Öz
Macerata Üniversitesi okul öncesi ve ilkokul programlarına devam eden öğrencilerin yer aldığı okulda yapılan öğrenci gözlemlerine dayalı araştırmamızda; araştırmaya katılan gözlemcilere çocukların sınıftaki davranışlarını içeren videolar gösterilmiş ve gözlemcilerden gördüklerini raporlaştırmaları istenmiştir. Araştırmanın başlangıcından sonuna kadar gözlemlere dayalı farklılıklar çocukların davranışlarının yorumlanmasında deterministik yaklaşımlar çerçevesinde ele alınmış, tanımlanmış ve yorumlanmıştır. Araştırmanın sonuçlarına göre olasılık yaklaşımları günümüzde “Gelişimsel ve Eğitimsel Psikoloji” alanında kabul edilebilecek yaklaşımlar olarak belirtilebilir
Anahtar Kelimeler
Gözlem süreci deterministik yaklaşımlar ve olasılık yaklaşımları öğretmen eğitimi yaparak- yaşayarak öğrenme
Kaynakça
- Ajello, A. M., Pontecorvo & C., Zucchermaglio C. (1991). Discutendo si impara. Roma: Carocci.
- Bronfenbrenner, U. (1979). The ecology of human development: Experiments by na- ture and design. Cambridge (MA): Harvard University Press.
- Bruner, J.S. (1990). Acts of Meaning. Cambridge (MA): Harvard University Press.
- Bruner, J.S. (1996). The Culture of Education. Cambridge (MA): Harvard University Press.
- Carugati, F. & Selleri, P. (2001). Psicologia dell’educazione. Bologna: Il Mulino.
- Chinn, C.A., Brewer, W.F. (1993). The Role of Anomalous Data in Knowledge Acquisition: A Theoretical Framework and Implications for Science Instruction. Review of Educational Research, 63, 1, 1-49.
- Doise, W. & Mugny, G. (1981). Le développement social de l'intelligence. Paris: InterÉditions.
- Farr, R.M. & Moscovici, S. (Ed.) (1984). Social Representations. Cambridge (UK): Cambridge University Press.
- Freud, S. (1915-1917). Vorlesungen zur Einführung in die Psychoanalyse. Wien: Internationaler Psychoanalytischer Verlag.
- Gardner, H. (1991). The unschooled mind. How children think and how schools should teach. New York: Basic Books.
- Mitchell, S. & Andrews, R. (Eds). (2000). Learning to argue. Portsmouth, NH: Boynton/Cook.
- Nicolini, P., Lapucci, T. & Moroni, C. (2007). The role of cognitive conflict and peer interaction in conceptual change: a course on child observation practices. Gestalt Theory, 30, 4, 447-454.
- Nicolini, P. & Moroni, C. (2006). Il laboratorio di osservazione del bambino nel contesto scolastico: un’esperienza di formazione a distanza. Annali della Facoltà di Scienze della Formazione dell’Università di Macerata, 1, 383-418.
- Nussbaum, J. & Novick, S. (1982). Alternative Frameworks, Conceptual Conflict and Accommodation: Toward a Principled Teaching Strategy, Instructional Science, 11, 183 – 200.
- Perry, W. G.(1981). "Cognitive and Ethical Growth: The Making of Meaning". In Chickering Arthur W. and Associates. The Modern American College. San Francisco: Jossey-Bass, 76-116.
- Piaget, J. (1936). La naissance de l'intelligence chez l'enfant. Paris: Delachaux et Niestlé.
- Posner, G.J., Strike, K.A., Hewson, P.W. & Gertzog, W.A. (1982). Accomodation of a scientific conception: toward a theory of conceptual change, Science education, 66, 2, 221-227.
- Scardamalia, M. & Bereiter, C. (2002). Knowledge building. In Deighton L. C. (Ed)., Encyclopedia of education. New York: Mac
Öz
In training students of Infant and Primary Education programs at the University of Macerata, we designed a Workshop for Observing Children at School. The participants to the Workshop were asked to look at different videos in which children doing things at school were taped, then writing down observational written reports. From the beginning to the end of the Workshop, differences were identified in the observational texts, moving from deterministic approaches of explanation to probabilistic attitudes to comprehend children’s behaviours. Probabilistic approaches are as well stated as the most suitable in the current century, within the field of Developmental and Educational Psychology
Anahtar Kelimeler
Observation process deterministic vs probabilistic approach teacher training learning by doing activity
Kaynakça
- Ajello, A. M., Pontecorvo & C., Zucchermaglio C. (1991). Discutendo si impara. Roma: Carocci.
- Bronfenbrenner, U. (1979). The ecology of human development: Experiments by na- ture and design. Cambridge (MA): Harvard University Press.
- Bruner, J.S. (1990). Acts of Meaning. Cambridge (MA): Harvard University Press.
- Bruner, J.S. (1996). The Culture of Education. Cambridge (MA): Harvard University Press.
- Carugati, F. & Selleri, P. (2001). Psicologia dell’educazione. Bologna: Il Mulino.
- Chinn, C.A., Brewer, W.F. (1993). The Role of Anomalous Data in Knowledge Acquisition: A Theoretical Framework and Implications for Science Instruction. Review of Educational Research, 63, 1, 1-49.
- Doise, W. & Mugny, G. (1981). Le développement social de l'intelligence. Paris: InterÉditions.
- Farr, R.M. & Moscovici, S. (Ed.) (1984). Social Representations. Cambridge (UK): Cambridge University Press.
- Freud, S. (1915-1917). Vorlesungen zur Einführung in die Psychoanalyse. Wien: Internationaler Psychoanalytischer Verlag.
- Gardner, H. (1991). The unschooled mind. How children think and how schools should teach. New York: Basic Books.
- Mitchell, S. & Andrews, R. (Eds). (2000). Learning to argue. Portsmouth, NH: Boynton/Cook.
- Nicolini, P., Lapucci, T. & Moroni, C. (2007). The role of cognitive conflict and peer interaction in conceptual change: a course on child observation practices. Gestalt Theory, 30, 4, 447-454.
- Nicolini, P. & Moroni, C. (2006). Il laboratorio di osservazione del bambino nel contesto scolastico: un’esperienza di formazione a distanza. Annali della Facoltà di Scienze della Formazione dell’Università di Macerata, 1, 383-418.
- Nussbaum, J. & Novick, S. (1982). Alternative Frameworks, Conceptual Conflict and Accommodation: Toward a Principled Teaching Strategy, Instructional Science, 11, 183 – 200.
- Perry, W. G.(1981). "Cognitive and Ethical Growth: The Making of Meaning". In Chickering Arthur W. and Associates. The Modern American College. San Francisco: Jossey-Bass, 76-116.
- Piaget, J. (1936). La naissance de l'intelligence chez l'enfant. Paris: Delachaux et Niestlé.
- Posner, G.J., Strike, K.A., Hewson, P.W. & Gertzog, W.A. (1982). Accomodation of a scientific conception: toward a theory of conceptual change, Science education, 66, 2, 221-227.
- Scardamalia, M. & Bereiter, C. (2002). Knowledge building. In Deighton L. C. (Ed)., Encyclopedia of education. New York: Mac
Ayrıntılar
| Diğer ID | JA33AF35NG |
|---|---|
| Bölüm | Araştırma Makalesi |
| Yazarlar | |
| Yayımlanma Tarihi | 1 Haziran 2015 |
| Yayımlandığı Sayı | Yıl 2015 Cilt: 4 Sayı: 1 |