{"id":245,"date":"2017-11-18T06:39:10","date_gmt":"2017-11-18T11:39:10","guid":{"rendered":"https:\/\/pressbooks.bccampus.ca\/tonybates\/?post_type=chapter&#038;p=245"},"modified":"2019-02-26T15:08:30","modified_gmt":"2019-02-26T20:08:30","slug":"3-5-ciraklik-yaparak-ogrenme-1","status":"publish","type":"chapter","link":"https:\/\/pressbooks.bccampus.ca\/tonybates\/chapter\/3-5-ciraklik-yaparak-ogrenme-1\/","title":{"raw":"3.5 \u00c7IRAKLIK: YAPARAK \u00d6\u011eRENME (1)","rendered":"3.5 \u00c7IRAKLIK: YAPARAK \u00d6\u011eRENME (1)"},"content":{"raw":"[caption id=\"attachment_55\" align=\"aligncenter\" width=\"401\"]<img src=\"https:\/\/pressbooks.bccampus.ca\/tonybates\/wp-content\/uploads\/sites\/56\/2017\/09\/\u015eekil-3.5.1.jpg\" alt=\"\" width=\"401\" height=\"249\" class=\" wp-image-55\" \/> \u015eekil 3.5.1 BMW - Birle\u015fik Krall\u0131k \u00c7\u0131rak Al\u0131m\u0131, 2013<br \/>Resim: \u00a9 Motoring Insight, 2013[\/caption]\r\n\r\n<hr \/>\r\n\r\n<h2>3.5.1 Bir \u00f6\u011fretim y\u00f6ntemi olarak \u00e7\u0131rakl\u0131\u011f\u0131n \u00f6nemi<\/h2>\r\nYaparak \u00f6\u011frenme, Pratt\u2019\u0131n be\u015f \u00f6\u011fretme yakla\u015f\u0131m\u0131ndan biridir. Bloom ve arkada\u015flar\u0131, psikomotor becerileri 1956\u2019da \u00fc\u00e7\u00fcnc\u00fc \u00f6\u011frenme alan\u0131 olarak belirlemi\u015flerdir. Yaparak \u00f6\u011frenme, bisiklete binmeyi veya bir spor dal\u0131n\u0131 yapmay\u0131 \u00f6\u011frenme gibi motor becerileri \u00f6\u011fretmede yayg\u0131n olarak kullan\u0131lmaktad\u0131r. Laboratuvar \u00e7al\u0131\u015fmalar\u0131 veya t\u0131pta stajyerlik \u00f6rneklerinde oldu\u011fu gibi y\u00fcksek\u00f6\u011fretimde de kullan\u0131m\u0131 bulunmaktad\u0131r.\r\n\r\nAsl\u0131na bakarsan\u0131z bu kapsaml\u0131 ba\u015fl\u0131k, i\u00e7inde farkl\u0131 bir\u00e7ok yakla\u015f\u0131m\u0131 veya terimi bar\u0131nd\u0131r\u0131yor: ya\u015fant\u0131sal \u00f6\u011frenme, i\u015f birli\u011fine dayal\u0131 \u00f6\u011frenme, ser\u00fcvenle \u00f6\u011frenme ve \u00e7\u0131rakl\u0131k. Bu b\u00f6l\u00fcmde \u2018ya\u015fant\u0131sal \u00f6\u011frenme\u2019yi, yaparak \u00f6\u011frenmeye dair t\u00fcm bu yakla\u015f\u0131mlar\u0131 ifade eden \u015femsiye tabir olarak kullanaca\u011f\u0131m.\r\n\r\n\u00d6\u011frencilerin yaparak \u00f6\u011frenmesini sa\u011flayan \u00f6zel bir y\u00f6ntem olan \u00e7\u0131rakl\u0131k, s\u0131kl\u0131kla, deneyimli bir ustan\u0131n bir davran\u0131\u015f\u0131 g\u00f6stermesi \u00fczerine \u00e7\u0131ra\u011f\u0131n g\u00f6sterilen modeli yapmaya \u00e7al\u0131\u015ft\u0131\u011f\u0131 ve ustadan geri bildirim ald\u0131\u011f\u0131 mesleki e\u011fitim durumlar\u0131yla ili\u015fkilendirilir. Ancak \u00e7\u0131rakl\u0131k, \u00f6rt\u00fck de olsa, y\u00fcksek\u00f6\u011fretimde g\u00f6rev yapan \u00f6\u011fretim elemanlar\u0131n\u0131n e\u011fitiminde kullan\u0131lan en yayg\u0131n y\u00f6ntemdir. Dolay\u0131s\u0131yla, \u00f6\u011fretimde \u00e7\u0131rakl\u0131k yakla\u015f\u0131m\u0131n\u0131n kullan\u0131labilece\u011fi bir\u00e7ok alan oldu\u011funu s\u00f6ylemek yanl\u0131\u015f olmaz.