{"id":217,"date":"2017-11-18T06:15:55","date_gmt":"2017-11-18T11:15:55","guid":{"rendered":"https:\/\/pressbooks.bccampus.ca\/tonybates\/?post_type=chapter&p=217"},"modified":"2019-02-26T09:48:03","modified_gmt":"2019-02-26T14:48:03","slug":"2-3-nesnelcilik-ve-davraniscilik","status":"publish","type":"chapter","link":"https:\/\/pressbooks.bccampus.ca\/tonybates\/chapter\/2-3-nesnelcilik-ve-davraniscilik\/","title":{"raw":"2.3 NESNELC\u0130L\u0130K VE DAVRANI\u015e\u00c7ILIK","rendered":"2.3 NESNELC\u0130L\u0130K VE DAVRANI\u015e\u00c7ILIK"},"content":{"raw":"[caption id=\"attachment_34\" align=\"aligncenter\" width=\"400\"]\"\" \u015eekil 2.3.1 G\u00fcne\u015f sistemi: Nesnel bir ger\u00e7ek mi?
Resim: \u00a9 International Astronomical Union\/Wikipedia[\/caption]\r\n\r\n
\r\n\r\n

2.3.1 NESNELC\u0130 EP\u0130STEMOLOJ\u0130<\/h2>\r\nNesnelciler, ke\u015ffedilmi\u015f, resmedilmi\u015f veya zaman i\u00e7erisinde ke\u015ffedilecek ya da resmedilecek nesnel ve g\u00fcvenilir bir ger\u00e7ekler, ilkeler ve kuramlar dizisi bulundu\u011funa inanmaktad\u0131r. Bu durum, do\u011frunun insan zihninin d\u0131\u015f\u0131nda veya bireyin neye inan\u0131p inanmad\u0131\u011f\u0131ndan ba\u011f\u0131ms\u0131z olarak var oldu\u011funa olan inan\u00e7la ba\u011flant\u0131l\u0131d\u0131r. Dolay\u0131s\u0131yla fizik kurallar\u0131 de\u011fi\u015fmez; orada bir yerde var olan \u2018ger\u00e7e\u011fi\u2019 ke\u015ffettik\u00e7e fizik kurallar\u0131na ili\u015fkin bilgimiz evrilse bile\u2026\r\n

2.3.2 NESNELC\u0130 \u00d6\u011eRET\u0130M YAKLA\u015eIMLARI<\/h2>\r\nA\u011f\u0131rl\u0131kl\u0131 olarak nesnelci bak\u0131\u015f a\u00e7\u0131s\u0131na sahip olan bir \u00f6\u011fretmen i\u00e7in ders, \u00f6\u011frencilere \u00f6\u011frenilmesi gereken bir bilgi y\u0131\u011f\u0131n\u0131 sunmal\u0131d\u0131r. Bilgi y\u0131\u011f\u0131n\u0131 dedi\u011fimiz, ger\u00e7ekler, form\u00fcller, terminoloji, ilkeler, kurallar ve benzerlerinden olu\u015fabilir.\r\n\r\nBu bilgi y\u0131\u011f\u0131n\u0131n\u0131n etkin bir \u015fekilde aktar\u0131lmas\u0131 son derece \u00f6nemlidir. Dersler ve ders kitaplar\u0131 g\u00fcvenilir, bilgilendirici, d\u00fczenli, a\u00e7\u0131k ve net olmal\u0131d\u0131r. \u00d6\u011frencinin sorumlulu\u011fu, ilgili disiplinin epistomolojik \u00e7er\u00e7evesi i\u00e7erisinde, kendisine verilen bilgiyi deneysel kan\u0131tlara ve denence s\u0131namalar\u0131na dayal\u0131 olarak do\u011fru \u015fekilde anlamak, yeniden \u00fcretmek ve \u00fczerine eklemektir. Derste verilen \u00f6devler ve s\u0131navlar, \u00f6\u011frencilerin \u2018do\u011fru yan\u0131tlar\u0131\u2019 bulup o yan\u0131tlar\u0131n neden do\u011fru oldu\u011funu gerek\u00e7elendirmelerini sa\u011flamaya y\u00f6neliktir. \u00d6zg\u00fcn veya yarat\u0131c\u0131 d\u00fc\u015f\u00fcnce her durumda nesnelci bir yakla\u015f\u0131m\u0131n standartlar\u0131 i\u00e7erisinde hareket eder; di\u011fer bir deyi\u015fle, yeni bilginin \u00fcretimi, kabul edilen kuramsal \u00e7er\u00e7eveler i\u00e7erisinde deneysel s\u0131naman\u0131n kat\u0131 standartlar\u0131na yan\u0131t vermek durumundad\u0131r.\r\n\r\n\u2018Nesnelci\u2019 bir \u00f6\u011fretmen, neyi hangi s\u0131rayla \u00f6\u011frenmenin \u00f6nemli oldu\u011funu, \u00f6\u011frenme faaliyetlerini ve \u00f6\u011frencilerin nas\u0131l de\u011ferlendirilece\u011fini belirleyerek \u00f6\u011frencilerinin neyi, nas\u0131l \u00f6\u011frendi\u011fini kontrol alt\u0131nda tutmak zorundad\u0131r.\r\n

