{"id":215,"date":"2017-11-18T06:15:09","date_gmt":"2017-11-18T11:15:09","guid":{"rendered":"https:\/\/pressbooks.bccampus.ca\/tonybates\/?post_type=chapter&p=215"},"modified":"2019-02-26T09:43:46","modified_gmt":"2019-02-26T14:43:46","slug":"2-2-epistemoloji-ve-ogrenme-kuramlari","status":"publish","type":"chapter","link":"https:\/\/pressbooks.bccampus.ca\/tonybates\/chapter\/2-2-epistemoloji-ve-ogrenme-kuramlari\/","title":{"raw":"2.2 EP\u0130STEMOLOJ\u0130 ve \u00d6\u011eRENME KURAMLARI","rendered":"2.2 EP\u0130STEMOLOJ\u0130 ve \u00d6\u011eRENME KURAMLARI"},"content":{"raw":"

2.2.1 EP\u0130STEMOLOJ\u0130 NED\u0130R?<\/h2>\r\nAk\u015fam yeme\u011fi senaryosunda, Stephen ve Caroline\u2019\u0131n bilginin do\u011fas\u0131na ili\u015fkin olduk\u00e7a farkl\u0131 inan\u00e7lara sahip olduklar\u0131n\u0131 g\u00f6rd\u00fck. Buradaki \u00f6nemli nokta kimin hakl\u0131 oldu\u011fu de\u011fil, ger\u00e7e\u011fin do\u011fas\u0131, ger\u00e7e\u011fi neyin olu\u015fturdu\u011fu, o ger\u00e7e\u011fin en iyi nas\u0131l do\u011frulanaca\u011f\u0131 ve \u00f6\u011fretim a\u00e7\u0131s\u0131ndan bak\u0131ld\u0131\u011f\u0131nda ki\u015filerin bu bilgiyi edinmesine nas\u0131l yard\u0131m edilece\u011fi konular\u0131nda farkl\u0131 inan\u00e7lar\u0131m\u0131z olmas\u0131d\u0131r. Bu inanc\u0131n temeli, konu alan\u0131na ba\u011fl\u0131 olarak (veya hatta sosyal bilimler gibi baz\u0131 alanlardaki ortak bilgi y\u0131\u011f\u0131n\u0131 i\u00e7erisinde bile) de\u011fi\u015fiklik g\u00f6sterecektir. B\u00f6ylece \u00f6\u011fretim y\u00f6ntemlerine ili\u015fkin tercihlerimizin ve hatta teknoloji kullan\u0131m\u0131m\u0131z\u0131n, bilginin do\u011fas\u0131na, konu alan\u0131m\u0131z\u0131n gerektirdiklerine ve \u00f6\u011frencilerin nas\u0131l \u00f6\u011frendiklerine ili\u015fin inan\u00e7 ve varsay\u0131mlar\u0131m\u0131za dayand\u0131\u011f\u0131 a\u00e7\u0131k\u00e7a g\u00f6r\u00fclecektir. Buna ek olarak, konu alan\u0131 s\u0131n\u0131rlar\u0131n\u0131 a\u015fan ve \u2018g\u00fcnl\u00fck\u2019 olarak kullan\u0131lan genel bilgiden ayr\u0131lan akademik bilgi hakk\u0131nda da ortak inan\u00e7lar payla\u015ft\u0131\u011f\u0131m\u0131z\u0131 g\u00f6rece\u011fiz.\r\n\r\nY\u00fcksek\u00f6\u011fretim d\u00fczeyinde yapt\u0131\u011f\u0131m\u0131z \u00f6\u011fretim \u00f6ncelikle inan\u00e7lar\u0131m\u0131z do\u011frultusunda, veya belki daha da \u00f6nemlisi, akademik disiplin i\u00e7erisindeki ilgili konu alan\u0131nda ge\u00e7erli bilgiyi neyin olu\u015fturdu\u011funa dair ortak yarg\u0131ya g\u00f6re \u015fekillenecektir. Bilginin do\u011fas\u0131 \u015fu soruya odaklan\u0131r: Ne bildi\u011fimizi nas\u0131l bilece\u011fiz? Bir \u015feyin \u2018do\u011fru\u2019 oldu\u011funa inanmam\u0131z\u0131 sa\u011flayan nedir? Bu t\u00fcrdeki sorular, do\u011falar\u0131 itibariyle epistemolojik sorulard\u0131r. Hofer ve Pintrich (1997)\u2019e g\u00f6re\r\n
