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\u015eekil 2.5 Proje \u00e7al\u0131\u015fmas\u0131, yap\u0131land\u0131rmac\u0131 \u00f6\u011frenme bi\u00e7imlerinden biridir.\u2018her birey, kendisinin merkezi oldu\u011fu ve s\u00fcrekli de\u011fi\u015fen bir deneyim d\u00fcnyas\u0131nda ya\u015far.\u2019<\/em><\/blockquote>\r\nD\u0131\u015f d\u00fcnya da, i\u015fte bu \u00f6zel d\u00fcnya ba\u011flam\u0131nda yorumlan\u0131r. Bir s\u00fcredir var olan ve insano\u011flunun ki\u015fisel anlam aray\u0131\u015f\u0131ndan kaynaklanan aktif ve \u00f6zg\u00fcr varl\u0131klar oldu\u011fu inanc\u0131, yap\u0131land\u0131rmac\u0131l\u0131\u011f\u0131n \u00f6nemli bir bile\u015fenidir.\r\n\r\nYap\u0131land\u0131rmac\u0131lar, do\u011fas\u0131 itibariyle bilginin \u00f6znel oldu\u011funa ve sahip oldu\u011fumuz alg\u0131lar\u0131n uzla\u015f\u0131m\u0131 sonucunda kar\u015f\u0131l\u0131kl\u0131 kabul g\u00f6rd\u00fc\u011f\u00fcne inan\u0131rlar. Bu g\u00f6r\u00fc\u015fe g\u00f6re, yeni bilgiyi bilenlerin bilmeyenlere aktarmas\u0131 ya da ezber yoluyla edinmeyiz; yeni bilgiyi in\u015fa ederiz, yani olu\u015ftururuz. Yap\u0131land\u0131rmac\u0131lar anlam\u0131n veya anlaman\u0131n, enformasyonu \u00f6z\u00fcmseyip var olan bilgilerimizle ili\u015fkilendirdikten sonra bili\u015fsel olarak i\u015flemek suretiyle (bir ba\u015fka deyi\u015fle d\u00fc\u015f\u00fcnmek veya yeni enformasyon \u00fcst\u00fcne yans\u0131tmak suretiyle) olu\u015ftu\u011funa inan\u0131rlar. Sosyal yap\u0131land\u0131rmac\u0131lar ise, bu s\u00fcrecin en iyi tart\u0131\u015fma ve sosyal etkile\u015fim yoluyla \u015fekillendi\u011fine inan\u0131rlar; b\u00f6ylece kendi anlay\u0131\u015f\u0131m\u0131z\u0131n do\u011frulu\u011funu di\u011ferlerininkilerle kar\u015f\u0131la\u015ft\u0131r\u0131p sonuca ula\u015f\u0131r\u0131z. Bir yap\u0131land\u0131rmac\u0131, fizik kanunlar\u0131n\u0131n bile insanlar taraf\u0131ndan kan\u0131t, g\u00f6zlem ve t\u00fcmdengelimli ak\u0131l y\u00fcr\u00fctme veya sezgisel d\u00fc\u015f\u00fcnme yoluyla olu\u015fturuldu\u011fu ve hatta daha da \u00f6nemlisi belirli gruplar\u0131n (bu \u00f6rnek i\u00e7erisinde bilim insanlar\u0131n\u0131n) do\u011fru ve ge\u00e7erli bilginin ne oldu\u011fu \u00fczerinde ortak bir karara ula\u015ft\u0131\u011f\u0131 i\u00e7in var oldu\u011funa inan\u0131r.\r\n\r\nYap\u0131land\u0131rmac\u0131lar, bireylerin ge\u00e7mi\u015f deneyimlerine ve mevcut duru\u015flar\u0131na g\u00f6re \u00e7evrelerini anlamland\u0131rmak amac\u0131yla bilin\u00e7li bir anlam aray\u0131\u015f\u0131nda oldu\u011funu savunur. Bu asl\u0131nda, kendi zihinleri i\u00e7erisinde d\u00fczensizlikten bir d\u00fczen yaratma, tutars\u0131zl\u0131klar\u0131 \u00e7\u00f6z\u00fcmleme ve d\u0131\u015f ger\u00e7eklikleri \u00f6nceki deneyimlerle uzla\u015ft\u0131rma \u00e7abas\u0131d\u0131r. Bu \u00e7aba, ki\u015fisel yans\u0131tma ve yeni bilgi aray\u0131\u015f\u0131ndan, fikirlerin di\u011ferleriyle sosyal ba\u011flant\u0131 i\u00e7erisinde s\u0131nanmas\u0131na uzanan karma\u015f\u0131k ve \u00e7ok y\u00f6nl\u00fc bir s\u00fcre\u00e7te hayata ge\u00e7irilir. Bilinenler ve yeniler aras\u0131ndaki ili\u015fkinin ke\u015ffedilmesi, benzerlik ve farkl\u0131l\u0131klar\u0131n bulunmas\u0131 ve varsay\u0131mlar\u0131n test edilmesi suretiyle problemler ve tutars\u0131zl\u0131klar \u00e7\u00f6z\u00fcme ula\u015ft\u0131r\u0131l\u0131r. Ger\u00e7ek, her zaman belirsiz ve dinamiktir.