2.3.3 DAVRANI\u015e\u00c7ILIK<\/h2>\r\n\u0130lk olarak 1920\u2019lerde ortaya \u00e7\u0131km\u0131\u015f olsa da, davran\u0131\u015f\u00e7\u0131l\u0131k bir\u00e7ok yerde, ancak \u00f6zelikle de ABD\u2019de, \u00f6\u011frenme ve \u00f6\u011fretme yakla\u015f\u0131mlar\u0131n\u0131 \u00f6nemli \u00f6l\u00e7\u00fcde etkilemi\u015ftir. Davran\u0131\u015f\u00e7\u0131 psikoloji, insan davran\u0131\u015flar\u0131n\u0131n do\u011fa bilimleri temelinde ele al\u0131nmas\u0131n\u0131 modellemeye \u00e7al\u0131\u015f\u0131r. Bu nedenle de, davran\u0131\u015flar\u0131n do\u011frudan g\u00f6zlenebilen ve \u00f6l\u00e7\u00fclebilen y\u00f6nlerine yo\u011funla\u015f\u0131r. Davran\u0131\u015f\u00e7\u0131l\u0131\u011f\u0131n \u00f6z\u00fcnde, belirli uyar\u0131c\u0131lar\u0131n belirli davran\u0131\u015fsal tepkileri mekanik ve de\u011fi\u015fmez bir \u015fekilde ili\u015fkilendirdi\u011fi fikri yatar. Yani, belirli bir uyar\u0131c\u0131, belirli bir tepkiyi do\u011furur. En basit \u015fekliyle tamamen fizyolojik bir refleks halinden bahsediyor olabiliriz: parlak \u0131\u015f\u0131kla uyar\u0131lan g\u00f6z\u00fcn irisinin k\u00fc\u00e7\u00fclmesi gibi\u2026\r\n\r\nAncak, \u00e7o\u011fu insan davran\u0131\u015f\u0131 \u00e7ok daha karma\u015f\u0131kt\u0131r. Buna ra\u011fmen davran\u0131\u015f\u00e7\u0131lar, \u00f6d\u00fcl veya cezay\u0131 kullanarak belli uyar\u0131c\u0131lar veya olaylar ile belli davran\u0131\u015fsal tepkiler aras\u0131ndaki ili\u015fkiyi peki\u015ftirmenin m\u00fcmk\u00fcn oldu\u011funu laboratuvar deneyleriyle g\u00f6stermi\u015flerdir. Uyar\u0131c\u0131 ile tepki aras\u0131nda kurulan ba\u011f, uyar\u0131c\u0131 ile tepki aras\u0131ndaki ili\u015fki an\u0131nda bir peki\u015ftirenin var olmas\u0131na ba\u011fl\u0131d\u0131r. Bu, rastgele davran\u0131\u015flar\u0131n zaman\u0131 geldi\u011finde uygun \u015fekilde peki\u015ftirilmesi (deneme-yan\u0131lma) demektir.\r\n\r\nSkinner (1968) taraf\u0131ndan geli\u015ftirilen bir ilke olan edimsel ko\u015fullanma kavram\u0131, tam olarak da budur. Skinner, belli uyar\u0131c\u0131lar kullanarak istenen baz\u0131 tepkileri \u00f6d\u00fcllendirmek suretiyle, g\u00fcvercinlerin olduk\u00e7a karma\u015f\u0131k davran\u0131\u015flar\u0131 ger\u00e7ekle\u015ftirmek \u00fczere e\u011fitilebilece\u011fini g\u00f6stermi\u015ftir. Skinner ayn\u0131 zamanda, ba\u015flang\u0131\u00e7taki uzak uyar\u0131c\u0131y\u0131 daha karma\u015f\u0131k bir davran\u0131\u015fla ba\u011flant\u0131land\u0131rarak, aradaki uyar\u0131c\u0131lara ihtiya\u00e7 olmaks\u0131z\u0131n bir dizi tepkinin geli\u015ftirilebilece\u011fini de bulmu\u015ftur. Dahas\u0131, peki\u015ftireci geri \u00e7ekmek suretiyle daha \u00f6nce \u00f6\u011frenilmi\u015f veya uygun olmayan davran\u0131\u015flar\u0131 ortadan kald\u0131rmak da m\u00fcmk\u00fcn olabilir. \u0130nsanlarda kullan\u0131lan peki\u015ftire\u00e7ler olduk\u00e7a basit olabilir: bir etkinli\u011fe verilen geri bildirim ya da \u00e7oktan se\u00e7meli bir testte do\u011fru yan\u0131t\u0131 almak gibi\u2026\r\n\r\n[caption id=\"attachment_35\" align=\"aligncenter\" width=\"550\"]\"\"<\/a> \u015eekil 2.3.3 B.F. Skinner\u2019in \u00f6\u011fretim makinesini tan\u0131tt\u0131\u011f\u0131 YouTube videosu (1954)
Videoyu izlemek i\u00e7in resmin \u00fczerine t\u0131klay\u0131n\u0131z.[\/caption]\r\n\r\n