\u201cepistemoloji, bilginin do\u011fas\u0131 ve do\u011frulanmas\u0131 ile ilgilenen bir felsefe koludur\u201d.<\/em><\/blockquote>\r\n1860 y\u0131l\u0131nda Oxford\u2019daki Britanya Cemiyeti\u2019nde Thomas Huxley ve Oxford piskoposu Samuel Wilberforce aras\u0131nda ge\u00e7en t\u00fcrlerin k\u00f6keni hakk\u0131ndaki \u00fcnl\u00fc tart\u0131\u015fma, bilginin temelleri konusunda inan\u00e7lar aras\u0131nda var olan \u00e7arp\u0131\u015fman\u0131n klasik bir \u00f6rne\u011fidir. Tart\u0131\u015fmada Wilberforce insano\u011flunun Tanr\u0131 taraf\u0131ndan yarat\u0131ld\u0131\u011f\u0131n\u0131, Huxley ise insan\u0131n do\u011fal se\u00e7ilim sonucu evrimle\u015fti\u011fini savunmu\u015ftur. Piskopos Wilberforce kendisinin hakl\u0131 oldu\u011funa inanm\u0131\u015ft\u0131r; \u00e7\u00fcnk\u00fc ona g\u00f6re \u2018ger\u00e7ek\u2019 bilgi inan\u00e7lar\u0131m\u0131z ve kutsal kitab\u0131n yorumlanmas\u0131 sonucunda ortaya \u00e7\u0131kar. Profes\u00f6r Huxley de kendisinin hakl\u0131 oldu\u011funa inanm\u0131\u015ft\u0131r; \u00e7\u00fcnk\u00fc ona g\u00f6re \u2018ger\u00e7ek\u2019 bilgi rasyonel \u015f\u00fcphecilik ve deneysel bilim sayesinde t\u00fcretilir.\r\n\r\nY\u00fcksek\u00f6\u011fretimin \u00f6nemli bir par\u00e7as\u0131, \u00f6\u011frencilerin belirli bir disiplinin akademik temelini olu\u015fturan \u00f6l\u00e7\u00fct ve de\u011ferlere ili\u015fkin anlay\u0131\u015flar\u0131n\u0131 geli\u015ftirmeyi ama\u00e7lar. Bu \u00f6l\u00e7\u00fctler, ilgili konu alan\u0131nda neyin \u2018ger\u00e7ek\u2019 bilgiyi olu\u015fturdu\u011funu da i\u00e7erir. Belirli bir konu alan\u0131nda \u00e7al\u0131\u015fan uzmanlar i\u00e7in bu varsay\u0131mlar \u00f6yle g\u00fc\u00e7l\u00fcd\u00fcr ve \u00f6yle yerle\u015fmi\u015ftir ki, sorgulanmad\u0131\u011f\u0131 s\u00fcrece uzmanlar bu varsay\u0131mlardan \u015f\u00fcphe bile duymazlar. Ancak \u00f6\u011frenciler gibi alan\u0131n \u2018yenileri\u2019 i\u00e7in, \u00f6\u011fetim y\u00f6ntemi ve i\u00e7erik se\u00e7imini y\u00f6nlendiren de\u011fer sistemlerini tamamen anlamak \u00e7ok zaman al\u0131r.\r\n\r\n\u0130\u015fte bu nedenledir ki, bizim epistemolojik duru\u015fumuzun nas\u0131l \u00f6\u011fretti\u011fimize ili\u015fkin do\u011frudan uygulamaya d\u00f6n\u00fck sonu\u00e7lar\u0131 vard\u0131r.\r\n

