Destekli Tam Öğrenme Modelinin Tıp Öğrencilerinin Üstbiliş Becerilerine Etkisi (The Effect of Mastery Learning with Reflective Thinking Activities on Medical Students’...) Doi: 10.14686/ buefad.v5i1.1082000199)

Year 2016, Volume: 5 Issue: 1, 63 - 82, 11.02.2016
https://doi.org/10.14686/buefad.v5i1.1082000199

Abstract

Yansıtıcı düşünme etkinlikleriyle destekli tam öğrenme modelinin tıp fakültesi 5. sınıf öğrencilerinin üstbiliş becerileri üzerindeki etkisi belirlenmeye çalışılmıştır. On-iki hafta boyunca yapılan uygulamayla öğrencilerin Enfeksiyon Hastalıkları ve Klinik Mikrobiyoloji dersine ilişkin üstbiliş becerilerinde ne gibi farklılıklar oluştuğu belirlenmiştir. Karma yöntemin kullanıldığı araştırmanın nicel bölümünde bir deney (32) bir de kontrol (32) grubunun yer aldığı “öntest-sontest kontrol gruplu model” olan deneysel desen kullanılmıştır. Öğrencilerin Bilişötesi Farkındalık Envanteri (BFE) kullanılarak elde edilen üstbiliş becerilerine yönelik ölçümlerinin karşılaştırılmasında t-testi ve nonparametrik testlerden Mann Whitney U testi kullanılmıştır. Nitel bölümde,  olgubilim (fenomenoloji) deseni kullanılmıştır. Deney grubunda yer alan, amaçlı örnekleme yöntemlerinden ölçüt örnekleme yoluyla seçilen altı öğrenci ve çalışmayı yürüten öğretim üyesiyle deneysel çalışmanın sonunda açık uçlu görüşme sorularından oluşan görüşme formu kullanılarak görüşme yapılmıştır. Nitel veriler NVIVO 8 programı kullanılarak analiz edilmiştir. Elde edilen bulgulara göre yansıtıcı düşünme etkinlikleriyle destekli tam öğrenme modelinin öğrencilerin üstbiliş becerilerine yönelik olumlu etkisi olduğu sonucuna ulaşılmıştır.