\r\n\r\n1954 senesinde B.F. Skinner\u2019in \u00f6\u011fretim makinesini anlatt\u0131\u011f\u0131 muhte\u015fem be\u015f dakikal\u0131k filmi izlemek i\u00e7in yukar\u0131daki resme t\u0131klay\u0131n veya http:\/\/www.youtube.com\/watch?v=jTH3ob1IRFo <\/a>adresine gidin.\r\n\r\nE\u011fitimde davran\u0131\u015f\u00e7\u0131 yakla\u015f\u0131m\u0131n arkas\u0131nda yatan inan\u00e7, \u00f6\u011frenmenin sabit ve de\u011fi\u015fmez ilkeler taraf\u0131ndan y\u00f6nlendirildi\u011fidir. Bu ilkeler, \u00f6\u011frencinin bilin\u00e7li kontrol\u00fcnden ba\u011f\u0131ms\u0131zd\u0131r. Davran\u0131\u015f\u00e7\u0131lar, insan faaliyetlerine olduk\u00e7a nesnelci bir a\u00e7\u0131dan bakarlar ve genellikle duygu, tutum ve bilin\u00e7 gibi \u00f6l\u00e7\u00fclemeyen durumlardan s\u00f6z etmeyi reddederler. \u0130nsan davran\u0131\u015f\u0131 bunlar\u0131n \u00e7ok \u00f6tesinde, \u00f6ng\u00f6r\u00fclebilir ve kontrol edilebilir bir \u015fey olarak g\u00f6r\u00fcl\u00fcr. Dolay\u0131s\u0131yla davran\u0131\u015f\u00e7\u0131l\u0131k, olduk\u00e7a nesnelci bir epistemolojik duru\u015ftan ortaya \u00e7\u0131kar.\r\n\r\n\u00d6\u011fretim makineleri, \u00f6l\u00e7\u00fclebilir \u00f6\u011frenme hedefleri, bilgisayar destekli \u00f6\u011fretim ve \u00e7oktan se\u00e7meli testlerin alt\u0131nda yatan kuramsal temel, Skinner\u2019in \u00f6\u011frenme kuram\u0131d\u0131r. \u015eirket e\u011fitimlerinde ve askeri e\u011fitimlerde, baz\u0131 fen, m\u00fchendislik ve t\u0131p e\u011fitimi alanlar\u0131nda davran\u0131\u015f\u00e7\u0131l\u0131\u011f\u0131n etkisi halen daha olduk\u00e7a g\u00fc\u00e7l\u00fcd\u00fcr. Skinner\u2019in \u00f6\u011frenme kuram\u0131, \u00e7arp\u0131m tablosu gibi standart prosed\u00fcrlerin veya ger\u00e7eklerin ezbere dayal\u0131 olarak \u00f6\u011frenilmesinde, beyin rahats\u0131zl\u0131klar\u0131 nedeniyle bili\u015fsel yetenekleri s\u0131n\u0131rl\u0131 olan \u00e7ocuklar veya yeti\u015fkinlerin e\u011fitiminde ya da bireysel karar vermeyi gerektirmeyen, sabit end\u00fcstriyel veya i\u015f standartlar\u0131 ya da prosed\u00fcrlerine uygunluk sa\u011flamada da \u00f6nemli rol oynamaktad\u0131r.\r\n\r\n\u00d6\u011frenmenin tetikleyicileri olarak \u00f6d\u00fcl, ceza ve \u00f6nceden belirlenmi\u015f \u00f6l\u00e7\u00fclebilir \u00e7\u0131kt\u0131lara a\u011f\u0131rl\u0131k veren davran\u0131\u015f\u00e7\u0131l\u0131k, bir\u00e7ok ebeveyn ve politikac\u0131n\u0131n yan\u0131 s\u0131ra \u00f6\u011frenmeyi otomatikle\u015ftirmeye ilgi duyan bilgisayar bilimcilerinin sahip oldu\u011fu pop\u00fclist \u00f6\u011frenme kavram\u0131n\u0131n da temelini olu\u015fturmaktad\u0131r. Dolay\u0131s\u0131yla, son y\u0131llara kadar teknolojinin ve \u00f6zellikle de bilgisayar destekli \u00f6\u011fretimin davran\u0131\u015f\u00e7\u0131 \u00f6\u011frenme yakla\u015f\u0131mlar\u0131yla yak\u0131n ili\u015fki i\u00e7erisinde olmas\u0131 \u015fa\u015f\u0131rt\u0131c\u0131 de\u011fildir. Bilgisayarlar\u0131n mutlaka davran\u0131\u015f\u00e7\u0131 ekolde kullan\u0131lmas\u0131 gerekti\u011fine ili\u015fkin inanc\u0131n nas\u0131l de\u011fi\u015fti\u011fini B\u00f6l\u00fcm 5.4\u2019<\/a>de g\u00f6rece\u011fiz.\r\n\r\nSon olarak \u015funu s\u00f6yleyebiliriz: Davran\u0131\u015f\u00e7\u0131l\u0131k \u2018nesnelci\u2019 bir \u00f6\u011fretim yakla\u015f\u0131m\u0131 olsa da, \u2018nesnel\u2019 bir \u015fekilde \u00f6\u011fretmenin tek yolu davran\u0131\u015f\u00e7\u0131l\u0131k de\u011fildir. \u00d6rne\u011fin, problem tabanl\u0131 \u00f6\u011frenme de bilgi edinimi ve \u00f6\u011frenmeye olduk\u00e7a nesnel bir perspektiften yakla\u015fmaktad\u0131r.\r\n
\r\n

