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The Effect of Allosteric Learning Model on the Problem Solving Skills of 7th Grade Students in English Courses

Year 2016, Issue: 9, 67 - 82, 25.01.2016

Oğuz Gürbüztürk Sevda Koç H. Melike Babaoğlu

Abstract

In this study the purpose is to determine the effect of allosteric learning model on the problem solving skills of 7th grade students in English courses. Mixed method dealing with quantitative and qualitative research patterns was used. In the quantitative dimension, the paired pretest-posttest control group design from the quasi-experimental design and in qualitative dimension, case studies pattern were used. This study was conducted on a working group consisting of 70 students. In the quantitative dimension, problem-solving skills test developed by the researchers was used. Besides, with the semi-structured interviews, qualitative data was collected. To analyze the quantitative data t-test was used and to analyze the qualitative data, descriptive analysis and content analysis were used.  As a result of analysis of data obtained, there are significant differences in favor of the experimental group. In the light of the findings obtained from this research: There is not a significant differentiation between the scores of the experimental and control groups’ pre-test. There is not a significant differentiation between the points related to problem-solving skills of pretest and posttest of experimental group which is subjected to allosteric learning model. There is a significant difference in favor of posttest between the points related to problem-solving skills of pretest and posttest of experimental group which is subjected to allosteric learning model. There is a significant difference in favor of experimental group between the points related to problem-solving skills of posttest of experimental group which is subjected to allosteric learning model and the posttest of control group which is not subjected to it. When looked at the students’ opinions on the effectiveness of allosteric learning model: It is seen that allosteric learning model activities are learner-centered and other ones used before the model are teacher-centered. Students chose the activities according to the fact that they are “appropriate for their level” and they can “participate actively”. Also, students loved the activities which are “individual” or “group”. It is found that students faced some problems while “preparing and reaching the materials”. Finally, it is obtained that they tried to solve the problems they faced by “data collecting” or “identifying” them.

Keywords: learning-teaching process, allosteric learning, problem-solving

Keywords

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References

  • Budak, Y. (2010). (Post yapılandırmacılık) Allosterik öğrenme yaklaşımına göre öğrenme ve eğitim durumlarının olası niteliği. International Conference on New Trends in Education and Their Implications, 11-13 November, Antalya-Turkey ISBN: 978 605 364 104 9
  • Giordan, A. (1995). Learning: beyond constructivism. Retrieved on 18.04.2015 from: http://tecfa.unige.ch/tecfa/research/humanities/learning-construct.html
  • Giordan, A. (2000). From constructivisme to allosteric learning model. Retrieved on 18.04.2015 from: http://cms.unige.ch/ldes/wp-content/uploads/2012/07/From-constructivisme-to-allosteric-learning-model1.pdf
  • Giordan, A. (2012). The allosteric learning model and current theories about learning. (Trans. Nadine Allal). Retrieved on 18.04.2015 from: http://cms.unige.ch/ldes/wp-content/uploads/2012/07/The-allosteric-learning-model-and-current-theories-about-learning1.pdf
  • Honorez, M., Remy, F., Monfort, B., Cabay, R. & Therer, J. (2000). The acqisition of terminal skills in sciences. Retrieved on 18.04.2015 from: http://chemistrynetwork.pixelonline.org/SUE_database_scheda.php?art_id=69&lop=&put=&tar=&q=
  • Mayer, R. (1998). Cognitive, metacognitive, and motivational aspects of problem solving. Retrieved on 18.04.2015 from http://rhartshorne.com/fall-2012/eme6507-rh/cdisturco/eme6507-eportfolio/documents/Mayer%201998.pdf
  • Moradi, M., Brunel, S. & Vallespir, B. (2008). Design a product for learning and teaching: from theories to developing a process. Retrieved on 18.04.2015 from https://hal.archives-ouvertes.fr/hal-00323144/document
  • Pei‚ X. (2006) Allosteric Learning Model and Instructional Design. Global Education, 35, 12.
  • Synder, M. J. & Gueldenzoph Synder, L. (2003). Teaching critical thinking and problem solving skills. Retrieved on 18.04.2015 from: http://reforma.fen.uchile.cl/Papers/Teaching%20Critical%20Thinking%20Skills%20and%20problem%20solving%20skills%20-%20Gueldenzoph,%20Snyder.pdf
  • Topbaş, E. (2013). Beş basamaklı öğrenme stratejisine göre ders planı hazırlama. Gazi Üniversitesi Endüstriyel Sanatlar Eğitim Fakültesi Dergisi, 32.
  • WuTao (2010). Research on the allosteric learning model. East China Normal University, Shanghai/China.

