{"id":219,"date":"2017-11-18T06:16:37","date_gmt":"2017-11-18T11:16:37","guid":{"rendered":"https:\/\/pressbooks.bccampus.ca\/tonybates\/?post_type=chapter&#038;p=219"},"modified":"2019-02-26T09:50:35","modified_gmt":"2019-02-26T14:50:35","slug":"2-4-bilisselcilik","status":"publish","type":"chapter","link":"https:\/\/pressbooks.bccampus.ca\/tonybates\/chapter\/2-4-bilisselcilik\/","title":{"raw":"2.4 B\u0130L\u0130\u015eSELC\u0130L\u0130K","rendered":"2.4 B\u0130L\u0130\u015eSELC\u0130L\u0130K"},"content":{"raw":"<h2>2.4.1 B\u0130L\u0130\u015eSELC\u0130L\u0130K NED\u0130R?<\/h2>\r\nDavran\u0131\u015f\u00e7\u0131l\u0131\u011fa y\u00f6neltilen en b\u00fcy\u00fck ele\u015ftirilerden biri, insanlara bir karakutu gibi davran\u0131yor olmas\u0131d\u0131r. Bir karakutunun girdi ve \u00e7\u0131kt\u0131lar\u0131 bilinen ve \u00f6l\u00e7\u00fclebilen \u015feylerdir; ancak, karakutunun i\u00e7inde neler olup bitti\u011fi ya g\u00f6z ard\u0131 edilir ya da dikkate al\u0131nmaz. Ancak, insanlar bilin\u00e7li d\u00fc\u015f\u00fcnce yetisine, karar verme yetisine, sosyal s\u00f6ylemler arac\u0131l\u0131\u011f\u0131yla fikirlerini ifade etme yetisine ve duygulara sahiptir. Bu \u00f6zelliklerin hepsi, \u00f6\u011frenme i\u00e7in son derece \u00f6nemlidir. Yani karakutunun i\u00e7erisinde neler olup bitti\u011fini bulmaya \u00e7al\u0131\u015f\u0131rsak, \u00f6\u011frenmeyi daha iyi anlayabiliriz.\r\n\r\n\u0130\u015fte bu nedenledir ki bili\u015fselciler, \u00f6\u011frenme i\u00e7in gerekli oldu\u011funa inand\u0131klar\u0131 zihinsel i\u015flemleri (d\u00fcnyan\u0131n i\u00e7sel ve bilin\u00e7li g\u00f6sterimleri) tan\u0131mlamaya yo\u011funla\u015fm\u0131\u015ft\u0131r. Fontana (1981) \u00f6\u011frenmeye bili\u015fsel yakla\u015f\u0131m\u0131 \u015f\u00f6yle \u00f6zetler:\r\n<blockquote><em>\u2018Bili\u015fsel yakla\u015f\u0131m \u2026 \u00f6\u011frenmeyi anlamak istiyorsak kendimizi g\u00f6zlemlenebilir davran\u0131\u015flarla s\u0131n\u0131rland\u0131ramayaca\u011f\u0131m\u0131z\u0131 ve \u00f6\u011frencinin deneyime kar\u015f\u0131 kendi psikolojik alan\u0131n\u0131 (i\u00e7indeki kavramlar d\u00fcnyas\u0131n\u0131, an\u0131lar\u0131n\u0131, vb.) zihinsel olarak yeniden d\u00fczenleme yetene\u011fini de dikkate almam\u0131z gerekti\u011fini savunur. Dolay\u0131s\u0131yla bu yakla\u015f\u0131m\u0131n odak noktas\u0131 yaln\u0131zca \u00e7evre de\u011fil, ayn\u0131 zamanda bireyin \u00e7evreyi nas\u0131l yorumlad\u0131\u011f\u0131 ve \u00e7evreye nas\u0131l bir anlam y\u00fckledi\u011fidir. Bili\u015fsel yakla\u015f\u0131m, bireyi \u00e7evresinin mekanik bir par\u00e7as\u0131 olarak g\u00f6rmez; aksine, d\u0131\u015f d\u00fcnyan\u0131n kendisine verdi\u011fi bilgi selini i\u015fleyip s\u0131n\u0131fland\u0131rmaya \u00e7al\u0131\u015fan \u00f6\u011frenme s\u00fcrecinin aktif bir ajan\u0131 olarak g\u00f6r\u00fcr.