Etkinlik 2.3 Davran\u0131\u015f\u00e7\u0131l\u0131k kuram\u0131n\u0131n s\u0131n\u0131rl\u0131 y\u00f6nleri nelerdir?<\/h3>\r\n
    \r\n \t
  1. Sizce hangi bilgi alanlar\u0131 en iyi davran\u0131\u015f\u00e7\u0131 yakla\u015f\u0131mla \u2018\u00f6\u011fretilir\u2019 veya \u2018\u00f6\u011frenilir\u2019?<\/li>\r\n \t
  2. Sizce hangi bilgi alanlar\u0131n\u0131n davran\u0131\u015f\u00e7\u0131 yakla\u015f\u0131m kullan\u0131larak \u00f6\u011fretilmesi uygun olmaz?<\/li>\r\n \t
  3. Neden b\u00f6yle d\u00fc\u015f\u00fcn\u00fcyorsunuz?<\/li>\r\n<\/ol>\r\n<\/div>\r\n

    KAYNAK\u00c7A<\/h2>\r\nSkinner, B. (1968) The Technology of Teaching, 1968. New York: Appleton-Century-Crofts.","rendered":"
    \"\"
    \u015eekil 2.3.1 G\u00fcne\u015f sistemi: Nesnel bir ger\u00e7ek mi?
    Resim: \u00a9 International Astronomical Union\/Wikipedia<\/figcaption><\/figure>\n
    \n