2.2.2 EP\u0130STEMOLOJ\u0130 VE \u00d6\u011eRENME KURAMLARI<\/h2>\r\n\u0130lk ve orta\u00f6\u011fretim d\u00fczeyinde g\u00f6rev yapan \u00e7o\u011fu \u00f6\u011fretmen temel \u00f6\u011frenme kuramlar\u0131na a\u015finad\u0131r; ancak y\u00fcksek\u00f6\u011fretim d\u00fczeyinde \u00e7al\u0131\u015fan e\u011fitmenler sahip olduklar\u0131 konu alan\u0131 uzmanl\u0131\u011f\u0131, ara\u015ft\u0131rma becerileri veya mesleki beceriler temelinde istihdam edildiklerinden, k\u0131saca da olsa temel \u00f6\u011frenme kuramlar\u0131n\u0131n tan\u0131t\u0131lmas\u0131 ve tart\u0131\u015f\u0131lmas\u0131 \u00f6nemlidir. Bu \u00f6\u011frenme kuramlar\u0131na dair formal bir e\u011fitim veya bilgiye sahip olmasalar da, uygulamada t\u00fcm \u00f6\u011fretmenler ve e\u011fitmenler \u00f6\u011fretime bu temel kuramsal yakla\u015f\u0131mlardan biri \u00e7er\u00e7evesinde bakmaktad\u0131r. Ayr\u0131ca \u00e7evrimi\u00e7i \u00f6\u011frenme, teknoloji temelli \u00f6\u011fretim ve informal dijital \u00f6\u011frenme a\u011flar\u0131 hayat\u0131m\u0131za girdi\u011finden bu yana, yeni \u00f6\u011frenme kuramlar\u0131 ortaya \u00e7\u0131kmaktad\u0131r.\r\n\r\nAlternatif kuramsal yakla\u015f\u0131mlar\u0131 bilen \u00f6\u011fretmen ve e\u011fitmenler, birbirinden \u00e7ok farkl\u0131 \u00f6\u011frenme durumlar\u0131 i\u00e7erisinde, \u00f6\u011frencilerinin gereksinimlerine en uygun \u015fekilde yan\u0131t verecek \u00f6\u011fretim deneyimlerinin ne oldu\u011funa karar vermede daha avantajl\u0131d\u0131r. B\u00f6l\u00fcm 1<\/a>\u2019de ortaya koydu\u011fumuz dijital \u00e7a\u011f\u0131n \u00f6\u011frenenlerinin sahip olmas\u0131 gereken yeterliklere yan\u0131t vermek s\u00f6z konusu oldu\u011funda, bu daha da \u00f6nem kazanmaktad\u0131r. Ayr\u0131ca tek bir kuramsal yakla\u015f\u0131m\u0131n se\u00e7ilmesi veya tercih edilmesinin, teknolojinin \u00f6\u011fretimi desteklemek i\u00e7in nas\u0131l kullan\u0131laca\u011f\u0131 \u00fczerinde ciddi etki yarataca\u011f\u0131 da a\u00e7\u0131kt\u0131r.\r\n\r\nAlanyaz\u0131nda \u00f6\u011frenme kuramlar\u0131 ile ilgili ara\u015ft\u0131rmalar\u0131n hacmi d\u00fc\u015f\u00fcn\u00fcld\u00fc\u011f\u00fcnde, burada yazmaya \u00e7al\u0131\u015ft\u0131\u011f\u0131m\u0131z re\u00e7etenin en hafif tabiriyle \u2018\u00fcst\u00fcnk\u00f6r\u00fc\u2019 oldu\u011funun fark\u0131nday\u0131m. \u00d6\u011frenme kuramlar\u0131n\u0131 daha ayr\u0131nt\u0131l\u0131 incelemek isteyenler hat\u0131r\u0131 say\u0131l\u0131r bir \u00fccret \u00f6deyerek Schunk\u2019un (2011) kitab\u0131n\u0131 veya daha uygun bir \u00fccret kar\u015f\u0131l\u0131\u011f\u0131nda Harasim\u2019in (2012) kitab\u0131n\u0131 edinebilirler. Benim kitab\u0131m\u0131n amac\u0131 ise t\u00fcm \u00f6\u011frenme kuramlar\u0131n\u0131 derinlemesine ve kapsaml\u0131 bir \u015fekilde incelemek de\u011fil, dijital \u00e7a\u011f\u0131n \u00f6\u011frencilerinin sahip oldu\u011fu farkl\u0131 gereksinimlere yan\u0131t vermek i\u00e7in farkl\u0131 y\u00f6ntemlerin se\u00e7imi ve kullan\u0131m\u0131 i\u00e7in gereken temeli sa\u011flamakt\u0131r.\r\n\r\n\u0130lerleyen k\u0131s\u0131mlarda, en \u00e7ok bilinen d\u00f6rt \u00f6\u011frenme kuram\u0131n\u0131 ve altlar\u0131nda yatan epistomolojileri inceleyece\u011fiz.\r\n