\u2019 (s. 148)<\/em><\/blockquote>\r\nDolay\u0131s\u0131yla yeni enformasyonun i\u015flenmesi s\u00fcrecindeki kural, ilke veya ili\u015fki aray\u0131\u015flar\u0131 ile yeni enformasyonun daha \u00f6nceki bilgilerle bir araya getirilmesi s\u00fcrecindeki anlam ve tutarl\u0131l\u0131k aray\u0131\u015flar\u0131, bili\u015fsel psikolojinin anahtar kavramlar\u0131d\u0131r. Bili\u015fsel psikoloji, \u00f6\u011frenmeyi, d\u00fc\u015f\u00fcnmeyi ve davran\u0131\u015f\u0131 etkileyen zihinsel s\u00fcre\u00e7ler ile bu zihinsel s\u00fcre\u00e7leri etkileyen ko\u015fullar\u0131n belirlenmesi ve tan\u0131mlanmas\u0131 ile ilgilidir.\r\n<h2>2.4.2 B\u0130L\u0130\u015eSEL \u00d6\u011eRENME KURAMI<\/h2>\r\nE\u011fitimde en yayg\u0131n kullan\u0131lan bili\u015fsel kuramlar, Bloom\u2019un farkl\u0131 t\u00fcrlerdeki \u00f6\u011frenme becerilerinin ya da \u00f6\u011frenme yollar\u0131n\u0131n geli\u015ftirilmesiyle ilgili \u00f6\u011frenme hedefleri taksonomisine (Bloom vd., 1956) dayal\u0131d\u0131r. Bloom ve meslekta\u015flar\u0131, \u00fc\u00e7 \u00f6nemli \u00f6\u011frenme alan\u0131 oldu\u011funu iddia etmi\u015flerdir:\r\n<ul>\r\n \t<li>bili\u015fsel (d\u00fc\u015f\u00fcnme)<\/li>\r\n \t<li>duyu\u015fsal (hissetme)<\/li>\r\n \t<li>psikomotor (yapma)<\/li>\r\n<\/ul>\r\nBili\u015fselcilik, \u2018d\u00fc\u015f\u00fcnme\u2019 alan\u0131 \u00fczerine odaklan\u0131r. Son d\u00f6nemde, Anderson ve Krathwohl (2000), Bloom ve di\u011ferlerinin orijinal taksonomisini biraz de\u011fi\u015ftirerek yeni bilgi \u2018yaratma\u2019\/'olu\u015fturma' ad\u0131m\u0131n\u0131 eklemi\u015ftir:\r\n\r\n[caption id=\"attachment_36\" align=\"aligncenter\" width=\"401\"]<img src=\"https:\/\/pressbooks.bccampus.ca\/tonybates\/wp-content\/uploads\/sites\/56\/2017\/09\/Ch-2.4.1.png\" alt=\"\" width=\"401\" height=\"291\" class=\"wp-image-36 \" \/> \u015eekil 2.4.1 Bili\u015fsel alan<br \/>Resim: \u00a9 Atherton J S (2013) CC-NC-ND[\/caption]\r\n\r\n<hr \/>\r\n\r\nBloom ve di\u011ferleri, \u00f6\u011frenmenin bir hiyerar\u015fisi oldu\u011funu da s\u00f6yler. Buna g\u00f6re, \u00f6\u011frenenlerin hat\u0131rlama, de\u011ferlendirme ve yaratmaya kadar her d\u00fczeyde ad\u0131m ad\u0131m ilerlemesi gerekir. Psikologlar, bili\u015fsel etkinliklerin alt\u0131nda yatan zihinsel s\u00fcre\u00e7leri anlamak i\u00e7in derinlere indik\u00e7e, bu s\u00fcre\u00e7 giderek daha da indirgemeci bir uygulama halini almaktad\u0131r (bkz. \u015eekil 2.4.2).\r\n\r\n[caption id=\"attachment_37\" align=\"aligncenter\" width=\"639\"]<img src=\"https:\/\/pressbooks.bccampus.ca\/tonybates\/wp-content\/uploads\/sites\/56\/2017\/09\/Ch-2.4.2.png\" alt=\"\" width=\"639\" height=\"290\" class=\" wp-image-37\" \/> \u015eekil \u00a02.4.2 \u00a0\u00a9 Faizel Mohidin, UsingMindMaps, 2011.[\/caption]\r\n\r\n<hr \/>\r\n\r\n<h2>2.4.3 B\u0130L\u0130\u015eSEL \u00d6\u011eRENME KURAMININ UYGULAMALARI<\/h2>\r\nKavrama, soyutlama, \u00e7\u00f6z\u00fcmleme, sentez, genelleme, de\u011ferlendirme, karar verme, problem \u00e7\u00f6zme ve yarat\u0131c\u0131 d\u00fc\u015f\u00fcnmeye odaklanan bili\u015fsel \u00f6\u011frenme yakla\u015f\u0131mlar\u0131, y\u00fcksek\u00f6\u011fretime davran\u0131\u015f\u00e7\u0131 yakla\u015f\u0131mlardan daha uygundur. Bili\u015fsel yakla\u015f\u0131m, ilk ve orta\u00f6\u011fretim d\u00fczeyinde bile \u00f6\u011frencilere nas\u0131l \u00f6\u011freneceklerini \u00f6\u011fretmeye, gelecekteki \u00f6\u011frenmeler i\u00e7in daha g\u00fc\u00e7l\u00fc ve yeni zihinsel s\u00fcre\u00e7ler geli\u015ftirmeye, kavramlar ile fikirlere ili\u015fkin daha derin ve s\u00fcrekli de\u011fi\u015fen bir anlay\u0131\u015f geli\u015ftirmeye odaklanmak anlam\u0131na gelebilir.