\r\n\r\nYap\u0131land\u0131rmac\u0131 kuram\u0131n sonu\u00e7lar\u0131ndan biri, her bireyin e\u015fsiz oldu\u011fudur. Bunun nedeni, bireylerin etkile\u015fimlerinde kendi farkl\u0131 deneyimlerini kullanmalar\u0131 ve dolay\u0131s\u0131yla kendi ki\u015fisel anlam aray\u0131\u015flar\u0131n\u0131n herkesten farkl\u0131 \u015fekilde sonu\u00e7lanmas\u0131d\u0131r. Dolay\u0131s\u0131yla, davran\u0131\u015f \u00f6ng\u00f6r\u00fclebilir veya belirlenimci de\u011fildir; en az\u0131ndan bireysel d\u00fczeyde\u2026 Ki bu, yap\u0131land\u0131rmac\u0131l\u0131\u011f\u0131 bili\u015fselcilikten ay\u0131ran en \u00f6nemli \u00f6zelliktir. Buradaki as\u0131l nokta \u015fudur: Yap\u0131land\u0131rmac\u0131lara g\u00f6re \u00f6\u011frenme, \u00f6\u011frenci, \u00f6\u011fretmen ve di\u011ferleri aras\u0131nda ileti\u015fim ve etkile\u015fim gerektiren sosyal bir s\u00fcre\u00e7tir. Teknoloji bu sosyal s\u00fcrecin yerine ge\u00e7emez, ancak s\u00fcreci kolayla\u015ft\u0131rabilir.\r\n2.5.2 YAPILANDIRMACI \u00d6\u011eRET\u0130M YAKLA\u015eIMLARI<\/h2>\r\nBir\u00e7ok e\u011fitimci i\u00e7in, \u00f6\u011frenmenin sosyal ba\u011flam\u0131 \u00e7ok \u00f6nemlidir. Fikirler yaln\u0131zca \u00f6\u011fretmenle de\u011fil, \u00f6\u011frencilerle, arkada\u015flarla ve meslekta\u015flarla da s\u0131nan\u0131r. Bilgi ise, sosyal s\u00fcre\u00e7ler veya sosyal olarak yap\u0131land\u0131r\u0131lm\u0131\u015f kurumlar yoluyla edinilir: okullar, \u00fcniversiteler ve g\u00fcn\u00fcm\u00fczde giderek daha da yo\u011fun olarak \u00e7evrimi\u00e7i topluluklar\u2026 Dolay\u0131s\u0131yla \u2018de\u011ferli\u2019 olarak nitelendirilen bilgi de, asl\u0131nda sosyal olarak yap\u0131land\u0131r\u0131l\u0131r.\r\n\r\nYap\u0131land\u0131rmac\u0131lar, \u00f6\u011frenmenin s\u00fcrekli ve dinamik bir s\u00fcre\u00e7 oldu\u011funa inan\u0131rlar. Kavramlar\u0131n veya ilkelerin anla\u015f\u0131lmas\u0131, zaman i\u00e7erisinde geli\u015fir ve derinle\u015fir. \u00d6rne\u011fin k\u00fc\u00e7\u00fck bir \u00e7ocukken, s\u0131cakl\u0131k kavram\u0131n\u0131 dokunarak anlar\u0131z. B\u00fcy\u00fcd\u00fck\u00e7e, s\u0131cakl\u0131\u011f\u0131n \u00f6l\u00e7\u00fclebilir ve nicelenebilir bir kavram oldu\u011funu fark ederiz: -20 derecenin \u00e7ok so\u011fuk oldu\u011fu gibi (-20 derecenin normal olarak nitelendirildi\u011fi Kanada veya Rusya gibi \u00fclkelerde ya\u015f\u0131yorsan\u0131z durum farkl\u0131 olabilir elbette)... Fen bilimlerini \u00f6\u011frenmeye ba\u015flad\u0131k\u00e7a s\u0131cakl\u0131\u011f\u0131 farkl\u0131 alg\u0131lamaya ba\u015flar\u0131z: \u00d6nce bir enerji transferi bi\u00e7imi olarak, daha sonra da atomlar\u0131n veya molek\u00fcllerin hareketleriyle ili\u015fkili bir enerji formu olarak\u2026 Her \u2018yeni\u2019 bile\u015fenin hem \u00f6nceki kavray\u0131\u015flarla veya anlamlarla hem de di\u011fer ilgili kavramlarla (molek\u00fcler fizik ve kimya gibi) b\u00fct\u00fcnle\u015fmesi gerekir.