References

  • KAYNAKLAR
  • Akın, A., Abacı, R. ve Çetin, B. (2007). The validity and reliability of the Turkish version of the Metacognitive Awareness Inventory. Educational Sciences: Theory & Practice, 7(2), 671–678.
  • Baş, G. ve Beyhan, Ö. (2012). İngilizce dersinde yansıtıcı düşünme etkinliklerinin öğrencilerin akademik başarılarına ve derse yönelik tutumlarına etkisi. Amasya Üniversitesi Eğitim Fakültesi Dergisi, 1(2), 128-142.
  • Beard, C., Clegg, S. ve Smith, K. (2007), Acknowledging the affective in higher education. British Educational Research Journal, 33 ( 2), 235-52.
  • Bilgin, N. (2000). İçerik Analizi. İzmir: Ege Üniversitesi Edebiyat Fakültesi Yayınları.
  • Bloom, B.S (1974a). An Introduction to Mastery Leraning Theory. J. Block (Ed.) içinde, Scool, Society and Mastery Learning. (ss. 3-14). New York, Holt, Rinebart and Winston.
  • Bloom, B.S (1974b).Time and learning. American Psychologist, 29, 682- 688.
  • Bloom, B. S. (1978). New views of the learner: Implications for instruction and curriculum. Educational Leadership, 35(7), 563–576.
  • Bloom, B.S. (1979). İnsan Nitelikleri ve Okulda Öğrenme (Çev. Durmuş Ali Özçelik). Ankara: Milli Eğitim Basımevi.
  • Bloom BS. (1981). All Our Children Learning. New York: McGraw-Hill.
  • Bloom, B.S. (1984a). The 2 sigma problem: The search for method of group instruction as effective as one-to-one tutoring. Educational Researcher, 13(6), 4–16.
  • Bloom, B.S. (1984b). The search for methods of group instruction as effective as one-to-one tutoring. Educational Leadership, 42 (8), 4–17.
  • Bloom, B. S. (1988). Helping all children learn in elementary school and beyond. Principal, 67(4), 12–17.
  • Brevig, L. (2006). Engaging in retrospective reflection. International Reading Association, 59(6), 522-530.
  • Bruning, R. H., G. J. Schraw, and R. R. Ronning.( 1995). Cognitive psychology and instruction. Englewood Cliffs, NJ: Merrill (Prentice Hall).
  • Chamberlain , N. R., Stuart, M. K.,. Singh V. K. ve Sargentini N. J.(2012). Utilization of case presentations in medical microbiology to enhance relevance of basic science for medical students. Medical Education Online, 17, 15943.
  • Chamot, A. U. (2005). Language learning strategy instruction: Current issues and research. Annual Review of Applied Linguistics, 25, 112–130.
  • Creswell J. W., (2003). Research Design: Qualitative, Quantitative and Mixed Methods Approaches (2. Baskı). Thousand Oaks, CA:Sage.
  • Creswell, J. W., Plano- Clark,V. L.(2006) Designing and Conducting Mixed Methods Research. Thousand Oaks.London, New Delhi: Sage Publications
  • Crossman, J. (2007). The role of relationships and emotions in student perceptions of learning and assessment.Higher Education Research & Development, 26 (3), 313-326.
  • Deweese, S. V. (2012). The Effects of Mastery Learning Correctives on Academic Achievement and Student Affect.Doktora Tezi. Mercer University, The Curriculum and Instruction Program of Tift College of Education Atlanta.
  • Dewey, J. (1960). How We Think. A restatement of the relation of reflective thinking to the educative process.Lexington, MA: D.C. Heath and Company.
  • Downe-Wamboldt, B. (1992). Content analysis: Method, applications, and issues. Health Care for Women International, 13, 313-321.
  • Downing, K., Ho, R., Shin, K., Vrijmoed, L., ve Wong, E. (2007). Metacognitive development and moving away. Educational Studies, 33(1), 1–13.
  • Elo, S. ve Kyngäs, H. (2007). The qualitative content analysis process. Journal of Advanced Nursing 62 (1), 107-115.