\r\n\r\nBili\u015fsel \u00f6\u011frenme yakla\u015f\u0131mlar\u0131, olduk\u00e7a geni\u015f bir alan\u0131 kaplar. Nesnelci perspektifte bili\u015fselciler, temel zihinsel s\u00fcre\u00e7lerin genetik veya istemsiz oldu\u011funu ancak bunlar\u0131n da, yeni deneyimlerde oldu\u011fu gibi, d\u0131\u015f fakt\u00f6rler taraf\u0131ndan programlanabilece\u011fini ya da de\u011fi\u015ftirilebilece\u011fini d\u00fc\u015f\u00fcn\u00fcrler. \u00d6zellikle de ilk bili\u015fselciler, zihin kavram\u0131n\u0131 bir bilgisayar gibi ele alm\u0131\u015f, son d\u00f6nemdeki beyin ara\u015ft\u0131rmalar\u0131 bili\u015f ve beyindeki sinir a\u011flar\u0131n\u0131n geli\u015fimi ve peki\u015ftirilmesi aras\u0131ndaki ili\u015fkiyi ara\u015ft\u0131rmaya ba\u015flam\u0131\u015ft\u0131r.\r\n\r\nUygulama a\u00e7\u0131s\u0131ndan bak\u0131ld\u0131\u011f\u0131nda, zihnin bilgisayar olarak d\u00fc\u015f\u00fcn\u00fclmesi kavram\u0131, \u00f6\u011fretimde bir\u00e7ok teknoloji tabanl\u0131 geli\u015fmenin ortaya \u00e7\u0131kmas\u0131na yol a\u00e7m\u0131\u015ft\u0131r:\r\n<ul>\r\n \t<li><em>bireysel \u00f6\u011fretim sistemler<\/em>i -- \u00f6\u011fretim makinelerinin daha geli\u015fmi\u015f s\u00fcr\u00fcmleridir. \u00d6\u011frenmeyi y\u00f6netilebilir k\u00fc\u00e7\u00fck ad\u0131mlara b\u00f6lerek, \u00f6\u011frenenlerin yan\u0131tlar\u0131n\u0131 \u00e7\u00f6z\u00fcmleyip onlar\u0131 bir sonraki en uygun ad\u0131ma y\u00f6nlendirme mant\u0131\u011f\u0131na dayan\u0131r. Bu geli\u015fmenin g\u00fcn\u00fcm\u00fczde uzand\u0131\u011f\u0131 son nokta, uyarlanabilir \u00f6\u011frenmedir.<\/li>\r\n \t<li><em>yapay zeka<\/em> -- insanlar\u0131n \u00f6\u011frenme s\u00fcre\u00e7lerinde kulland\u0131\u011f\u0131 zihinsel s\u00fcre\u00e7lerin bilgisayar programlar\u0131nda temsil edilmesini ara\u015ft\u0131r\u0131r. \u00d6\u011frenmeye nesnelci bir \u00e7er\u00e7eveden bak\u0131ld\u0131\u011f\u0131nda, ba\u015far\u0131l\u0131 oldu\u011fu takdirde \u00f6\u011fretim gibi bir\u00e7ok insani faaliyetin bilgisayarlar taraf\u0131ndan yap\u0131lmas\u0131yla sonu\u00e7lan\u0131r.<\/li>\r\n \t<li><em>\u00f6nceden belirlenmi\u015f \u00f6\u011frenme \u00e7\u0131kt\u0131lar\u0131<\/em> -- kavrama, analiz, sentez ve de\u011ferlendirme gibi farkl\u0131 bili\u015fsel faaliyet t\u00fcrlerinin \u00e7\u00f6z\u00fcmlenmesi ve geli\u015ftirilmesine dayal\u0131d\u0131r.<\/li>\r\n \t<li><em>problem tabanl\u0131 \u00f6\u011frenme<\/em> -- ba\u015far\u0131l\u0131 problem \u00e7\u00f6z\u00fcc\u00fclerin problem \u00e7\u00f6zmede kulland\u0131klar\u0131 d\u00fc\u015f\u00fcnce s\u00fcre\u00e7lerinin analizine dayal\u0131d\u0131r.<\/li>\r\n \t<li><em>\u00f6\u011fretim tasar\u0131m\u0131 yakla\u015f\u0131m\u0131 <\/em>-- \u00f6nceden belirlenmi\u015f \u00f6\u011frenme \u00e7\u0131kt\u0131lar\u0131na veya hedeflerine ba\u015far\u0131yla ula\u015f\u0131lmas\u0131n\u0131 sa\u011flayan \u00f6\u011fretimin tasar\u0131m\u0131 s\u00fcrecinin y\u00f6netimidir.