Oğuz Gürbüztürk** Sevda Koç*** H. Melike Babaoğlu

Year 2016, Issue: 9, 67 - 82, 25.01.2016

Oğuz Gürbüztürk Sevda Koç H. Melike Babaoğlu

Abstract

Bu çalışmanın amacı, İngilizce dersinde allosterik öğrenme modelinin 7.sınıf öğrencilerinin problem çözme becerilerine etkisini belirlemektir. Nicel ve nitel araştırma desenlerinin birlikte ele alındığı karma yöntem kullanılmıştır. Araştırmanın, nicel boyutunda, yarı deneysel desenlerden, öntest-sontest eşleştirilmiş kontrol gruplu desen; araştırmanın nitel boyutunda ise, nitel araştırma desenlerinden durum çalışması deseni kullanılmıştır. Bu çalışma, 35’i deney 35’i kontrol grubu olmak üzere Siirt Sancaklar Ortaokulu’nda 2014-2015 eğitim-öğretim yılında öğrenim gören toplam 70 öğrenci ile yürütülmüştür. Nicel boyutunda, 1. 2. 3. ve 4. alt problemlere cevap aranırken araştırmacılar tarafından geliştirilen problem çözme becerileri testi kullanılmıştır. Bunun yanında, 5. alt probleme cevap aramak için yarı yapılandırılmış görüşme formu uygulanmıştır. Normal dağılımın görüldüğü gruplarda, nicel verileri analiz etmek için t-test ve nitel verilerin analizi için içerik analizi kullanılmıştır. t-testi ile elde edilen veriler sonucunda, deney grubu lehine anlamlı farklılık görülmüştür. Bu çalışmadan elde edilen bulgular ışığında: Deney ve kontrol grubu öğrencilerinin ön test problem çözme becerileri arasında anlamlı bir farklılığın olmadığı; Allosterik öğrenme modelinin uygulanmadığı kontrol grubu öğrencilerinin ön test ve son test problem çözme becerileri testinden aldıkları puanlar arasında anlamlı farklılığın olmadığı; Allosterik öğrenme uygulamasına tabi tutulan, deney grubunun ön test ve son test, problem çözme becerilerine ilişkin puanları arasında son test lehine anlamlı farklılık; Allosterik öğrenme uygulamasına tabi tutulan deney ve allosterik öğrenme uygulamasına tabi tutulmayan kontrol grubunun son test problem çözme becerilerine ilişkin puanlarının analizi sonucunda deney grubu lehine anlamlı farklılık bulunmuştur. Allosterik öğrenme modelin etkililiğine ilişkin öğrenci görüşlerine bakıldığında: Allosterik öğrenme modeli etkinliklerinin öğrenci merkezli; daha önce uygulanan etkinliklerin ise öğretmen merkezli olduğu görülmüştür. Öğrenciler ‘’düzeye uygunluk’’ ve ‘’etkin katılım’’ doğrultusunda etkinlikleri seçmişlerdir. Öğrenciler ‘bireysel ve grup’’ şeklinde yapılan etkinlikleri daha çok sevmişlerdir. Öğrenciler etkinliklerini yaparken, materyali hazırlamada ve materyale ulaşmada problemlerle karşılaşmışlardır. Öğrencilerin karşılaştıkları problemleri, bu problemler hakkında bilgiler toplayarak ve problemi tanımlayarak çözmeye çalıştıkları sonucuna ulaşılmıştır