    2.3.1 NESNELC\u0130 EP\u0130STEMOLOJ\u0130<\/h2>\n

    Nesnelciler, ke\u015ffedilmi\u015f, resmedilmi\u015f veya zaman i\u00e7erisinde ke\u015ffedilecek ya da resmedilecek nesnel ve g\u00fcvenilir bir ger\u00e7ekler, ilkeler ve kuramlar dizisi bulundu\u011funa inanmaktad\u0131r. Bu durum, do\u011frunun insan zihninin d\u0131\u015f\u0131nda veya bireyin neye inan\u0131p inanmad\u0131\u011f\u0131ndan ba\u011f\u0131ms\u0131z olarak var oldu\u011funa olan inan\u00e7la ba\u011flant\u0131l\u0131d\u0131r. Dolay\u0131s\u0131yla fizik kurallar\u0131 de\u011fi\u015fmez; orada bir yerde var olan \u2018ger\u00e7e\u011fi\u2019 ke\u015ffettik\u00e7e fizik kurallar\u0131na ili\u015fkin bilgimiz evrilse bile\u2026<\/p>\n

    2.3.2 NESNELC\u0130 \u00d6\u011eRET\u0130M YAKLA\u015eIMLARI<\/h2>\n

    A\u011f\u0131rl\u0131kl\u0131 olarak nesnelci bak\u0131\u015f a\u00e7\u0131s\u0131na sahip olan bir \u00f6\u011fretmen i\u00e7in ders, \u00f6\u011frencilere \u00f6\u011frenilmesi gereken bir bilgi y\u0131\u011f\u0131n\u0131 sunmal\u0131d\u0131r. Bilgi y\u0131\u011f\u0131n\u0131 dedi\u011fimiz, ger\u00e7ekler, form\u00fcller, terminoloji, ilkeler, kurallar ve benzerlerinden olu\u015fabilir.<\/p>\n

    Bu bilgi y\u0131\u011f\u0131n\u0131n\u0131n etkin bir \u015fekilde aktar\u0131lmas\u0131 son derece \u00f6nemlidir. Dersler ve ders kitaplar\u0131 g\u00fcvenilir, bilgilendirici, d\u00fczenli, a\u00e7\u0131k ve net olmal\u0131d\u0131r. \u00d6\u011frencinin sorumlulu\u011fu, ilgili disiplinin epistomolojik \u00e7er\u00e7evesi i\u00e7erisinde, kendisine verilen bilgiyi deneysel kan\u0131tlara ve denence s\u0131namalar\u0131na dayal\u0131 olarak do\u011fru \u015fekilde anlamak, yeniden \u00fcretmek ve \u00fczerine eklemektir. Derste verilen \u00f6devler ve s\u0131navlar, \u00f6\u011frencilerin \u2018do\u011fru yan\u0131tlar\u0131\u2019 bulup o yan\u0131tlar\u0131n neden do\u011fru oldu\u011funu gerek\u00e7elendirmelerini sa\u011flamaya y\u00f6neliktir. \u00d6zg\u00fcn veya yarat\u0131c\u0131 d\u00fc\u015f\u00fcnce her durumda nesnelci bir yakla\u015f\u0131m\u0131n standartlar\u0131 i\u00e7erisinde hareket eder; di\u011fer bir deyi\u015fle, yeni bilginin \u00fcretimi, kabul edilen kuramsal \u00e7er\u00e7eveler i\u00e7erisinde deneysel s\u0131naman\u0131n kat\u0131 standartlar\u0131na yan\u0131t vermek durumundad\u0131r.<\/p>\n

    \u2018Nesnelci\u2019 bir \u00f6\u011fretmen, neyi hangi s\u0131rayla \u00f6\u011frenmenin \u00f6nemli oldu\u011funu, \u00f6\u011frenme faaliyetlerini ve \u00f6\u011frencilerin nas\u0131l de\u011ferlendirilece\u011fini belirleyerek \u00f6\u011frencilerinin neyi, nas\u0131l \u00f6\u011frendi\u011fini kontrol alt\u0131nda tutmak zorundad\u0131r.<\/p>\n