\r\n\r\nDolay\u0131s\u0131yla \u2018yap\u0131land\u0131rmac\u0131\u2019 \u00f6\u011fretmenler, yans\u0131tma, analiz ve bilgi tabakalar\u0131n\u0131n bilin\u00e7li ve s\u00fcrekli bir zihinsel i\u015flem yoluyla a\u015famal\u0131 olarak yap\u0131land\u0131r\u0131lmas\u0131 yoluyla, \u00f6\u011frenenlerin kendi ki\u015fisel anlamlar\u0131n\u0131 geli\u015ftirmelerine \u00f6nem verirler. Yans\u0131tma, seminerler, tart\u0131\u015fma forumlar\u0131, k\u00fc\u00e7\u00fck grup \u00e7al\u0131\u015fmalar\u0131 ve projeler, kamp\u00fcs e\u011fitiminde (B\u00f6l\u00fcm 3<\/a>\u2019de daha ayr\u0131nt\u0131l\u0131 tart\u0131\u015f\u0131lacakt\u0131r) yap\u0131land\u0131rmac\u0131 \u00f6\u011frenmeyi desteklemede kullan\u0131lan temel y\u00f6ntemlerdir. \u00c7evrimi\u00e7i i\u015f birli\u011fine dayal\u0131 \u00f6\u011frenme ve uygulama topluluklar\u0131 ise, \u00e7evrimi\u00e7i \u00f6\u011frenmede kullan\u0131lan (B\u00f6l\u00fcm 4<\/a>) \u00f6nemli yap\u0131land\u0131rmac\u0131 y\u00f6ntemlerdir.\r\n\r\n\u2018Uzmanlar\u2019 taraf\u0131ndan \u00f6nceden belirlenen bir dizi ad\u0131m veya s\u00fcrecin kullan\u0131lmas\u0131 suretiyle problem \u00e7\u00f6zmeye nesnelci bir bak\u0131\u015f a\u00e7\u0131s\u0131ndan yakla\u015fmak m\u00fcmk\u00fcn olsa bile, yap\u0131land\u0131rmac\u0131 bir yakla\u015f\u0131m da sergilenebilir. Problem \u00e7\u00f6zmeye yap\u0131land\u0131rmac\u0131 yakla\u015f\u0131mda \u00f6\u011fretmenin rehberlik d\u00fczeyi, s\u0131f\u0131r m\u00fcdahaleden problemin \u00e7\u00f6z\u00fcm\u00fcne ili\u015fkin baz\u0131 rehber ilkeler \u00f6ne s\u00fcrmeye veya \u00f6\u011frencileri problemin \u00e7\u00f6z\u00fcm\u00fcne ili\u015fkin olas\u0131 bilgi kaynaklar\u0131na y\u00f6nlendirmeden belli \u00e7\u00f6z\u00fcmler \u00fczerinde \u00f6\u011frencilerin beyin f\u0131rt\u0131nas\u0131 yapmaya y\u00f6nlendirilmesine kadar \u00e7e\u015fitli yo\u011funluklarda kendini g\u00f6sterebilir. \u00d6\u011frenciler grup \u00e7al\u0131\u015fmas\u0131 yapar, birbirlerine yard\u0131m eder ve probleme bulduklar\u0131 \u00e7\u00f6z\u00fcmleri kar\u015f\u0131la\u015ft\u0131r\u0131rlar. Problemin tek bir \u2018do\u011fru\u2019 \u00e7\u00f6z\u00fcm\u00fc olmayabilir, ancak problemin \u00e7\u00f6z\u00fcm\u00fc i\u00e7in belirlenen ba\u015far\u0131 kriterleri \u0131\u015f\u0131\u011f\u0131nda baz\u0131 \u00e7\u00f6z\u00fcmlerin di\u011ferlerinden daha \u2018uygun\u2019 oldu\u011fu sonucuna var\u0131l\u0131r.\r\n\r\nG\u00f6r\u00fcld\u00fc\u011f\u00fc gibi yap\u0131land\u0131rmac\u0131l\u0131\u011f\u0131n \u2018dereceleri\u2019 olabilir. \u00a0\u00d6\u011fretmen, \u00f6nce kendisini merkeze al\u0131p \u2018uygun\u2019 \u00e7\u0131kt\u0131lar\u0131n elde edilmesi i\u00e7in s\u00fcreci y\u00f6nlendirmeye yard\u0131m edebilir. Buradaki temel farkl\u0131l\u0131k, \u00f6\u011frencilerin kendi anlamlar\u0131n\u0131 olu\u015fturmak, bunu \u2018ger\u00e7ekli\u011fe\u2019 g\u00f6re sorgulamak ve sonu\u00e7 olarak anlam\u0131 yap\u0131land\u0131rmak i\u00e7in \u00e7al\u0131\u015fmak ve \u00e7aba sarf etmek zorunda olduklar\u0131d\u0131r.