  • Fidan, N. (1985). Okulda Öğrenme ve Öğretme. Ankara: Alkım Yayıncılık.
  • Flavell, J. (1976). Metacognitive Aspects of Problem Solving. L. Resnick (ed.) içinde, The Nature of Intelligence.(ss.231-236). Hillsdale, NJ: Lawrence Erlbaum Associates.
  • Flavell, J. H. (1979). Metacognition and cognitive monitoring: A new area of psychological inquiry. American Psychologist, 34, 906-911.
  • Garbett, R. ve McCormark, B. (2002). A concept analysis of practice development. Nursing Times Research. SAGE Publication, 7(2), 86- 100.
  • Garcia, T., ve Pintrich, P. R. (1992). Critical thinking and its relationship to motivation, learning strategies and classroom experience. ERIC Document Reproduction Service No. ED351 643.
  • Gönüllü, İ. (2010). Tıp Fakültesi Öğrencilerinde Öğretimle Yönlendirmenin Metabilişsel Farkındalığa Etkisi.Doktora Tezi, Ankara Üniversitesi Eğitim Bilimleri Enstitüsü, Ankara.
  • Houghton Devoe, P. E. (2011). Learning in Medical School: Relationships Among Achievement Goals and Approaches to Learning and Studying in Three Classes of Medical Students.Doktora Tezi. The University of New Mexico, Educational Psychology, New Mexico.
  • Ingle, C. O. (2007). Predictors of Critical Thinking Ability Among College Students. Doktora Tezi. University of Kentucky, College of Education, the U.S.A.
  • Koçak, Ş., Cebeci, Z. ve Yenilmez, E. (2003). Tam öğrenme stratejisinin bilgisayar destekli uygulanması üzerine bir çalışma. Çukurova Üniversitesi İlahiyat Fakültesi Dergisi,3,1.
  • Kornell, N. ve Metcalfe, J (2006). Study efficacy and the region of proximal learning framework. Journal of Experimental Psychology: Learning, Memory, and Cognition 32 (3), 609–622.
  • Kramarski, B., Z. R. Mevarech, and A. Lieberman. 2001. Effects of multilevel versus unilevel metacognitive training on mathematical reasoning. Journal of Educational Research 94 (5), 292– 300.
  • Kuhn, D., ve Dean, D. (2004). Metacognition: A bridge between cognitive psychology and educational practice.Theory into Practice, 43 (4), 268-273.
  • Kurtuldu, M. K. ve Bakıoğlu, Ç. (2012). Tam öğrenme modeline dayalı müzik öğretiminde öğrenci başarılarının karşılaştırılması. Hacettepe Üniversitesi Eğitim Fakültesi Dergisi, 43, 330-339.
  • Lajoie, S. P. (2008). Metacognition, self regulation, and self-regulated learning: A Rose by any other Name?.Educational Psychology, 20, 469–475.
  • Larrivee, B. (2000). Transforming Teaching Practice: Becoming the critically reflective teacher. Reflective Practice, 1( 3), 293–307.
  • Larson, B. E. (2000). Classroom discussion: a method of instruction and a curriculum outcome. Teaching and Teacher Education, 16, 661- 677
  • Lee, C. B., Teo, T., ve Bergin, D. (2009). Children’s use of metacognition in solving everyday problems: An initial study from an Asian Context. The Australian Educational Researcher, 36 (3), 89- 102.
  • Leech, N.L. ve Onwuegbuzie, A.J. (2007). A typology of mixed methods research designs. Qual Quant, 43, 265–275.
  • Özder, H. (1996). Tam Öğrenmeye Dayalı İşbirlikli Öğrenme Modelinin Etkililiği. Yayınlanmamış Doktora Tezi. Hacettepe Üniversitesi, Sosyal Bilimler Enstitüsü, Ankara.
  • Patton MQ. (1990). Qualitative evaluation and research methods. (2. Baskı). Newbury Park, CA: Sage Publications.
  • Pierre, E., ve Oughton, J. (2007). The affective domain: Undiscovered country. College Quarterly, 10 (4), 1-7.
  • Pintrich, P. R. (2002). The Role of metacognitive knowledge in learning, teaching, and assessing. Theory into Practice, 41(4), 219- 225.