KAYNAK\u00c7A<\/h2>\r\nHarasim, L. (2012)\u00a0Learning Theory and Online Technologies\u00a0New York\/London: Routledge\r\n\r\nHofer, B. and Pintrich, P. (1997) \u2018The development of epistemological theories: beliefs about knowledge and knowing and their relation to learning\u2019\u00a0Review of Educational Research\u00a0Vol. 67, No. 1, pp. 88-140.\r\n\r\nSchunk, D. (2011)\u00a0Learning Theories: An Educational Perspective\u00a0Boston MA: Allyn and Bacon.","rendered":"

2.2.1 EP\u0130STEMOLOJ\u0130 NED\u0130R?<\/h2>\n

Ak\u015fam yeme\u011fi senaryosunda, Stephen ve Caroline\u2019\u0131n bilginin do\u011fas\u0131na ili\u015fkin olduk\u00e7a farkl\u0131 inan\u00e7lara sahip olduklar\u0131n\u0131 g\u00f6rd\u00fck. Buradaki \u00f6nemli nokta kimin hakl\u0131 oldu\u011fu de\u011fil, ger\u00e7e\u011fin do\u011fas\u0131, ger\u00e7e\u011fi neyin olu\u015fturdu\u011fu, o ger\u00e7e\u011fin en iyi nas\u0131l do\u011frulanaca\u011f\u0131 ve \u00f6\u011fretim a\u00e7\u0131s\u0131ndan bak\u0131ld\u0131\u011f\u0131nda ki\u015filerin bu bilgiyi edinmesine nas\u0131l yard\u0131m edilece\u011fi konular\u0131nda farkl\u0131 inan\u00e7lar\u0131m\u0131z olmas\u0131d\u0131r. Bu inanc\u0131n temeli, konu alan\u0131na ba\u011fl\u0131 olarak (veya hatta sosyal bilimler gibi baz\u0131 alanlardaki ortak bilgi y\u0131\u011f\u0131n\u0131 i\u00e7erisinde bile) de\u011fi\u015fiklik g\u00f6sterecektir. B\u00f6ylece \u00f6\u011fretim y\u00f6ntemlerine ili\u015fkin tercihlerimizin ve hatta teknoloji kullan\u0131m\u0131m\u0131z\u0131n, bilginin do\u011fas\u0131na, konu alan\u0131m\u0131z\u0131n gerektirdiklerine ve \u00f6\u011frencilerin nas\u0131l \u00f6\u011frendiklerine ili\u015fin inan\u00e7 ve varsay\u0131mlar\u0131m\u0131za dayand\u0131\u011f\u0131 a\u00e7\u0131k\u00e7a g\u00f6r\u00fclecektir. Buna ek olarak, konu alan\u0131 s\u0131n\u0131rlar\u0131n\u0131 a\u015fan ve \u2018g\u00fcnl\u00fck\u2019 olarak kullan\u0131lan genel bilgiden ayr\u0131lan akademik bilgi hakk\u0131nda da ortak inan\u00e7lar payla\u015ft\u0131\u011f\u0131m\u0131z\u0131 g\u00f6rece\u011fiz.<\/p>\n