    2.3.3 DAVRANI\u015e\u00c7ILIK<\/h2>\n

    \u0130lk olarak 1920\u2019lerde ortaya \u00e7\u0131km\u0131\u015f olsa da, davran\u0131\u015f\u00e7\u0131l\u0131k bir\u00e7ok yerde, ancak \u00f6zelikle de ABD\u2019de, \u00f6\u011frenme ve \u00f6\u011fretme yakla\u015f\u0131mlar\u0131n\u0131 \u00f6nemli \u00f6l\u00e7\u00fcde etkilemi\u015ftir. Davran\u0131\u015f\u00e7\u0131 psikoloji, insan davran\u0131\u015flar\u0131n\u0131n do\u011fa bilimleri temelinde ele al\u0131nmas\u0131n\u0131 modellemeye \u00e7al\u0131\u015f\u0131r. Bu nedenle de, davran\u0131\u015flar\u0131n do\u011frudan g\u00f6zlenebilen ve \u00f6l\u00e7\u00fclebilen y\u00f6nlerine yo\u011funla\u015f\u0131r. Davran\u0131\u015f\u00e7\u0131l\u0131\u011f\u0131n \u00f6z\u00fcnde, belirli uyar\u0131c\u0131lar\u0131n belirli davran\u0131\u015fsal tepkileri mekanik ve de\u011fi\u015fmez bir \u015fekilde ili\u015fkilendirdi\u011fi fikri yatar. Yani, belirli bir uyar\u0131c\u0131, belirli bir tepkiyi do\u011furur. En basit \u015fekliyle tamamen fizyolojik bir refleks halinden bahsediyor olabiliriz: parlak \u0131\u015f\u0131kla uyar\u0131lan g\u00f6z\u00fcn irisinin k\u00fc\u00e7\u00fclmesi gibi\u2026<\/p>\n

    Ancak, \u00e7o\u011fu insan davran\u0131\u015f\u0131 \u00e7ok daha karma\u015f\u0131kt\u0131r. Buna ra\u011fmen davran\u0131\u015f\u00e7\u0131lar, \u00f6d\u00fcl veya cezay\u0131 kullanarak belli uyar\u0131c\u0131lar veya olaylar ile belli davran\u0131\u015fsal tepkiler aras\u0131ndaki ili\u015fkiyi peki\u015ftirmenin m\u00fcmk\u00fcn oldu\u011funu laboratuvar deneyleriyle g\u00f6stermi\u015flerdir. Uyar\u0131c\u0131 ile tepki aras\u0131nda kurulan ba\u011f, uyar\u0131c\u0131 ile tepki aras\u0131ndaki ili\u015fki an\u0131nda bir peki\u015ftirenin var olmas\u0131na ba\u011fl\u0131d\u0131r. Bu, rastgele davran\u0131\u015flar\u0131n zaman\u0131 geldi\u011finde uygun \u015fekilde peki\u015ftirilmesi (deneme-yan\u0131lma) demektir.<\/p>\n

    Skinner (1968) taraf\u0131ndan geli\u015ftirilen bir ilke olan edimsel ko\u015fullanma kavram\u0131, tam olarak da budur. Skinner, belli uyar\u0131c\u0131lar kullanarak istenen baz\u0131 tepkileri \u00f6d\u00fcllendirmek suretiyle, g\u00fcvercinlerin olduk\u00e7a karma\u015f\u0131k davran\u0131\u015flar\u0131 ger\u00e7ekle\u015ftirmek \u00fczere e\u011fitilebilece\u011fini g\u00f6stermi\u015ftir. Skinner ayn\u0131 zamanda, ba\u015flang\u0131\u00e7taki uzak uyar\u0131c\u0131y\u0131 daha karma\u015f\u0131k bir davran\u0131\u015fla ba\u011flant\u0131land\u0131rarak, aradaki uyar\u0131c\u0131lara ihtiya\u00e7 olmaks\u0131z\u0131n bir dizi tepkinin geli\u015ftirilebilece\u011fini de bulmu\u015ftur. Dahas\u0131, peki\u015ftireci geri \u00e7ekmek suretiyle daha \u00f6nce \u00f6\u011frenilmi\u015f veya uygun olmayan davran\u0131\u015flar\u0131 ortadan kald\u0131rmak da m\u00fcmk\u00fcn olabilir. \u0130nsanlarda kullan\u0131lan peki\u015ftire\u00e7ler olduk\u00e7a basit olabilir: bir etkinli\u011fe verilen geri bildirim ya da \u00e7oktan se\u00e7meli bir testte do\u011fru yan\u0131t\u0131 almak gibi\u2026<\/p>\n