\r\n\r\nYap\u0131land\u0131rmac\u0131lar, davran\u0131\u015f\u00e7\u0131lardan farkl\u0131 olarak, \u00f6\u011fretmek i\u00e7in teknolojiye yakla\u015f\u0131rlar. Yap\u0131land\u0131rmac\u0131 bir perspektiften bak\u0131ld\u0131\u011f\u0131nda beyin, mevcut bilgisayar programlar\u0131ndan daha esnektir, daha karma\u015f\u0131kt\u0131r ve uyum yetene\u011fi daha fazlad\u0131r. Duygu, motivasyon, \u00f6zg\u00fcr irade, de\u011ferler ve daha geni\u015f yelpazede t\u00fcm insani hisler gibi insana \u00f6zg\u00fc \u00f6zellikler, insan\u0131n \u00f6\u011frenmesini bilgisayarlar\u0131n i\u015fleyi\u015finden olduk\u00e7a farkl\u0131 bir hale getirir. Bu d\u00fc\u015f\u00fcnceden yola \u00e7\u0131karak \u015funu s\u00f6yleyebiliriz: Bilgisayar bilimciler yaz\u0131l\u0131mlar\u0131 yaparken, \u00f6\u011frenmeyi davran\u0131\u015fc\u0131 bilgisayar programlaman\u0131n mevcut k\u0131s\u0131tlamalar\u0131 i\u00e7erisinde hapsetmek yerine, insanlar\u0131n \u00f6\u011frenme s\u00fcrecinin nas\u0131l i\u015fledi\u011fini yans\u0131tacak ve \u00f6\u011frenmeyi destekleyecek \u015fekilde \u00e7al\u0131\u015f\u0131rlarsa, e\u011fitime daha fazla katk\u0131 sa\u011flayacaklard\u0131r. Bu konu, B\u00f6l\u00fcm 5.4\u2019de ayr\u0131nt\u0131l\u0131 olarak tart\u0131\u015f\u0131lacakt\u0131r.\r\n\r\nYap\u0131land\u0131rmac\u0131 yakla\u015f\u0131mlar t\u00fcm bilgi alanlar\u0131na uygulanabilse de, yayg\u0131n olarak be\u015feri bilimler, sosyal bilimler, e\u011fitim ve daha az nicel konu alanlar\u0131nda kendini g\u00f6stermektedir.\r\n
\r\nEtkinlik 2.5 Yap\u0131land\u0131rmac\u0131l\u0131\u011f\u0131n s\u0131n\u0131rl\u0131 y\u00f6nleri nelerdir?<\/h3>\r\n
\r\n \t
- Sizce hangi bilgi alanlar\u0131 en iyi yap\u0131land\u0131rmac\u0131 yakla\u015f\u0131mla \u2018\u00f6\u011fretilir\u2019 veya \u2018\u00f6\u011frenilir\u2019?<\/li>\r\n \t
- Sizce hangi bilgi alanlar\u0131n\u0131n yap\u0131land\u0131rmac\u0131 yakla\u015f\u0131m kullan\u0131larak \u00f6\u011fretilmesi uygun olmaz?<\/li>\r\n \t
- Neden b\u00f6yle d\u00fc\u015f\u00fcn\u00fcyorsunuz?<\/li>\r\n<\/ol>\r\n<\/div>\r\n
KAYNAK\u00c7A<\/h2>\r\nRogers, C. (1969) Freedom to Learn Columbus, OH: Charles E. Merrill Publishing Co.\r\n\r\nYap\u0131land\u0131rmac\u0131l\u0131k \u00fczerine \u00e7ok say\u0131da kaynak bulunmaktad\u0131r; ancak en iyi kaynaklar\u0131n b\u00fcy\u00fck k\u0131sm\u0131, eski e\u011fitimci ve ara\u015ft\u0131rmac\u0131lar\u0131n orijinal kitaplar\u0131d\u0131r. Bunlardan baz\u0131lar\u0131:\r\n\r\nPiaget, J. and Inhelder, B., (1958) The Growth of Logical Thinking from Childhood to Adolescence New York: Basic Books, 1958.\r\n\r\nSearle, J. (1996) The construction of social reality. New York: Simon & Shuster.\r\n\r\nVygotsky, L. (1978) Mind in Society: Development of Higher Psychological Processes Cambridge MA: Harvard University Press.","rendered":"
\u015eekil 2.5 Proje \u00e7al\u0131\u015fmas\u0131, yap\u0131land\u0131rmac\u0131 \u00f6\u011frenme bi\u00e7imlerinden biridir.