Y\u00fcksek\u00f6\u011fretim d\u00fczeyinde yapt\u0131\u011f\u0131m\u0131z \u00f6\u011fretim \u00f6ncelikle inan\u00e7lar\u0131m\u0131z do\u011frultusunda, veya belki daha da \u00f6nemlisi, akademik disiplin i\u00e7erisindeki ilgili konu alan\u0131nda ge\u00e7erli bilgiyi neyin olu\u015fturdu\u011funa dair ortak yarg\u0131ya g\u00f6re \u015fekillenecektir. Bilginin do\u011fas\u0131 \u015fu soruya odaklan\u0131r: Ne bildi\u011fimizi nas\u0131l bilece\u011fiz? Bir \u015feyin \u2018do\u011fru\u2019 oldu\u011funa inanmam\u0131z\u0131 sa\u011flayan nedir? Bu t\u00fcrdeki sorular, do\u011falar\u0131 itibariyle epistemolojik sorulard\u0131r. Hofer ve Pintrich (1997)\u2019e g\u00f6re<\/p>\n

\u201cepistemoloji, bilginin do\u011fas\u0131 ve do\u011frulanmas\u0131 ile ilgilenen bir felsefe koludur\u201d.<\/em><\/p><\/blockquote>\n

1860 y\u0131l\u0131nda Oxford\u2019daki Britanya Cemiyeti\u2019nde Thomas Huxley ve Oxford piskoposu Samuel Wilberforce aras\u0131nda ge\u00e7en t\u00fcrlerin k\u00f6keni hakk\u0131ndaki \u00fcnl\u00fc tart\u0131\u015fma, bilginin temelleri konusunda inan\u00e7lar aras\u0131nda var olan \u00e7arp\u0131\u015fman\u0131n klasik bir \u00f6rne\u011fidir. Tart\u0131\u015fmada Wilberforce insano\u011flunun Tanr\u0131 taraf\u0131ndan yarat\u0131ld\u0131\u011f\u0131n\u0131, Huxley ise insan\u0131n do\u011fal se\u00e7ilim sonucu evrimle\u015fti\u011fini savunmu\u015ftur. Piskopos Wilberforce kendisinin hakl\u0131 oldu\u011funa inanm\u0131\u015ft\u0131r; \u00e7\u00fcnk\u00fc ona g\u00f6re \u2018ger\u00e7ek\u2019 bilgi inan\u00e7lar\u0131m\u0131z ve kutsal kitab\u0131n yorumlanmas\u0131 sonucunda ortaya \u00e7\u0131kar. Profes\u00f6r Huxley de kendisinin hakl\u0131 oldu\u011funa inanm\u0131\u015ft\u0131r; \u00e7\u00fcnk\u00fc ona g\u00f6re \u2018ger\u00e7ek\u2019 bilgi rasyonel \u015f\u00fcphecilik ve deneysel bilim sayesinde t\u00fcretilir.<\/p>\n

Y\u00fcksek\u00f6\u011fretimin \u00f6nemli bir par\u00e7as\u0131, \u00f6\u011frencilerin belirli bir disiplinin akademik temelini olu\u015fturan \u00f6l\u00e7\u00fct ve de\u011ferlere ili\u015fkin anlay\u0131\u015flar\u0131n\u0131 geli\u015ftirmeyi ama\u00e7lar. Bu \u00f6l\u00e7\u00fctler, ilgili konu alan\u0131nda neyin \u2018ger\u00e7ek\u2019 bilgiyi olu\u015fturdu\u011funu da i\u00e7erir. Belirli bir konu alan\u0131nda \u00e7al\u0131\u015fan uzmanlar i\u00e7in bu varsay\u0131mlar \u00f6yle g\u00fc\u00e7l\u00fcd\u00fcr ve \u00f6yle yerle\u015fmi\u015ftir ki, sorgulanmad\u0131\u011f\u0131 s\u00fcrece uzmanlar bu varsay\u0131mlardan \u015f\u00fcphe bile duymazlar. Ancak \u00f6\u011frenciler gibi alan\u0131n \u2018yenileri\u2019 i\u00e7in, \u00f6\u011fetim y\u00f6ntemi ve i\u00e7erik se\u00e7imini y\u00f6nlendiren de\u011fer sistemlerini tamamen anlamak \u00e7ok zaman al\u0131r.<\/p>\n

\u0130\u015fte bu nedenledir ki, bizim epistemolojik duru\u015fumuzun nas\u0131l \u00f6\u011fretti\u011fimize ili\u015fkin do\u011frudan uygulamaya d\u00f6n\u00fck sonu\u00e7lar\u0131 vard\u0131r.<\/p>\n