    \"\"<\/a>
    \u015eekil 2.3.3 B.F. Skinner\u2019in \u00f6\u011fretim makinesini tan\u0131tt\u0131\u011f\u0131 YouTube videosu (1954)
    Videoyu izlemek i\u00e7in resmin \u00fczerine t\u0131klay\u0131n\u0131z.<\/figcaption><\/figure>\n
    \n

    1954 senesinde B.F. Skinner\u2019in \u00f6\u011fretim makinesini anlatt\u0131\u011f\u0131 muhte\u015fem be\u015f dakikal\u0131k filmi izlemek i\u00e7in yukar\u0131daki resme t\u0131klay\u0131n veya http:\/\/www.youtube.com\/watch?v=jTH3ob1IRFo <\/a>adresine gidin.<\/p>\n

    E\u011fitimde davran\u0131\u015f\u00e7\u0131 yakla\u015f\u0131m\u0131n arkas\u0131nda yatan inan\u00e7, \u00f6\u011frenmenin sabit ve de\u011fi\u015fmez ilkeler taraf\u0131ndan y\u00f6nlendirildi\u011fidir. Bu ilkeler, \u00f6\u011frencinin bilin\u00e7li kontrol\u00fcnden ba\u011f\u0131ms\u0131zd\u0131r. Davran\u0131\u015f\u00e7\u0131lar, insan faaliyetlerine olduk\u00e7a nesnelci bir a\u00e7\u0131dan bakarlar ve genellikle duygu, tutum ve bilin\u00e7 gibi \u00f6l\u00e7\u00fclemeyen durumlardan s\u00f6z etmeyi reddederler. \u0130nsan davran\u0131\u015f\u0131 bunlar\u0131n \u00e7ok \u00f6tesinde, \u00f6ng\u00f6r\u00fclebilir ve kontrol edilebilir bir \u015fey olarak g\u00f6r\u00fcl\u00fcr. Dolay\u0131s\u0131yla davran\u0131\u015f\u00e7\u0131l\u0131k, olduk\u00e7a nesnelci bir epistemolojik duru\u015ftan ortaya \u00e7\u0131kar.<\/p>\n

    \u00d6\u011fretim makineleri, \u00f6l\u00e7\u00fclebilir \u00f6\u011frenme hedefleri, bilgisayar destekli \u00f6\u011fretim ve \u00e7oktan se\u00e7meli testlerin alt\u0131nda yatan kuramsal temel, Skinner\u2019in \u00f6\u011frenme kuram\u0131d\u0131r. \u015eirket e\u011fitimlerinde ve askeri e\u011fitimlerde, baz\u0131 fen, m\u00fchendislik ve t\u0131p e\u011fitimi alanlar\u0131nda davran\u0131\u015f\u00e7\u0131l\u0131\u011f\u0131n etkisi halen daha olduk\u00e7a g\u00fc\u00e7l\u00fcd\u00fcr. Skinner\u2019in \u00f6\u011frenme kuram\u0131, \u00e7arp\u0131m tablosu gibi standart prosed\u00fcrlerin veya ger\u00e7eklerin ezbere dayal\u0131 olarak \u00f6\u011frenilmesinde, beyin rahats\u0131zl\u0131klar\u0131 nedeniyle bili\u015fsel yetenekleri s\u0131n\u0131rl\u0131 olan \u00e7ocuklar veya yeti\u015fkinlerin e\u011fitiminde ya da bireysel karar vermeyi gerektirmeyen, sabit end\u00fcstriyel veya i\u015f standartlar\u0131 ya da prosed\u00fcrlerine uygunluk sa\u011flamada da \u00f6nemli rol oynamaktad\u0131r.<\/p>\n