Resim: \u00a9 Jim Olive, Environmental Protection Agency\/Wikipedia, 1972<\/figcaption><\/figure>\n
\n2.5.1 YAPILANDIRMACILIK NED\u0130R?<\/h2>\n
Davran\u0131\u015f ve \u00f6\u011frenmenin kurallara dayal\u0131 oldu\u011fu ve \u00f6\u011frenenin \u00f6\u011frenme \u00fczerinde hi\u00e7bir kontrole sahip olmad\u0131\u011f\u0131 (ya da \u00e7ok az kontrol edebildi\u011fi) \u00f6ng\u00f6r\u00fclebilir ve de\u011fi\u015fmez ko\u015fullar alt\u0131nda i\u015fledi\u011fine inan\u0131ld\u0131\u011f\u0131 g\u00f6z \u00f6n\u00fcne al\u0131nd\u0131\u011f\u0131nda, davran\u0131\u015f\u00e7\u0131 \u00f6\u011frenme kuram\u0131 ile bili\u015fsel \u00f6\u011frenme kuram\u0131n\u0131n baz\u0131 \u00f6gelerinin belirlenimci oldu\u011fu s\u00f6ylenebilir. Ancak yap\u0131land\u0131rmac\u0131lar, bilin\u00e7lili\u011fin, \u00f6zg\u00fcr iradenin ve sosyal etkilerin \u00f6\u011frenme \u00fczerindeki etkisini vurgularlar. Carl Rogers (1969) \u015f\u00f6yle der:<\/p>\n
\u2018her birey, kendisinin merkezi oldu\u011fu ve s\u00fcrekli de\u011fi\u015fen bir deneyim d\u00fcnyas\u0131nda ya\u015far.\u2019<\/em><\/p><\/blockquote>\n
D\u0131\u015f d\u00fcnya da, i\u015fte bu \u00f6zel d\u00fcnya ba\u011flam\u0131nda yorumlan\u0131r. Bir s\u00fcredir var olan ve insano\u011flunun ki\u015fisel anlam aray\u0131\u015f\u0131ndan kaynaklanan aktif ve \u00f6zg\u00fcr varl\u0131klar oldu\u011fu inanc\u0131, yap\u0131land\u0131rmac\u0131l\u0131\u011f\u0131n \u00f6nemli bir bile\u015fenidir.<\/p>\n
Yap\u0131land\u0131rmac\u0131lar, do\u011fas\u0131 itibariyle bilginin \u00f6znel oldu\u011funa ve sahip oldu\u011fumuz alg\u0131lar\u0131n uzla\u015f\u0131m\u0131 sonucunda kar\u015f\u0131l\u0131kl\u0131 kabul g\u00f6rd\u00fc\u011f\u00fcne inan\u0131rlar. Bu g\u00f6r\u00fc\u015fe g\u00f6re, yeni bilgiyi bilenlerin bilmeyenlere aktarmas\u0131 ya da ezber yoluyla edinmeyiz; yeni bilgiyi in\u015fa ederiz, yani olu\u015ftururuz. Yap\u0131land\u0131rmac\u0131lar anlam\u0131n veya anlaman\u0131n, enformasyonu \u00f6z\u00fcmseyip var olan bilgilerimizle ili\u015fkilendirdikten sonra bili\u015fsel olarak i\u015flemek suretiyle (bir ba\u015fka deyi\u015fle d\u00fc\u015f\u00fcnmek veya yeni enformasyon \u00fcst\u00fcne yans\u0131tmak suretiyle) olu\u015ftu\u011funa inan\u0131rlar. Sosyal yap\u0131land\u0131rmac\u0131lar ise, bu s\u00fcrecin en iyi tart\u0131\u015fma ve sosyal etkile\u015fim yoluyla \u015fekillendi\u011fine inan\u0131rlar; b\u00f6ylece kendi anlay\u0131\u015f\u0131m\u0131z\u0131n do\u011frulu\u011funu di\u011ferlerininkilerle kar\u015f\u0131la\u015ft\u0131r\u0131p sonuca ula\u015f\u0131r\u0131z. Bir yap\u0131land\u0131rmac\u0131, fizik kanunlar\u0131n\u0131n bile insanlar taraf\u0131ndan kan\u0131t, g\u00f6zlem ve t\u00fcmdengelimli ak\u0131l y\u00fcr\u00fctme veya sezgisel d\u00fc\u015f\u00fcnme yoluyla olu\u015fturuldu\u011fu ve hatta daha da \u00f6nemlisi belirli gruplar\u0131n (bu \u00f6rnek i\u00e7erisinde bilim insanlar\u0131n\u0131n) do\u011fru ve ge\u00e7erli bilginin ne oldu\u011fu \u00fczerinde ortak bir karara ula\u015ft\u0131\u011f\u0131 i\u00e7in var oldu\u011funa inan\u0131r.<\/p>\n