  • Savia Antonette, C. (2006). A Model of Metacognition, Achievement Goal Orientation, Learning Style, and Self Efficacy. Doktora Tezi. Northern Illinois University.
  • Schleifer, L. L. ve Dull, R. B. (2009). Metacognition and performance in the accounting classroom. Issues in Accounting Education, 24 (3), 339–367.
  • Schraw, G. ve Sperling Dennison, R. (1994). Assessing metacognitive awareness. Contemporary Educational Psychology, 19, 460-475.
  • Schryer, C. F., Lingard,L., ve Spafford, M. (2003). Structure and Agency in Medical Case Presentations. C. Bazerman ve D. Russell (Ed.) içinde, Writing Selves/Writing Societies: Research from Activity Perspectives (ss. 62-96). Fort Collins, CO: The WAC Clearinghouse and Mind, Culture, and Activity.
  • Semerci, Ç. ve Elaldı, Ş. (2011). Tıp Fakültesi öğrencilerinin üstbilişsel inançları. Uluslararası Eğitim Programları ve Öğretim Çalışmaları Dergisi, 1(2), 37-49.
  • Sever, S. (1993). Türkçe Öğretiminde Uygulanan Tam Öğrenme Kuramı İlkelerinin Öğrencilerin Okuduğunu Anlama ve Yazılı Anlatım Becerilerindeki Erişiye Etkisi .Yayımlanmamış Doktora Tezi. Ankara Üniversitesi, Ankara.
  • Shephard, H. (2008). Higher education for sustainability: seeking affective learning outcomes. International Journal of Sustainability in Higher Education, 9 (1), 87-98.
  • Shimamura, A. P. (2000). Toward a cognitive neuroscience of metacognition (Metacognition: Monitoring and control of information processing), Consciousness and Cognition, 9, 313–323.
  • Smith, J.A ve Eatough, V. (2007). Interpretive phenomenological analysis. E. Lyons ve A. Coyle (ed) içinde, Analyzing qualitative data in psychology (ss. 35-50). CA: Sage.
  • Son, L. K. (2007). Introduction: A metacognition bridge. European Journal of Cognitive Psychology, 19 (4/5), 481 – 493.
  • Sönmez, İ. (1997). Birleştirilmiş ve Normal Sınıflı Köy İlkokullarında Tam Öğrenme Uygulamasının Öğrenme Ürünlerine Olan Etkisi.Yayınlanmamış Yüksek Lisans Tezi. Ankara Üniversitesi, Sosyal Bilimler Enstitüsü, Ankara.
  • Tashakkori, A., ve Teddlie, C. (2003). Handbook of Mixed Methods in Social and Behavioral Research. Thousand Oaks, CA: Sage Publications.
  • Tse, Y. M. (1983). Utilization of Bloom’s Mastery Learning to Teach Introductory Accounting. Doktora Tezi. Illionis University The Graduade College.
  • Turan, S. (2009). Probleme Dayalı Öğrenmeye İlişkin Tutumlar, Öğrenme Becerileri ve Başarı Arasındaki iİişkiler.Doktora Tezi. Hacettepe Üniversitesi Sosyal Bilimler Enstitüsü, Eğitim Bilimleri, Ankara.
  • Wilson, J. ve Jan, L. W. (1993). Thinking for Themselves Developing Strategies for Reflective Learning. Australia:Eleanor Curtain Publishing.
  • Winne, P. H. (1996). A metacognitive view of individual differences in self-regulated learning. Learning and Individual Differences, 8, 327–353.
  • Yıldıran G. (1977). Multicultural Applications of Mastery Learning: Our Thoughts, our Deeds and Our Hopes for Education (2010). G Yıldıran (ed.) içinde, The Effects of Cognitive Achievement on Selected Learning Criteria Under Mastery Learning and Normal Classroom Instruction (ss. 31-77). Yayınlanmamış Doktora Tezi. İstanbul: Boğaziçi Universitesi Publication.
  • Yıldırım, A., Şimşek, H. (2008). Nitel araştırma yöntemleri. (7. Baskı). Ankara: Seçkin Yayıncılık.
  • Zimmerman, B. J. (1995). Self-regulation involves more than metacognition: A social cognitive perspective.Educational Psychologist, 30, 217–221.
Year 2016, Volume: 5 Issue: 1, 63 - 82, 11.02.2016
https://doi.org/10.14686/buefad.v5i1.1082000199