2.2.2 EP\u0130STEMOLOJ\u0130 VE \u00d6\u011eRENME KURAMLARI<\/h2>\n

\u0130lk ve orta\u00f6\u011fretim d\u00fczeyinde g\u00f6rev yapan \u00e7o\u011fu \u00f6\u011fretmen temel \u00f6\u011frenme kuramlar\u0131na a\u015finad\u0131r; ancak y\u00fcksek\u00f6\u011fretim d\u00fczeyinde \u00e7al\u0131\u015fan e\u011fitmenler sahip olduklar\u0131 konu alan\u0131 uzmanl\u0131\u011f\u0131, ara\u015ft\u0131rma becerileri veya mesleki beceriler temelinde istihdam edildiklerinden, k\u0131saca da olsa temel \u00f6\u011frenme kuramlar\u0131n\u0131n tan\u0131t\u0131lmas\u0131 ve tart\u0131\u015f\u0131lmas\u0131 \u00f6nemlidir. Bu \u00f6\u011frenme kuramlar\u0131na dair formal bir e\u011fitim veya bilgiye sahip olmasalar da, uygulamada t\u00fcm \u00f6\u011fretmenler ve e\u011fitmenler \u00f6\u011fretime bu temel kuramsal yakla\u015f\u0131mlardan biri \u00e7er\u00e7evesinde bakmaktad\u0131r. Ayr\u0131ca \u00e7evrimi\u00e7i \u00f6\u011frenme, teknoloji temelli \u00f6\u011fretim ve informal dijital \u00f6\u011frenme a\u011flar\u0131 hayat\u0131m\u0131za girdi\u011finden bu yana, yeni \u00f6\u011frenme kuramlar\u0131 ortaya \u00e7\u0131kmaktad\u0131r.<\/p>\n

Alternatif kuramsal yakla\u015f\u0131mlar\u0131 bilen \u00f6\u011fretmen ve e\u011fitmenler, birbirinden \u00e7ok farkl\u0131 \u00f6\u011frenme durumlar\u0131 i\u00e7erisinde, \u00f6\u011frencilerinin gereksinimlerine en uygun \u015fekilde yan\u0131t verecek \u00f6\u011fretim deneyimlerinin ne oldu\u011funa karar vermede daha avantajl\u0131d\u0131r. B\u00f6l\u00fcm 1<\/a>\u2019de ortaya koydu\u011fumuz dijital \u00e7a\u011f\u0131n \u00f6\u011frenenlerinin sahip olmas\u0131 gereken yeterliklere yan\u0131t vermek s\u00f6z konusu oldu\u011funda, bu daha da \u00f6nem kazanmaktad\u0131r. Ayr\u0131ca tek bir kuramsal yakla\u015f\u0131m\u0131n se\u00e7ilmesi veya tercih edilmesinin, teknolojinin \u00f6\u011fretimi desteklemek i\u00e7in nas\u0131l kullan\u0131laca\u011f\u0131 \u00fczerinde ciddi etki yarataca\u011f\u0131 da a\u00e7\u0131kt\u0131r.<\/p>\n

Alanyaz\u0131nda \u00f6\u011frenme kuramlar\u0131 ile ilgili ara\u015ft\u0131rmalar\u0131n hacmi d\u00fc\u015f\u00fcn\u00fcld\u00fc\u011f\u00fcnde, burada yazmaya \u00e7al\u0131\u015ft\u0131\u011f\u0131m\u0131z re\u00e7etenin en hafif tabiriyle \u2018\u00fcst\u00fcnk\u00f6r\u00fc\u2019 oldu\u011funun fark\u0131nday\u0131m. \u00d6\u011frenme kuramlar\u0131n\u0131 daha ayr\u0131nt\u0131l\u0131 incelemek isteyenler hat\u0131r\u0131 say\u0131l\u0131r bir \u00fccret \u00f6deyerek Schunk\u2019un (2011) kitab\u0131n\u0131 veya daha uygun bir \u00fccret kar\u015f\u0131l\u0131\u011f\u0131nda Harasim\u2019in (2012) kitab\u0131n\u0131 edinebilirler. Benim kitab\u0131m\u0131n amac\u0131 ise t\u00fcm \u00f6\u011frenme kuramlar\u0131n\u0131 derinlemesine ve kapsaml\u0131 bir \u015fekilde incelemek de\u011fil, dijital \u00e7a\u011f\u0131n \u00f6\u011frencilerinin sahip oldu\u011fu farkl\u0131 gereksinimlere yan\u0131t vermek i\u00e7in farkl\u0131 y\u00f6ntemlerin se\u00e7imi ve kullan\u0131m\u0131 i\u00e7in gereken temeli sa\u011flamakt\u0131r.<\/p>\n