<\/li>\r\n<\/ul>\r\nBili\u015fselciler, yeni enformasyonu nas\u0131l i\u015fleyip anlamland\u0131rd\u0131\u011f\u0131m\u0131za, bilgiye nas\u0131l eri\u015fip yorumlad\u0131\u011f\u0131m\u0131za, b\u00fct\u00fcnle\u015ftirdi\u011fimize, d\u00fczenledi\u011fimize ve y\u00f6netti\u011fimize ili\u015fkin anlay\u0131\u015f\u0131m\u0131z\u0131 ilerletmi\u015f ve \u00f6\u011frenenlerin zihinsel durumlar\u0131n\u0131 etkileyen ko\u015fullar\u0131 daha iyi anlamam\u0131z\u0131 sa\u011flam\u0131\u015flard\u0131r.\r\n<div class=\"textbox exercises\">\r\n<h3 itemprop=\"educationalUse\">Etkinlik 2.4 Bili\u015fsel kuram\u0131n s\u0131n\u0131rl\u0131 y\u00f6nleri nelerdir?<\/h3>\r\n<ol>\r\n \t<li>Sizce hangi bilgi alanlar\u0131 en iyi bili\u015fsel yakla\u015f\u0131mla \u2018\u00f6\u011fretilir\u2019 veya \u2018\u00f6\u011frenilir\u2019?<\/li>\r\n \t<li>Sizce hangi bilgi alanlar\u0131n\u0131n bili\u015fsel yakla\u015f\u0131m kullan\u0131larak \u00f6\u011fretilmesi uygun olmaz?<\/li>\r\n \t<li>Neden b\u00f6yle d\u00fc\u015f\u00fcn\u00fcyorsunuz?<\/li>\r\n<\/ol>\r\n<\/div>\r\n<h2>KAYNAK\u00c7A<\/h2>\r\nAnderson, L. and Krathwohl, D. (eds.) (2001). A Taxonomy for Learning, Teaching, and Assessing: A Revision of Bloom\u2019s Taxonomy of Educational Objectives New York: Longman.\r\n\r\nAtherton J. S. (2013) <a href=\"http:\/\/www.learningandteaching.info\/learning\/bloomtax.htm\">Learning and Teaching; Bloom\u2019s taxonomy<\/a>, retrieved 18 March 2015.\r\n\r\nBloom, B. S.; Engelhart, M. D.; Furst, E. J.; Hill, W. H.; Krathwohl, D. R. (1956). Taxonomy of educational objectives: The classification of educational goals. Handbook I: Cognitive domain. New York: David McKay Company.\r\n\r\nFontana, D. (1981) Psychology for Teachers London: Macmillan\/British Psychological Society.","rendered":"<h2>2.4.1 B\u0130L\u0130\u015eSELC\u0130L\u0130K NED\u0130R?<\/h2>\n<p>Davran\u0131\u015f\u00e7\u0131l\u0131\u011fa y\u00f6neltilen en b\u00fcy\u00fck ele\u015ftirilerden biri, insanlara bir karakutu gibi davran\u0131yor olmas\u0131d\u0131r. Bir karakutunun girdi ve \u00e7\u0131kt\u0131lar\u0131 bilinen ve \u00f6l\u00e7\u00fclebilen \u015feylerdir; ancak, karakutunun i\u00e7inde neler olup bitti\u011fi ya g\u00f6z ard\u0131 edilir ya da dikkate al\u0131nmaz. Ancak, insanlar bilin\u00e7li d\u00fc\u015f\u00fcnce yetisine, karar verme yetisine, sosyal s\u00f6ylemler arac\u0131l\u0131\u011f\u0131yla fikirlerini ifade etme yetisine ve duygulara sahiptir. Bu \u00f6zelliklerin hepsi, \u00f6\u011frenme i\u00e7in son derece \u00f6nemlidir. Yani karakutunun i\u00e7erisinde neler olup bitti\u011fini bulmaya \u00e7al\u0131\u015f\u0131rsak, \u00f6\u011frenmeyi daha iyi anlayabiliriz.