Abstract

References

  • KAYNAKLAR
  • Akın, A., Abacı, R. ve Çetin, B. (2007). The validity and reliability of the Turkish version of the Metacognitive Awareness Inventory. Educational Sciences: Theory & Practice, 7(2), 671–678.
  • Baş, G. ve Beyhan, Ö. (2012). İngilizce dersinde yansıtıcı düşünme etkinliklerinin öğrencilerin akademik başarılarına ve derse yönelik tutumlarına etkisi. Amasya Üniversitesi Eğitim Fakültesi Dergisi, 1(2), 128-142.
  • Beard, C., Clegg, S. ve Smith, K. (2007), Acknowledging the affective in higher education. British Educational Research Journal, 33 ( 2), 235-52.
  • Bilgin, N. (2000). İçerik Analizi. İzmir: Ege Üniversitesi Edebiyat Fakültesi Yayınları.
  • Bloom, B.S (1974a). An Introduction to Mastery Leraning Theory. J. Block (Ed.) içinde, Scool, Society and Mastery Learning. (ss. 3-14). New York, Holt, Rinebart and Winston.
  • Bloom, B.S (1974b).Time and learning. American Psychologist, 29, 682- 688.
  • Bloom, B. S. (1978). New views of the learner: Implications for instruction and curriculum. Educational Leadership, 35(7), 563–576.
  • Bloom, B.S. (1979). İnsan Nitelikleri ve Okulda Öğrenme (Çev. Durmuş Ali Özçelik). Ankara: Milli Eğitim Basımevi.
  • Bloom BS. (1981). All Our Children Learning. New York: McGraw-Hill.
  • Bloom, B.S. (1984a). The 2 sigma problem: The search for method of group instruction as effective as one-to-one tutoring. Educational Researcher, 13(6), 4–16.
  • Bloom, B.S. (1984b). The search for methods of group instruction as effective as one-to-one tutoring. Educational Leadership, 42 (8), 4–17.
  • Bloom, B. S. (1988). Helping all children learn in elementary school and beyond. Principal, 67(4), 12–17.
  • Brevig, L. (2006). Engaging in retrospective reflection. International Reading Association, 59(6), 522-530.
  • Bruning, R. H., G. J. Schraw, and R. R. Ronning.( 1995). Cognitive psychology and instruction. Englewood Cliffs, NJ: Merrill (Prentice Hall).
  • Chamberlain , N. R., Stuart, M. K.,. Singh V. K. ve Sargentini N. J.(2012). Utilization of case presentations in medical microbiology to enhance relevance of basic science for medical students. Medical Education Online, 17, 15943.
  • Chamot, A. U. (2005). Language learning strategy instruction: Current issues and research. Annual Review of Applied Linguistics, 25, 112–130.
  • Creswell J. W., (2003). Research Design: Qualitative, Quantitative and Mixed Methods Approaches (2. Baskı). Thousand Oaks, CA:Sage.
  • Creswell, J. W., Plano- Clark,V. L.(2006) Designing and Conducting Mixed Methods Research. Thousand Oaks.London, New Delhi: Sage Publications
  • Crossman, J. (2007). The role of relationships and emotions in student perceptions of learning and assessment.Higher Education Research & Development, 26 (3), 313-326.
  • Deweese, S. V. (2012). The Effects of Mastery Learning Correctives on Academic Achievement and Student Affect.Doktora Tezi. Mercer University, The Curriculum and Instruction Program of Tift College of Education Atlanta.
  • Dewey, J. (1960). How We Think. A restatement of the relation of reflective thinking to the educative process.Lexington, MA: D.C. Heath and Company.
  • Downe-Wamboldt, B. (1992). Content analysis: Method, applications, and issues. Health Care for Women International, 13, 313-321.
  • Downing, K., Ho, R., Shin, K., Vrijmoed, L., ve Wong, E. (2007). Metacognitive development and moving away. Educational Studies, 33(1), 1–13.
  • Elo, S. ve Kyngäs, H. (2007). The qualitative content analysis process. Journal of Advanced Nursing 62 (1), 107-115.
  • Fidan, N. (1985). Okulda Öğrenme ve Öğretme. Ankara: Alkım Yayıncılık.
  • Flavell, J. (1976). Metacognitive Aspects of Problem Solving. L. Resnick (ed.) içinde, The Nature of Intelligence.(ss.231-236). Hillsdale, NJ: Lawrence Erlbaum Associates.