Yap\u0131land\u0131rmac\u0131lar, bireylerin ge\u00e7mi\u015f deneyimlerine ve mevcut duru\u015flar\u0131na g\u00f6re \u00e7evrelerini anlamland\u0131rmak amac\u0131yla bilin\u00e7li bir anlam aray\u0131\u015f\u0131nda oldu\u011funu savunur. Bu asl\u0131nda, kendi zihinleri i\u00e7erisinde d\u00fczensizlikten bir d\u00fczen yaratma, tutars\u0131zl\u0131klar\u0131 \u00e7\u00f6z\u00fcmleme ve d\u0131\u015f ger\u00e7eklikleri \u00f6nceki deneyimlerle uzla\u015ft\u0131rma \u00e7abas\u0131d\u0131r. Bu \u00e7aba, ki\u015fisel yans\u0131tma ve yeni bilgi aray\u0131\u015f\u0131ndan, fikirlerin di\u011ferleriyle sosyal ba\u011flant\u0131 i\u00e7erisinde s\u0131nanmas\u0131na uzanan karma\u015f\u0131k ve \u00e7ok y\u00f6nl\u00fc bir s\u00fcre\u00e7te hayata ge\u00e7irilir. Bilinenler ve yeniler aras\u0131ndaki ili\u015fkinin ke\u015ffedilmesi, benzerlik ve farkl\u0131l\u0131klar\u0131n bulunmas\u0131 ve varsay\u0131mlar\u0131n test edilmesi suretiyle problemler ve tutars\u0131zl\u0131klar \u00e7\u00f6z\u00fcme ula\u015ft\u0131r\u0131l\u0131r. Ger\u00e7ek, her zaman belirsiz ve dinamiktir.<\/p>\n
Yap\u0131land\u0131rmac\u0131 kuram\u0131n sonu\u00e7lar\u0131ndan biri, her bireyin e\u015fsiz oldu\u011fudur. Bunun nedeni, bireylerin etkile\u015fimlerinde kendi farkl\u0131 deneyimlerini kullanmalar\u0131 ve dolay\u0131s\u0131yla kendi ki\u015fisel anlam aray\u0131\u015flar\u0131n\u0131n herkesten farkl\u0131 \u015fekilde sonu\u00e7lanmas\u0131d\u0131r. Dolay\u0131s\u0131yla, davran\u0131\u015f \u00f6ng\u00f6r\u00fclebilir veya belirlenimci de\u011fildir; en az\u0131ndan bireysel d\u00fczeyde\u2026 Ki bu, yap\u0131land\u0131rmac\u0131l\u0131\u011f\u0131 bili\u015fselcilikten ay\u0131ran en \u00f6nemli \u00f6zelliktir. Buradaki as\u0131l nokta \u015fudur: Yap\u0131land\u0131rmac\u0131lara g\u00f6re \u00f6\u011frenme, \u00f6\u011frenci, \u00f6\u011fretmen ve di\u011ferleri aras\u0131nda ileti\u015fim ve etkile\u015fim gerektiren sosyal bir s\u00fcre\u00e7tir. Teknoloji bu sosyal s\u00fcrecin yerine ge\u00e7emez, ancak s\u00fcreci kolayla\u015ft\u0131rabilir.<\/p>\n
2.5.2 YAPILANDIRMACI \u00d6\u011eRET\u0130M YAKLA\u015eIMLARI<\/h2>\n
Bir\u00e7ok e\u011fitimci i\u00e7in, \u00f6\u011frenmenin sosyal ba\u011flam\u0131 \u00e7ok \u00f6nemlidir. Fikirler yaln\u0131zca \u00f6\u011fretmenle de\u011fil, \u00f6\u011frencilerle, arkada\u015flarla ve meslekta\u015flarla da s\u0131nan\u0131r. Bilgi ise, sosyal s\u00fcre\u00e7ler veya sosyal olarak yap\u0131land\u0131r\u0131lm\u0131\u015f kurumlar yoluyla edinilir: okullar, \u00fcniversiteler ve g\u00fcn\u00fcm\u00fczde giderek daha da yo\u011fun olarak \u00e7evrimi\u00e7i topluluklar\u2026 Dolay\u0131s\u0131yla \u2018de\u011ferli\u2019 olarak nitelendirilen bilgi de, asl\u0131nda sosyal olarak yap\u0131land\u0131r\u0131l\u0131r.<\/p>\n
Yap\u0131land\u0131rmac\u0131lar, \u00f6\u011frenmenin s\u00fcrekli ve dinamik bir s\u00fcre\u00e7 oldu\u011funa inan\u0131rlar. Kavramlar\u0131n veya ilkelerin anla\u015f\u0131lmas\u0131, zaman i\u00e7erisinde geli\u015fir ve derinle\u015fir. \u00d6rne\u011fin k\u00fc\u00e7\u00fck bir \u00e7ocukken, s\u0131cakl\u0131k kavram\u0131n\u0131 dokunarak anlar\u0131z. B\u00fcy\u00fcd\u00fck\u00e7e, s\u0131cakl\u0131\u011f\u0131n \u00f6l\u00e7\u00fclebilir ve nicelenebilir bir kavram oldu\u011funu fark ederiz: -20 derecenin \u00e7ok so\u011fuk oldu\u011fu gibi (-20 derecenin normal olarak nitelendirildi\u011fi Kanada veya Rusya gibi \u00fclkelerde ya\u015f\u0131yorsan\u0131z durum farkl\u0131 olabilir elbette)… Fen bilimlerini \u00f6\u011frenmeye ba\u015flad\u0131k\u00e7a s\u0131cakl\u0131\u011f\u0131 farkl\u0131 alg\u0131lamaya ba\u015flar\u0131z: \u00d6nce bir enerji transferi bi\u00e7imi olarak, daha sonra da atomlar\u0131n veya molek\u00fcllerin hareketleriyle ili\u015fkili bir enerji formu olarak\u2026 Her \u2018yeni\u2019 bile\u015fenin hem \u00f6nceki kavray\u0131\u015flarla veya anlamlarla hem de di\u011fer ilgili kavramlarla (molek\u00fcler fizik ve kimya gibi) b\u00fct\u00fcnle\u015fmesi gerekir.<\/p>\n