Keywords

öğrenme-öğretme süreci allosterik öğrenme problem çözme

References

  • Budak, Y. (2010). (Post yapılandırmacılık) Allosterik öğrenme yaklaşımına göre öğrenme ve eğitim durumlarının olası niteliği. International Conference on New Trends in Education and Their Implications, 11-13 November, Antalya-Turkey ISBN: 978 605 364 104 9
  • Giordan, A. (1995). Learning: beyond constructivism. Retrieved on 18.04.2015 from: http://tecfa.unige.ch/tecfa/research/humanities/learning-construct.html
  • Giordan, A. (2000). From constructivisme to allosteric learning model. Retrieved on 18.04.2015 from: http://cms.unige.ch/ldes/wp-content/uploads/2012/07/From-constructivisme-to-allosteric-learning-model1.pdf
  • Giordan, A. (2012). The allosteric learning model and current theories about learning. (Trans. Nadine Allal). Retrieved on 18.04.2015 from: http://cms.unige.ch/ldes/wp-content/uploads/2012/07/The-allosteric-learning-model-and-current-theories-about-learning1.pdf
  • Honorez, M., Remy, F., Monfort, B., Cabay, R. & Therer, J. (2000). The acqisition of terminal skills in sciences. Retrieved on 18.04.2015 from: http://chemistrynetwork.pixelonline.org/SUE_database_scheda.php?art_id=69&lop=&put=&tar=&q=
  • Mayer, R. (1998). Cognitive, metacognitive, and motivational aspects of problem solving. Retrieved on 18.04.2015 from http://rhartshorne.com/fall-2012/eme6507-rh/cdisturco/eme6507-eportfolio/documents/Mayer%201998.pdf
  • Moradi, M., Brunel, S. & Vallespir, B. (2008). Design a product for learning and teaching: from theories to developing a process. Retrieved on 18.04.2015 from https://hal.archives-ouvertes.fr/hal-00323144/document
  • Pei‚ X. (2006) Allosteric Learning Model and Instructional Design. Global Education, 35, 12.
  • Synder, M. J. & Gueldenzoph Synder, L. (2003). Teaching critical thinking and problem solving skills. Retrieved on 18.04.2015 from: http://reforma.fen.uchile.cl/Papers/Teaching%20Critical%20Thinking%20Skills%20and%20problem%20solving%20skills%20-%20Gueldenzoph,%20Snyder.pdf
  • Topbaş, E. (2013). Beş basamaklı öğrenme stratejisine göre ders planı hazırlama. Gazi Üniversitesi Endüstriyel Sanatlar Eğitim Fakültesi Dergisi, 32.
  • WuTao (2010). Research on the allosteric learning model. East China Normal University, Shanghai/China.
There are 11 citations in total.

Details

Primary Language English
Journal Section Makaleler
Authors

Oğuz Gürbüztürk

Sevda Koç

H. Melike Babaoğlu

Publication Date January 25, 2016
Published in Issue Year 2016 Issue: 9

Cite

APA Gürbüztürk, O., Koç, S., & Babaoğlu, H. M. (2016). The Effect of Allosteric Learning Model on the Problem Solving Skills of 7th Grade Students in English Courses. Journal of Education and Future(9), 67-82.
AMA Gürbüztürk O, Koç S, Babaoğlu HM. The Effect of Allosteric Learning Model on the Problem Solving Skills of 7th Grade Students in English Courses. JEF. February 2016;(9):67-82.
Chicago Gürbüztürk, Oğuz, Sevda Koç, and H. Melike Babaoğlu. “The Effect of Allosteric Learning Model on the Problem Solving Skills of 7th Grade Students in English Courses”. Journal of Education and Future, no. 9 (February 2016): 67-82.
EndNote Gürbüztürk O, Koç S, Babaoğlu HM (February 1, 2016) The Effect of Allosteric Learning Model on the Problem Solving Skills of 7th Grade Students in English Courses. Journal of Education and Future 9 67–82.
IEEE O. Gürbüztürk, S. Koç, and H. M. Babaoğlu, “The Effect of Allosteric Learning Model on the Problem Solving Skills of 7th Grade Students in English Courses”, JEF, no. 9, pp. 67–82, February 2016.
ISNAD Gürbüztürk, Oğuz et al. “The Effect of Allosteric Learning Model on the Problem Solving Skills of 7th Grade Students in English Courses”. Journal of Education and Future 9 (February 2016), 67-82.
JAMA Gürbüztürk O, Koç S, Babaoğlu HM. The Effect of Allosteric Learning Model on the Problem Solving Skills of 7th Grade Students in English Courses. JEF. 2016;:67–82.
MLA Gürbüztürk, Oğuz et al. “The Effect of Allosteric Learning Model on the Problem Solving Skills of 7th Grade Students in English Courses”. Journal of Education and Future, no. 9, 2016, pp. 67-82.
Vancouver Gürbüztürk O, Koç S, Babaoğlu HM. The Effect of Allosteric Learning Model on the Problem Solving Skills of 7th Grade Students in English Courses. JEF. 2016(9):67-82.
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