  • Flavell, J. H. (1979). Metacognition and cognitive monitoring: A new area of psychological inquiry. American Psychologist, 34, 906-911.
  • Garbett, R. ve McCormark, B. (2002). A concept analysis of practice development. Nursing Times Research. SAGE Publication, 7(2), 86- 100.
  • Garcia, T., ve Pintrich, P. R. (1992). Critical thinking and its relationship to motivation, learning strategies and classroom experience. ERIC Document Reproduction Service No. ED351 643.
  • Gönüllü, İ. (2010). Tıp Fakültesi Öğrencilerinde Öğretimle Yönlendirmenin Metabilişsel Farkındalığa Etkisi.Doktora Tezi, Ankara Üniversitesi Eğitim Bilimleri Enstitüsü, Ankara.
  • Houghton Devoe, P. E. (2011). Learning in Medical School: Relationships Among Achievement Goals and Approaches to Learning and Studying in Three Classes of Medical Students.Doktora Tezi. The University of New Mexico, Educational Psychology, New Mexico.
  • Ingle, C. O. (2007). Predictors of Critical Thinking Ability Among College Students. Doktora Tezi. University of Kentucky, College of Education, the U.S.A.
  • Koçak, Ş., Cebeci, Z. ve Yenilmez, E. (2003). Tam öğrenme stratejisinin bilgisayar destekli uygulanması üzerine bir çalışma. Çukurova Üniversitesi İlahiyat Fakültesi Dergisi,3,1.
  • Kornell, N. ve Metcalfe, J (2006). Study efficacy and the region of proximal learning framework. Journal of Experimental Psychology: Learning, Memory, and Cognition 32 (3), 609–622.
  • Kramarski, B., Z. R. Mevarech, and A. Lieberman. 2001. Effects of multilevel versus unilevel metacognitive training on mathematical reasoning. Journal of Educational Research 94 (5), 292– 300.
  • Kuhn, D., ve Dean, D. (2004). Metacognition: A bridge between cognitive psychology and educational practice.Theory into Practice, 43 (4), 268-273.
  • Kurtuldu, M. K. ve Bakıoğlu, Ç. (2012). Tam öğrenme modeline dayalı müzik öğretiminde öğrenci başarılarının karşılaştırılması. Hacettepe Üniversitesi Eğitim Fakültesi Dergisi, 43, 330-339.
  • Lajoie, S. P. (2008). Metacognition, self regulation, and self-regulated learning: A Rose by any other Name?.Educational Psychology, 20, 469–475.
  • Larrivee, B. (2000). Transforming Teaching Practice: Becoming the critically reflective teacher. Reflective Practice, 1( 3), 293–307.
  • Larson, B. E. (2000). Classroom discussion: a method of instruction and a curriculum outcome. Teaching and Teacher Education, 16, 661- 677
  • Lee, C. B., Teo, T., ve Bergin, D. (2009). Children’s use of metacognition in solving everyday problems: An initial study from an Asian Context. The Australian Educational Researcher, 36 (3), 89- 102.
  • Leech, N.L. ve Onwuegbuzie, A.J. (2007). A typology of mixed methods research designs. Qual Quant, 43, 265–275.
  • Özder, H. (1996). Tam Öğrenmeye Dayalı İşbirlikli Öğrenme Modelinin Etkililiği. Yayınlanmamış Doktora Tezi. Hacettepe Üniversitesi, Sosyal Bilimler Enstitüsü, Ankara.
  • Patton MQ. (1990). Qualitative evaluation and research methods. (2. Baskı). Newbury Park, CA: Sage Publications.
  • Pierre, E., ve Oughton, J. (2007). The affective domain: Undiscovered country. College Quarterly, 10 (4), 1-7.
  • Pintrich, P. R. (2002). The Role of metacognitive knowledge in learning, teaching, and assessing. Theory into Practice, 41(4), 219- 225.
  • Savia Antonette, C. (2006). A Model of Metacognition, Achievement Goal Orientation, Learning Style, and Self Efficacy. Doktora Tezi. Northern Illinois University.
  • Schleifer, L. L. ve Dull, R. B. (2009). Metacognition and performance in the accounting classroom. Issues in Accounting Education, 24 (3), 339–367.
  • Schraw, G. ve Sperling Dennison, R. (1994). Assessing metacognitive awareness. Contemporary Educational Psychology, 19, 460-475.