Dolay\u0131s\u0131yla \u2018yap\u0131land\u0131rmac\u0131\u2019 \u00f6\u011fretmenler, yans\u0131tma, analiz ve bilgi tabakalar\u0131n\u0131n bilin\u00e7li ve s\u00fcrekli bir zihinsel i\u015flem yoluyla a\u015famal\u0131 olarak yap\u0131land\u0131r\u0131lmas\u0131 yoluyla, \u00f6\u011frenenlerin kendi ki\u015fisel anlamlar\u0131n\u0131 geli\u015ftirmelerine \u00f6nem verirler. Yans\u0131tma, seminerler, tart\u0131\u015fma forumlar\u0131, k\u00fc\u00e7\u00fck grup \u00e7al\u0131\u015fmalar\u0131 ve projeler, kamp\u00fcs e\u011fitiminde (B\u00f6l\u00fcm 3<\/a>\u2019de daha ayr\u0131nt\u0131l\u0131 tart\u0131\u015f\u0131lacakt\u0131r) yap\u0131land\u0131rmac\u0131 \u00f6\u011frenmeyi desteklemede kullan\u0131lan temel y\u00f6ntemlerdir. \u00c7evrimi\u00e7i i\u015f birli\u011fine dayal\u0131 \u00f6\u011frenme ve uygulama topluluklar\u0131 ise, \u00e7evrimi\u00e7i \u00f6\u011frenmede kullan\u0131lan (B\u00f6l\u00fcm 4<\/a>) \u00f6nemli yap\u0131land\u0131rmac\u0131 y\u00f6ntemlerdir.<\/p>\n
\u2018Uzmanlar\u2019 taraf\u0131ndan \u00f6nceden belirlenen bir dizi ad\u0131m veya s\u00fcrecin kullan\u0131lmas\u0131 suretiyle problem \u00e7\u00f6zmeye nesnelci bir bak\u0131\u015f a\u00e7\u0131s\u0131ndan yakla\u015fmak m\u00fcmk\u00fcn olsa bile, yap\u0131land\u0131rmac\u0131 bir yakla\u015f\u0131m da sergilenebilir. Problem \u00e7\u00f6zmeye yap\u0131land\u0131rmac\u0131 yakla\u015f\u0131mda \u00f6\u011fretmenin rehberlik d\u00fczeyi, s\u0131f\u0131r m\u00fcdahaleden problemin \u00e7\u00f6z\u00fcm\u00fcne ili\u015fkin baz\u0131 rehber ilkeler \u00f6ne s\u00fcrmeye veya \u00f6\u011frencileri problemin \u00e7\u00f6z\u00fcm\u00fcne ili\u015fkin olas\u0131 bilgi kaynaklar\u0131na y\u00f6nlendirmeden belli \u00e7\u00f6z\u00fcmler \u00fczerinde \u00f6\u011frencilerin beyin f\u0131rt\u0131nas\u0131 yapmaya y\u00f6nlendirilmesine kadar \u00e7e\u015fitli yo\u011funluklarda kendini g\u00f6sterebilir. \u00d6\u011frenciler grup \u00e7al\u0131\u015fmas\u0131 yapar, birbirlerine yard\u0131m eder ve probleme bulduklar\u0131 \u00e7\u00f6z\u00fcmleri kar\u015f\u0131la\u015ft\u0131r\u0131rlar. Problemin tek bir \u2018do\u011fru\u2019 \u00e7\u00f6z\u00fcm\u00fc olmayabilir, ancak problemin \u00e7\u00f6z\u00fcm\u00fc i\u00e7in belirlenen ba\u015far\u0131 kriterleri \u0131\u015f\u0131\u011f\u0131nda baz\u0131 \u00e7\u00f6z\u00fcmlerin di\u011ferlerinden daha \u2018uygun\u2019 oldu\u011fu sonucuna var\u0131l\u0131r.<\/p>\n
G\u00f6r\u00fcld\u00fc\u011f\u00fc gibi yap\u0131land\u0131rmac\u0131l\u0131\u011f\u0131n \u2018dereceleri\u2019 olabilir. \u00a0\u00d6\u011fretmen, \u00f6nce kendisini merkeze al\u0131p \u2018uygun\u2019 \u00e7\u0131kt\u0131lar\u0131n elde edilmesi i\u00e7in s\u00fcreci y\u00f6nlendirmeye yard\u0131m edebilir. Buradaki temel farkl\u0131l\u0131k, \u00f6\u011frencilerin kendi anlamlar\u0131n\u0131 olu\u015fturmak, bunu \u2018ger\u00e7ekli\u011fe\u2019 g\u00f6re sorgulamak ve sonu\u00e7 olarak anlam\u0131 yap\u0131land\u0131rmak i\u00e7in \u00e7al\u0131\u015fmak ve \u00e7aba sarf etmek zorunda olduklar\u0131d\u0131r.<\/p>\n
Yap\u0131land\u0131rmac\u0131lar, davran\u0131\u015f\u00e7\u0131lardan farkl\u0131 olarak, \u00f6\u011fretmek i\u00e7in teknolojiye yakla\u015f\u0131rlar. Yap\u0131land\u0131rmac\u0131 bir perspektiften bak\u0131ld\u0131\u011f\u0131nda beyin, mevcut bilgisayar programlar\u0131ndan daha esnektir, daha karma\u015f\u0131kt\u0131r ve uyum yetene\u011fi daha fazlad\u0131r. Duygu, motivasyon, \u00f6zg\u00fcr irade, de\u011ferler ve daha geni\u015f yelpazede t\u00fcm insani hisler gibi insana \u00f6zg\u00fc \u00f6zellikler, insan\u0131n \u00f6\u011frenmesini bilgisayarlar\u0131n i\u015fleyi\u015finden olduk\u00e7a farkl\u0131 bir hale getirir. Bu d\u00fc\u015f\u00fcnceden yola \u00e7\u0131karak \u015funu s\u00f6yleyebiliriz: Bilgisayar bilimciler yaz\u0131l\u0131mlar\u0131 yaparken, \u00f6\u011frenmeyi davran\u0131\u015fc\u0131 bilgisayar programlaman\u0131n mevcut k\u0131s\u0131tlamalar\u0131 i\u00e7erisinde hapsetmek yerine, insanlar\u0131n \u00f6\u011frenme s\u00fcrecinin nas\u0131l i\u015fledi\u011fini yans\u0131tacak ve \u00f6\u011frenmeyi destekleyecek \u015fekilde \u00e7al\u0131\u015f\u0131rlarsa, e\u011fitime daha fazla katk\u0131 sa\u011flayacaklard\u0131r. Bu konu, B\u00f6l\u00fcm 5.4\u2019de ayr\u0131nt\u0131l\u0131 olarak tart\u0131\u015f\u0131lacakt\u0131r.<\/p>\n
Yap\u0131land\u0131rmac\u0131 yakla\u015f\u0131mlar t\u00fcm bilgi alanlar\u0131na uygulanabilse de, yayg\u0131n olarak be\u015feri bilimler, sosyal bilimler, e\u011fitim ve daha az nicel konu alanlar\u0131nda kendini g\u00f6stermektedir.<\/p>\n
\nEtkinlik 2.5 Yap\u0131land\u0131rmac\u0131l\u0131\u011f\u0131n s\u0131n\u0131rl\u0131 y\u00f6nleri nelerdir?<\/h3>\n
\n
- Sizce hangi bilgi alanlar\u0131 en iyi yap\u0131land\u0131rmac\u0131 yakla\u015f\u0131mla \u2018\u00f6\u011fretilir\u2019 veya \u2018\u00f6\u011frenilir\u2019?<\/li>\n
- Sizce hangi bilgi alanlar\u0131n\u0131n yap\u0131land\u0131rmac\u0131 yakla\u015f\u0131m kullan\u0131larak \u00f6\u011fretilmesi uygun olmaz?<\/li>\n
- Neden b\u00f6yle d\u00fc\u015f\u00fcn\u00fcyorsunuz?<\/li>\n<\/ol>\n<\/div>\n
KAYNAK\u00c7A<\/h2>\n
Rogers, C. (1969) Freedom to Learn Columbus, OH: Charles E. Merrill Publishing Co.<\/p>\n
Yap\u0131land\u0131rmac\u0131l\u0131k \u00fczerine \u00e7ok say\u0131da kaynak bulunmaktad\u0131r; ancak en iyi kaynaklar\u0131n b\u00fcy\u00fck k\u0131sm\u0131, eski e\u011fitimci ve ara\u015ft\u0131rmac\u0131lar\u0131n orijinal kitaplar\u0131d\u0131r. Bunlardan baz\u0131lar\u0131:<\/p>\n
Piaget, J. and Inhelder, B., (1958) The Growth of Logical Thinking from Childhood to Adolescence New York: Basic Books, 1958.<\/p>\n
Searle, J. (1996) The construction of social reality. New York: Simon & Shuster.<\/p>\n
Vygotsky, L. (1978) Mind in Society: Development of Higher Psychological Processes Cambridge MA: Harvard University Press.<\/p>\n","protected":false},"author":43,"menu_order":7,"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-221","chapter","type-chapter","status-publish","hentry"],"part":212,"_links":{"self":[{"href":"https:\/\/pressbooks.bccampus.ca\/tonybates\/wp-json\/pressbooks\/v2\/chapters\/221","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=221"}],"version-history":[{"count":6,"href":"https:\/\/pressbooks.bccampus.ca\/tonybates\/wp-json\/pressbooks\/v2\/chapters\/221\/revisions"}],"predecessor-version":[{"id":1202,"href":"https:\/\/pressbooks.bccampus.ca\/tonybates\/wp-json\/pressbooks\/v2\/chapters\/221\/revisions\/1202"}],"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\/221\/metadata\/"}],"wp:attachment":[{"href":"https:\/\/pressbooks.bccampus.ca\/tonybates\/wp-json\/wp\/v2\/media?parent=221"}],"wp:term":[{"taxonomy":"chapter-type","embeddable":true,"href":"https:\/\/pressbooks.bccampus.ca\/tonybates\/wp-json\/pressbooks\/v2\/chapter-type?post=221"},{"taxonomy":"contributor","embeddable":true,"href":"https:\/\/pressbooks.bccampus.ca\/tonybates\/wp-json\/wp\/v2\/contributor?post=221"},{"taxonomy":"license","embeddable":true,"href":"https:\/\/pressbooks.bccampus.ca\/tonybates\/wp-json\/wp\/v2\/license?post=221"}],"curies":[{"name":"wp","href":"https:\/\/api.w.org\/{rel}","templated":true}]}}