<\/p>\n<p>\u0130\u015fte bu nedenledir ki bili\u015fselciler, \u00f6\u011frenme i\u00e7in gerekli oldu\u011funa inand\u0131klar\u0131 zihinsel i\u015flemleri (d\u00fcnyan\u0131n i\u00e7sel ve bilin\u00e7li g\u00f6sterimleri) tan\u0131mlamaya yo\u011funla\u015fm\u0131\u015ft\u0131r. Fontana (1981) \u00f6\u011frenmeye bili\u015fsel yakla\u015f\u0131m\u0131 \u015f\u00f6yle \u00f6zetler:<\/p>\n<blockquote><p><em>\u2018Bili\u015fsel yakla\u015f\u0131m \u2026 \u00f6\u011frenmeyi anlamak istiyorsak kendimizi g\u00f6zlemlenebilir davran\u0131\u015flarla s\u0131n\u0131rland\u0131ramayaca\u011f\u0131m\u0131z\u0131 ve \u00f6\u011frencinin deneyime kar\u015f\u0131 kendi psikolojik alan\u0131n\u0131 (i\u00e7indeki kavramlar d\u00fcnyas\u0131n\u0131, an\u0131lar\u0131n\u0131, vb.) zihinsel olarak yeniden d\u00fczenleme yetene\u011fini de dikkate almam\u0131z gerekti\u011fini savunur. Dolay\u0131s\u0131yla bu yakla\u015f\u0131m\u0131n odak noktas\u0131 yaln\u0131zca \u00e7evre de\u011fil, ayn\u0131 zamanda bireyin \u00e7evreyi nas\u0131l yorumlad\u0131\u011f\u0131 ve \u00e7evreye nas\u0131l bir anlam y\u00fckledi\u011fidir. Bili\u015fsel yakla\u015f\u0131m, bireyi \u00e7evresinin mekanik bir par\u00e7as\u0131 olarak g\u00f6rmez; aksine, d\u0131\u015f d\u00fcnyan\u0131n kendisine verdi\u011fi bilgi selini i\u015fleyip s\u0131n\u0131fland\u0131rmaya \u00e7al\u0131\u015fan \u00f6\u011frenme s\u00fcrecinin aktif bir ajan\u0131 olarak g\u00f6r\u00fcr.\u2019 (s. 148)<\/em><\/p><\/blockquote>\n<p>Dolay\u0131s\u0131yla yeni enformasyonun i\u015flenmesi s\u00fcrecindeki kural, ilke veya ili\u015fki aray\u0131\u015flar\u0131 ile yeni enformasyonun daha \u00f6nceki bilgilerle bir araya getirilmesi s\u00fcrecindeki anlam ve tutarl\u0131l\u0131k aray\u0131\u015flar\u0131, bili\u015fsel psikolojinin anahtar kavramlar\u0131d\u0131r. Bili\u015fsel psikoloji, \u00f6\u011frenmeyi, d\u00fc\u015f\u00fcnmeyi ve davran\u0131\u015f\u0131 etkileyen zihinsel s\u00fcre\u00e7ler ile bu zihinsel s\u00fcre\u00e7leri etkileyen ko\u015fullar\u0131n belirlenmesi ve tan\u0131mlanmas\u0131 ile ilgilidir.<\/p>\n<h2>2.4.2 B\u0130L\u0130\u015eSEL \u00d6\u011eRENME KURAMI<\/h2>\n<p>E\u011fitimde en yayg\u0131n kullan\u0131lan bili\u015fsel kuramlar, Bloom\u2019un farkl\u0131 t\u00fcrlerdeki \u00f6\u011frenme becerilerinin ya da \u00f6\u011frenme yollar\u0131n\u0131n geli\u015ftirilmesiyle ilgili \u00f6\u011frenme hedefleri taksonomisine (Bloom vd., 1956) dayal\u0131d\u0131r. Bloom ve meslekta\u015flar\u0131, \u00fc\u00e7 \u00f6nemli \u00f6\u011frenme alan\u0131 oldu\u011funu iddia etmi\u015flerdir:<\/p>\n<ul>\n<li>bili\u015fsel (d\u00fc\u015f\u00fcnme)<\/li>\n<li>duyu\u015fsal (hissetme)<\/li>\n<li>psikomotor (yapma)<\/li>\n<\/ul>\n<p>Bili\u015fselcilik, \u2018d\u00fc\u015f\u00fcnme\u2019 alan\u0131 \u00fczerine odaklan\u0131r. Son d\u00f6nemde, Anderson ve Krathwohl (2000), Bloom ve di\u011ferlerinin orijinal taksonomisini biraz de\u011fi\u015ftirerek yeni bilgi \u2018yaratma\u2019\/&#8217;olu\u015fturma&#8217; ad\u0131m\u0131n\u0131 eklemi\u015ftir:<\/p>\n<figure id=\"attachment_36\" aria-describedby=\"caption-attachment-36\" style=\"width: 401px\" class=\"wp-caption aligncenter\"><img loading=\"lazy\" decoding=\"async\" src=\"https:\/\/pressbooks.bccampus.ca\/tonybates\/wp-content\/uploads\/sites\/56\/2017\/09\/Ch-2.4.1.png\" alt=\"\" width=\"401\" height=\"291\" class=\"wp-image-36\" srcset=\"https:\/\/pressbooks.bccampus.ca\/tonybates\/wp-content\/uploads\/sites\/56\/2017\/09\/Ch-2.4.1.png 