  • Schryer, C. F., Lingard,L., ve Spafford, M. (2003). Structure and Agency in Medical Case Presentations. C. Bazerman ve D. Russell (Ed.) içinde, Writing Selves/Writing Societies: Research from Activity Perspectives (ss. 62-96). Fort Collins, CO: The WAC Clearinghouse and Mind, Culture, and Activity.
  • Semerci, Ç. ve Elaldı, Ş. (2011). Tıp Fakültesi öğrencilerinin üstbilişsel inançları. Uluslararası Eğitim Programları ve Öğretim Çalışmaları Dergisi, 1(2), 37-49.
  • Sever, S. (1993). Türkçe Öğretiminde Uygulanan Tam Öğrenme Kuramı İlkelerinin Öğrencilerin Okuduğunu Anlama ve Yazılı Anlatım Becerilerindeki Erişiye Etkisi .Yayımlanmamış Doktora Tezi. Ankara Üniversitesi, Ankara.
  • Shephard, H. (2008). Higher education for sustainability: seeking affective learning outcomes. International Journal of Sustainability in Higher Education, 9 (1), 87-98.
  • Shimamura, A. P. (2000). Toward a cognitive neuroscience of metacognition (Metacognition: Monitoring and control of information processing), Consciousness and Cognition, 9, 313–323.
  • Smith, J.A ve Eatough, V. (2007). Interpretive phenomenological analysis. E. Lyons ve A. Coyle (ed) içinde, Analyzing qualitative data in psychology (ss. 35-50). CA: Sage.
  • Son, L. K. (2007). Introduction: A metacognition bridge. European Journal of Cognitive Psychology, 19 (4/5), 481 – 493.
  • Sönmez, İ. (1997). Birleştirilmiş ve Normal Sınıflı Köy İlkokullarında Tam Öğrenme Uygulamasının Öğrenme Ürünlerine Olan Etkisi.Yayınlanmamış Yüksek Lisans Tezi. Ankara Üniversitesi, Sosyal Bilimler Enstitüsü, Ankara.
  • Tashakkori, A., ve Teddlie, C. (2003). Handbook of Mixed Methods in Social and Behavioral Research. Thousand Oaks, CA: Sage Publications.
  • Tse, Y. M. (1983). Utilization of Bloom’s Mastery Learning to Teach Introductory Accounting. Doktora Tezi. Illionis University The Graduade College.
  • Turan, S. (2009). Probleme Dayalı Öğrenmeye İlişkin Tutumlar, Öğrenme Becerileri ve Başarı Arasındaki iİişkiler.Doktora Tezi. Hacettepe Üniversitesi Sosyal Bilimler Enstitüsü, Eğitim Bilimleri, Ankara.
  • Wilson, J. ve Jan, L. W. (1993). Thinking for Themselves Developing Strategies for Reflective Learning. Australia:Eleanor Curtain Publishing.
  • Winne, P. H. (1996). A metacognitive view of individual differences in self-regulated learning. Learning and Individual Differences, 8, 327–353.
  • Yıldıran G. (1977). Multicultural Applications of Mastery Learning: Our Thoughts, our Deeds and Our Hopes for Education (2010). G Yıldıran (ed.) içinde, The Effects of Cognitive Achievement on Selected Learning Criteria Under Mastery Learning and Normal Classroom Instruction (ss. 31-77). Yayınlanmamış Doktora Tezi. İstanbul: Boğaziçi Universitesi Publication.
  • Yıldırım, A., Şimşek, H. (2008). Nitel araştırma yöntemleri. (7. Baskı). Ankara: Seçkin Yayıncılık.
  • Zimmerman, B. J. (1995). Self-regulation involves more than metacognition: A social cognitive perspective.Educational Psychologist, 30, 217–221.
There are 66 citations in total.

Details

Journal Section Articles
Authors

Şenel Elaldı

Çetin Semerci

Publication Date February 11, 2016
Published in Issue Year 2016 Volume: 5 Issue: 1

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APA Elaldı, Ş., & Semerci, Ç. (2016). Yansıtıcı Düşünme Etkinlikleriyle Destekli Tam Öğrenme Modelinin Tıp Öğrencilerinin Üstbiliş Becerilerine Etkisi (The Effect of Mastery Learning with Reflective Thinking Activities on Medical Students’...) Doi: 10.14686/ buefad.v5i1.1082000199). Bartın University Journal of Faculty of Education, 5(1), 63-82. https://doi.org/10.14686/buefad.v5i1.1082000199

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Bartın University Journal of Faculty of Education