\u0130lerleyen k\u0131s\u0131mlarda, en \u00e7ok bilinen d\u00f6rt \u00f6\u011frenme kuram\u0131n\u0131 ve altlar\u0131nda yatan epistomolojileri inceleyece\u011fiz.<\/p>\n

KAYNAK\u00c7A<\/h2>\n

Harasim, L. (2012)\u00a0Learning Theory and Online Technologies\u00a0New York\/London: Routledge<\/p>\n

Hofer, B. and Pintrich, P. (1997) \u2018The development of epistemological theories: beliefs about knowledge and knowing and their relation to learning\u2019\u00a0Review of Educational Research\u00a0Vol. 67, No. 1, pp. 88-140.<\/p>\n

Schunk, D. (2011)\u00a0Learning Theories: An Educational Perspective\u00a0Boston MA: Allyn and Bacon.<\/p>\n","protected":false},"author":43,"menu_order":4,"comment_status":"closed","ping_status":"closed","template":"","meta":{"pb_show_title":"on","pb_short_title":"","pb_subtitle":"","pb_authors":[],"pb_section_license":""},"chapter-type":[],"contributor":[],"license":[],"class_list":["post-215","chapter","type-chapter","status-publish","hentry"],"part":212,"_links":{"self":[{"href":"https:\/\/pressbooks.bccampus.ca\/tonybates\/wp-json\/pressbooks\/v2\/chapters\/215","targetHints":{"allow":["GET"]}}],"collection":[{"href":"https:\/\/pressbooks.bccampus.ca\/tonybates\/wp-json\/pressbooks\/v2\/chapters"}],"about":[{"href":"https:\/\/pressbooks.bccampus.ca\/tonybates\/wp-json\/wp\/v2\/types\/chapter"}],"author":[{"embeddable":true,"href":"https:\/\/pressbooks.bccampus.ca\/tonybates\/wp-json\/wp\/v2\/users\/43"}],"replies":[{"embeddable":true,"href":"https:\/\/pressbooks.bccampus.ca\/tonybates\/wp-json\/wp\/v2\/comments?post=215"}],"version-history":[{"count":4,"href":"https:\/\/pressbooks.bccampus.ca\/tonybates\/wp-json\/pressbooks\/v2\/chapters\/215\/revisions"}],"predecessor-version":[{"id":1199,"href":"https:\/\/pressbooks.bccampus.ca\/tonybates\/wp-json\/pressbooks\/v2\/chapters\/215\/revisions\/1199"}],"part":[{"href":"https:\/\/pressbooks.bccampus.ca\/tonybates\/wp-json\/pressbooks\/v2\/parts\/212"}],"metadata":[{"href":"https:\/\/pressbooks.bccampus.ca\/tonybates\/wp-json\/pressbooks\/v2\/chapters\/215\/metadata\/"}],"wp:attachment":[{"href":"https:\/\/pressbooks.bccampus.ca\/tonybates\/wp-json\/wp\/v2\/media?parent=215"}],"wp:term":[{"taxonomy":"chapter-type","embeddable":true,"href":"https:\/\/pressbooks.bccampus.ca\/tonybates\/wp-json\/pressbooks\/v2\/chapter-type?post=215"},{"taxonomy":"contributor","embeddable":true,"href":"https:\/\/pressbooks.bccampus.ca\/tonybates\/wp-json\/wp\/v2\/contributor?post=215"},{"taxonomy":"license","embeddable":true,"href":"https:\/\/pressbooks.bccampus.ca\/tonybates\/wp-json\/wp\/v2\/license?post=215"}],"curies":[{"name":"wp","href":"https:\/\/api.w.org\/{rel}","templated":true}]}}