949w, https:\/\/pressbooks.bccampus.ca\/tonybates\/wp-content\/uploads\/sites\/56\/2017\/09\/Ch-2.4.1-300x218.png 300w, https:\/\/pressbooks.bccampus.ca\/tonybates\/wp-content\/uploads\/sites\/56\/2017\/09\/Ch-2.4.1-768x558.png 768w, https:\/\/pressbooks.bccampus.ca\/tonybates\/wp-content\/uploads\/sites\/56\/2017\/09\/Ch-2.4.1-65x47.png 65w, https:\/\/pressbooks.bccampus.ca\/tonybates\/wp-content\/uploads\/sites\/56\/2017\/09\/Ch-2.4.1-225x163.png 225w, https:\/\/pressbooks.bccampus.ca\/tonybates\/wp-content\/uploads\/sites\/56\/2017\/09\/Ch-2.4.1-350x254.png 350w\" sizes=\"auto, (max-width: 401px) 100vw, 401px\" \/><figcaption id=\"caption-attachment-36\" class=\"wp-caption-text\">\u015eekil 2.4.1 Bili\u015fsel alan<br \/>Resim: \u00a9 Atherton J S (2013) CC-NC-ND<\/figcaption><\/figure>\n<hr \/>\n<p>Bloom ve di\u011ferleri, \u00f6\u011frenmenin bir hiyerar\u015fisi oldu\u011funu da s\u00f6yler. Buna g\u00f6re, \u00f6\u011frenenlerin hat\u0131rlama, de\u011ferlendirme ve yaratmaya kadar her d\u00fczeyde ad\u0131m ad\u0131m ilerlemesi gerekir. Psikologlar, bili\u015fsel etkinliklerin alt\u0131nda yatan zihinsel s\u00fcre\u00e7leri anlamak i\u00e7in derinlere indik\u00e7e, bu s\u00fcre\u00e7 giderek daha da indirgemeci bir uygulama halini almaktad\u0131r (bkz. \u015eekil 2.4.2).<\/p>\n<figure id=\"attachment_37\" aria-describedby=\"caption-attachment-37\" style=\"width: 639px\" class=\"wp-caption aligncenter\"><img loading=\"lazy\" decoding=\"async\" src=\"https:\/\/pressbooks.bccampus.ca\/tonybates\/wp-content\/uploads\/sites\/56\/2017\/09\/Ch-2.4.2.png\" alt=\"\" width=\"639\" height=\"290\" class=\"wp-image-37\" srcset=\"https:\/\/pressbooks.bccampus.ca\/tonybates\/wp-content\/uploads\/sites\/56\/2017\/09\/Ch-2.4.2.png 763w, https:\/\/pressbooks.bccampus.ca\/tonybates\/wp-content\/uploads\/sites\/56\/2017\/09\/Ch-2.4.2-300x136.png 300w, https:\/\/pressbooks.bccampus.ca\/tonybates\/wp-content\/uploads\/sites\/56\/2017\/09\/Ch-2.4.2-65x29.png 65w, https:\/\/pressbooks.bccampus.ca\/tonybates\/wp-content\/uploads\/sites\/56\/2017\/09\/Ch-2.4.2-225x102.png 225w, https:\/\/pressbooks.bccampus.ca\/tonybates\/wp-content\/uploads\/sites\/56\/2017\/09\/Ch-2.4.2-350x159.png 350w\" sizes=\"auto, (max-width: 639px) 100vw, 639px\" \/><figcaption id=\"caption-attachment-37\" class=\"wp-caption-text\">\u015eekil \u00a02.4.2 \u00a0\u00a9 Faizel Mohidin, UsingMindMaps, 2011.<\/figcaption><\/figure>\n<hr \/>\n<h2>2.4.3 B\u0130L\u0130\u015eSEL \u00d6\u011eRENME KURAMININ UYGULAMALARI<\/h2>\n<p>Kavrama, soyutlama, \u00e7\u00f6z\u00fcmleme, sentez, genelleme, de\u011ferlendirme, karar verme, problem \u00e7\u00f6zme ve yarat\u0131c\u0131 d\u00fc\u015f\u00fcnmeye odaklanan bili\u015fsel \u00f6\u011frenme yakla\u015f\u0131mlar\u0131, y\u00fcksek\u00f6\u011fretime davran\u0131\u015f\u00e7\u0131 yakla\u015f\u0131mlardan daha uygundur. Bili\u015fsel yakla\u015f\u0131m, ilk ve orta\u00f6\u011fretim d\u00fczeyinde bile \u00f6\u011frencilere nas\u0131l \u00f6\u011freneceklerini \u00f6\u011fretmeye, gelecekteki \u00f6\u011frenmeler i\u00e7in daha g\u00fc\u00e7l\u00fc ve yeni zihinsel s\u00fcre\u00e7ler geli\u015ftirmeye, kavramlar ile fikirlere ili\u015fkin daha derin ve s\u00fcrekli de\u011fi\u015fen bir anlay\u0131\u015f geli\u015ftirmeye odaklanmak anlam\u0131na gelebilir.