    \u00d6\u011frenmenin tetikleyicileri olarak \u00f6d\u00fcl, ceza ve \u00f6nceden belirlenmi\u015f \u00f6l\u00e7\u00fclebilir \u00e7\u0131kt\u0131lara a\u011f\u0131rl\u0131k veren davran\u0131\u015f\u00e7\u0131l\u0131k, bir\u00e7ok ebeveyn ve politikac\u0131n\u0131n yan\u0131 s\u0131ra \u00f6\u011frenmeyi otomatikle\u015ftirmeye ilgi duyan bilgisayar bilimcilerinin sahip oldu\u011fu pop\u00fclist \u00f6\u011frenme kavram\u0131n\u0131n da temelini olu\u015fturmaktad\u0131r. Dolay\u0131s\u0131yla, son y\u0131llara kadar teknolojinin ve \u00f6zellikle de bilgisayar destekli \u00f6\u011fretimin davran\u0131\u015f\u00e7\u0131 \u00f6\u011frenme yakla\u015f\u0131mlar\u0131yla yak\u0131n ili\u015fki i\u00e7erisinde olmas\u0131 \u015fa\u015f\u0131rt\u0131c\u0131 de\u011fildir. Bilgisayarlar\u0131n mutlaka davran\u0131\u015f\u00e7\u0131 ekolde kullan\u0131lmas\u0131 gerekti\u011fine ili\u015fkin inanc\u0131n nas\u0131l de\u011fi\u015fti\u011fini B\u00f6l\u00fcm 5.4\u2019<\/a>de g\u00f6rece\u011fiz.<\/p>\n

    Son olarak \u015funu s\u00f6yleyebiliriz: Davran\u0131\u015f\u00e7\u0131l\u0131k \u2018nesnelci\u2019 bir \u00f6\u011fretim yakla\u015f\u0131m\u0131 olsa da, \u2018nesnel\u2019 bir \u015fekilde \u00f6\u011fretmenin tek yolu davran\u0131\u015f\u00e7\u0131l\u0131k de\u011fildir. \u00d6rne\u011fin, problem tabanl\u0131 \u00f6\u011frenme de bilgi edinimi ve \u00f6\u011frenmeye olduk\u00e7a nesnel bir perspektiften yakla\u015fmaktad\u0131r.<\/p>\n

    \n

    Etkinlik 2.3 Davran\u0131\u015f\u00e7\u0131l\u0131k kuram\u0131n\u0131n s\u0131n\u0131rl\u0131 y\u00f6nleri nelerdir?<\/h3>\n
      \n
    1. Sizce hangi bilgi alanlar\u0131 en iyi davran\u0131\u015f\u00e7\u0131 yakla\u015f\u0131mla \u2018\u00f6\u011fretilir\u2019 veya \u2018\u00f6\u011frenilir\u2019?<\/li>\n
    2. Sizce hangi bilgi alanlar\u0131n\u0131n davran\u0131\u015f\u00e7\u0131 yakla\u015f\u0131m kullan\u0131larak \u00f6\u011fretilmesi uygun olmaz?<\/li>\n
    3. Neden b\u00f6yle d\u00fc\u015f\u00fcn\u00fcyorsunuz?<\/li>\n<\/ol>\n<\/div>\n

      KAYNAK\u00c7A<\/h2>\n

      Skinner, B. (1968) The Technology of Teaching, 1968. New York: Appleton-Century-Crofts.<\/p>\n","protected":false},"author":43,"menu_order":5,"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-217","chapter","type-chapter","status-publish","hentry"],"part":212,"_links":{"self":[{"href":"https:\/\/pressbooks.bccampus.ca\/tonybates\/wp-json\/pressbooks\/v2\/chapters\/217","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=217"}],"version-history":[{"count":5,"href":"https:\/\/pressbooks.bccampus.ca\/tonybates\/wp-json\/pressbooks\/v2\/chapters\/217\/revisions"}],"predecessor-version":[{"id":1200,"href":"https:\/\/pressbooks.bccampus.ca\/tonybates\/wp-json\/pressbooks\/v2\/chapters\/217\/revisions\/1200"}],"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\/217\/metadata\/"}],"wp:attachment":[{"href":"https:\/\/pressbooks.bccampus.ca\/tonybates\/wp-json\/wp\/v2\/media?parent=217"}],"wp:term":[{"taxonomy":"chapter-type","embeddable":true,"href":"https:\/\/pressbooks.bccampus.ca\/tonybates\/wp-json\/pressbooks\/v2\/chapter-type?post=217"},{"taxonomy":"contributor","embeddable":true,"href":"https:\/\/pressbooks.bccampus.ca\/tonybates\/wp-json\/wp\/v2\/contributor?post=217"},{"taxonomy":"license","embeddable":true,"href":"https:\/\/pressbooks.bccampus.ca\/tonybates\/wp-json\/wp\/v2\/license?post=217"}],"curies":[{"name":"wp","href":"https:\/\/api.w.org\/{rel}","templated":true}]}}