<\/p>\n<p>Bili\u015fsel \u00f6\u011frenme yakla\u015f\u0131mlar\u0131, olduk\u00e7a geni\u015f bir alan\u0131 kaplar. Nesnelci perspektifte bili\u015fselciler, temel zihinsel s\u00fcre\u00e7lerin genetik veya istemsiz oldu\u011funu ancak bunlar\u0131n da, yeni deneyimlerde oldu\u011fu gibi, d\u0131\u015f fakt\u00f6rler taraf\u0131ndan programlanabilece\u011fini ya da de\u011fi\u015ftirilebilece\u011fini d\u00fc\u015f\u00fcn\u00fcrler. \u00d6zellikle de ilk bili\u015fselciler, zihin kavram\u0131n\u0131 bir bilgisayar gibi ele alm\u0131\u015f, son d\u00f6nemdeki beyin ara\u015ft\u0131rmalar\u0131 bili\u015f ve beyindeki sinir a\u011flar\u0131n\u0131n geli\u015fimi ve peki\u015ftirilmesi aras\u0131ndaki ili\u015fkiyi ara\u015ft\u0131rmaya ba\u015flam\u0131\u015ft\u0131r.<\/p>\n<p>Uygulama a\u00e7\u0131s\u0131ndan bak\u0131ld\u0131\u011f\u0131nda, zihnin bilgisayar olarak d\u00fc\u015f\u00fcn\u00fclmesi kavram\u0131, \u00f6\u011fretimde bir\u00e7ok teknoloji tabanl\u0131 geli\u015fmenin ortaya \u00e7\u0131kmas\u0131na yol a\u00e7m\u0131\u015ft\u0131r:<\/p>\n<ul>\n<li><em>bireysel \u00f6\u011fretim sistemler<\/em>i &#8212; \u00f6\u011fretim makinelerinin daha geli\u015fmi\u015f s\u00fcr\u00fcmleridir. \u00d6\u011frenmeyi y\u00f6netilebilir k\u00fc\u00e7\u00fck ad\u0131mlara b\u00f6lerek, \u00f6\u011frenenlerin yan\u0131tlar\u0131n\u0131 \u00e7\u00f6z\u00fcmleyip onlar\u0131 bir sonraki en uygun ad\u0131ma y\u00f6nlendirme mant\u0131\u011f\u0131na dayan\u0131r. Bu geli\u015fmenin g\u00fcn\u00fcm\u00fczde uzand\u0131\u011f\u0131 son nokta, uyarlanabilir \u00f6\u011frenmedir.<\/li>\n<li><em>yapay zeka<\/em> &#8212; insanlar\u0131n \u00f6\u011frenme s\u00fcre\u00e7lerinde kulland\u0131\u011f\u0131 zihinsel s\u00fcre\u00e7lerin bilgisayar programlar\u0131nda temsil edilmesini ara\u015ft\u0131r\u0131r. \u00d6\u011frenmeye nesnelci bir \u00e7er\u00e7eveden bak\u0131ld\u0131\u011f\u0131nda, ba\u015far\u0131l\u0131 oldu\u011fu takdirde \u00f6\u011fretim gibi bir\u00e7ok insani faaliyetin bilgisayarlar taraf\u0131ndan yap\u0131lmas\u0131yla sonu\u00e7lan\u0131r.<\/li>\n<li><em>\u00f6nceden belirlenmi\u015f \u00f6\u011frenme \u00e7\u0131kt\u0131lar\u0131<\/em> &#8212; kavrama, analiz, sentez ve de\u011ferlendirme gibi farkl\u0131 bili\u015fsel faaliyet t\u00fcrlerinin \u00e7\u00f6z\u00fcmlenmesi ve geli\u015ftirilmesine dayal\u0131d\u0131r.<\/li>\n<li><em>problem tabanl\u0131 \u00f6\u011frenme<\/em> &#8212; ba\u015far\u0131l\u0131 problem \u00e7\u00f6z\u00fcc\u00fclerin problem \u00e7\u00f6zmede kulland\u0131klar\u0131 d\u00fc\u015f\u00fcnce s\u00fcre\u00e7lerinin analizine dayal\u0131d\u0131r.<\/li>\n<li><em>\u00f6\u011fretim tasar\u0131m\u0131 yakla\u015f\u0131m\u0131 <\/em>&#8212; \u00f6nceden belirlenmi\u015f \u00f6\u011frenme \u00e7\u0131kt\u0131lar\u0131na veya hedeflerine ba\u015far\u0131yla ula\u015f\u0131lmas\u0131n\u0131 sa\u011flayan \u00f6\u011fretimin tasar\u0131m\u0131 s\u00fcrecinin y\u00f6netimidir.<\/li>\n<\/ul>\n<p>Bili\u015fselciler, yeni enformasyonu nas\u0131l i\u015fleyip anlamland\u0131rd\u0131\u011f\u0131m\u0131za, bilgiye nas\u0131l eri\u015fip yorumlad\u0131\u011f\u0131m\u0131za, b\u00fct\u00fcnle\u015ftirdi\u011fimize, d\u00fczenledi\u011fimize ve y\u00f6netti\u011fimize ili\u015fkin anlay\u0131\u015f\u0131m\u0131z\u0131 ilerletmi\u015f ve \u00f6\u011frenenlerin zihinsel durumlar\u0131n\u0131 etkileyen ko\u015fullar\u0131 daha iyi anlamam\u0131z\u0131 sa\u011flam\u0131\u015flard\u0131r.<\/p>\n<div class=\"textbox exercises\">\n<h3 itemprop=\"educationalUse\">Etkinlik 2.4 Bili\u015fsel kuram\u0131n s\u0131n\u0131rl\u0131 y\u00f6nleri nelerdir?<\/h3>\n<ol>\n<li>Sizce hangi bilgi alanlar\u0131 en iyi bili\u015fsel yakla\u015f\u0131mla \u2018\u00f6\u011fretilir\u2019 veya \u2018\u00f6\u011frenilir\u2019?<\/li>\n<li>Sizce hangi bilgi alanlar\u0131n\u0131n bili\u015fsel yakla\u015f\u0131m kullan\u0131larak \u00f6\u011fretilmesi uygun olmaz?<\/li>\n<li>Neden b\u00f6yle d\u00fc\u015f\u00fcn\u00fcyorsunuz?<\/li>\n<\/ol>\n<\/div>\n<h2>KAYNAK\u00c7A<\/h2>\n<p>Anderson, L. and Krathwohl, D. (eds.) (2001). A Taxonomy for Learning, Teaching, and Assessing: A Revision of Bloom\u2019s Taxonomy of Educational Objectives New York: Longman.<\/p>\n<p>Atherton J. S. (2013) <a href=\"http:\/\/www.learningandteaching.info\/learning\/bloomtax.htm\">Learning and Teaching; Bloom\u2019s taxonomy<\/a>, retrieved 18 March 2015.<\/p>\n<p>Bloom, B. S.; Engelhart, M. D.; Furst, E. J.; Hill, W. H.; Krathwohl, D. R. (1956). Taxonomy of educational objectives: The classification of educational goals. Handbook I: Cognitive domain. New York: David McKay Company.<\/p>\n<p>Fontana, D. (1981) Psychology for Teachers London: Macmillan\/British Psychological Society.<\/p>\n","protected":false},"author":43,"menu_order":6,"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-219","chapter","type-chapter","status-publish","hentry"],"part":212,"_links":{"self":[{"href":"https:\/\/pressbooks.bccampus.ca\/tonybates\/wp-json\/pressbooks\/v2\/chapters\/219","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=219"}],"version-history":[{"count":4,"href":"https:\/\/pressbooks.bccampus.ca\/tonybates\/wp-json\/pressbooks\/v2\/chapters\/219\/revisions"}],"predecessor-version":[{"id":1201,"href":"https:\/\/pressbooks.bccampus.ca\/tonybates\/wp-json\/pressbooks\/v2\/chapters\/219\/revisions\/1201"}],"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\/219\/metadata\/"}],"wp:attachment":[{"href":"https:\/\/pressbooks.bccampus.ca\/tonybates\/wp-json\/wp\/v2\/media?parent=219"}],"wp:term":[{"taxonomy":"chapter-type","embeddable":true,"href":"https:\/\/pressbooks.bccampus.ca\/tonybates\/wp-json\/pressbooks\/v2\/chapter-type?post=219"},{"taxonomy":"contributor","embeddable":true,"href":"https:\/\/pressbooks.bccampus.ca\/tonybates\/wp-json\/wp\/v2\/contributor?post=219"},{"taxonomy":"license","embeddable":true,"href":"https:\/\/pressbooks.bccampus.ca\/tonybates\/wp-json\/wp\/v2\/license?post=219"}],"curies":[{"name":"wp","href":"https:\/\/api.w.org\/{rel}","templated":true}]}}