\r\n\r\n\u00c7\u0131rakl\u0131k, \u00fcniversite d\u00fczeyindeki \u00f6\u011fretimde de bir bi\u00e7imde kullan\u0131lmaktad\u0131r. \u00d6zellikle \u00fcniversite \u00f6\u011fretim elemanlar\u0131n\u0131n hizmet i\u00e7i e\u011fitiminde genellikle \u00f6rt\u00fck bir \u015fekilde \u00e7\u0131rakl\u0131k modeline rastlamak m\u00fcmk\u00fcnd\u00fcr. Bu nedenle \u00e7\u0131rakl\u0131\u011f\u0131, ya\u015fant\u0131sal \u00a0\u00f6\u011frenmenin di\u011fer bi\u00e7imlerinden ayr\u0131 olarak ele alaca\u011f\u0131m.\r\n<h2>3.5.2 \u00c7\u0131rakl\u0131\u011f\u0131n temel \u00f6zellikleri<\/h2>\r\n[caption id=\"attachment_56\" align=\"aligncenter\" width=\"401\"]<img src=\"https:\/\/pressbooks.bccampus.ca\/tonybates\/wp-content\/uploads\/sites\/56\/2017\/09\/\u015eekil-3.5.3.2.jpg\" alt=\"\" width=\"401\" height=\"402\" class=\" wp-image-56\" \/> \u015eekil 3.5.3.2 Usta \u00e7\u0131ra\u011f\u0131 g\u00f6zlemlerken<br \/>Resim: \u00a9 BBC, 2014[\/caption]\r\n<blockquote>\r\n\r\n<hr \/>\r\n\r\n<em>\u2018\u00c7\u0131rakl\u0131\u011f\u0131n g\u00f6r\u00fcnmez bir olgu olmad\u0131\u011f\u0131n\u0131 hat\u0131rlamak gerekir. \u00c7\u0131rakl\u0131\u011f\u0131n baz\u0131 temel \u00f6geleri vard\u0131r: \u00f6\u011frenmeye farkl\u0131 bir pencereden bakmas\u0131, \u00f6\u011fretmen ve \u00f6\u011frencilere belirli rol ve stratejiler vermesi ve geli\u015fim a\u015famalar\u0131n\u0131n net ortaya konulmas\u0131 gibi\u2026 \u00c7\u0131rakl\u0131\u011f\u0131n geleneksel veya bili\u015fsel olmas\u0131 bunlar\u0131 de\u011fi\u015ftirmez. Bu \u00e7er\u00e7eveden bak\u0131ld\u0131\u011f\u0131nda unutulmamas\u0131 gereken \u015fey, ki\u015finin uzaktan \u00f6\u011frenemeyece\u011fidir. \u00c7\u0131rakl\u0131kta \u00f6\u011frenci, ger\u00e7ek bir deneyimin kendine \u00f6zg\u00fc, dinamik ve e\u015fsiz girdab\u0131n\u0131n i\u00e7erisinde aktif bi\u00e7imde yer alarak \u00f6\u011frenir.\u2019<\/em>\r\n<p style=\"text-align: right\">Pratt ve Johnson, 1998<\/p>\r\n<\/blockquote>\r\nSch\u00f6n (1983), \u00e7\u0131rakl\u0131\u011f\u0131n \u2018<em>s\u0131kl\u0131kla yanl\u0131\u015f veya eksik tan\u0131mlanm\u0131\u015f, problemli, belirsiz ve d\u00fczensiz olarak nitelendirilen uygulama durumlar\u0131ndan<\/em>\u2019 olu\u015ftu\u011funu s\u00f6yler. \u00c7\u0131rakl\u0131kta \u00f6\u011frenme, yaln\u0131zca yapmay\u0131 \u00f6\u011frenmek (aktif \u00f6\u011frenme) demek de\u011fildir; \u00f6\u011frenmenin uygulanaca\u011f\u0131 ba\u011flam\u0131n da do\u011fru olarak anla\u015f\u0131lmas\u0131n\u0131 gerektirir. Ayr\u0131ca, i\u015fin bir de sosyal ve k\u00fclt\u00fcrel boyutu bulunmaktad\u0131r: \u00f6\u011frenmenin sosyal ve k\u00fclt\u00fcrel \u00f6geleri, genel kabul g\u00f6ren uygulamalar ve alan uzmanlar\u0131n\u0131n gelenek, g\u00f6renek ve de\u011ferleri gibi\u2026\r\n\r\nPratt ve Johnson (1998), \u2018<em>belirli bir uygulama alan\u0131nda derin bilgiye ve beceriye sahip ki\u015fi<\/em>\u2019 olarak tan\u0131mlad\u0131klar\u0131 ustan\u0131n \u00f6zelliklerini \u015f\u00f6yle listeler:\r\n<ol>\r\n \t<li>Uzmanl\u0131k alan\u0131nda \u00f6nemli \u00f6l\u00e7\u00fcde bilgi sahibidir ve sahip oldu\u011fu bilgiyi zorlu uygulama ko\u015fullar\u0131nda uygulayabilir;<\/li>\r\n \t<li>Yeni enformasyon edinimini kolayla\u015ft\u0131ran iyi d\u00fczenlenmi\u015f ve eri\u015filebilir \u015femalar\u0131 (bili\u015fsel haritalar\u0131) vard\u0131r;<\/li>\r\n \t<li>Yeni bilgi edinimi, \u015femalar\u0131n b\u00fct\u00fcnle\u015ftirilmesi ve d\u00fczenlenmesi ile sahip olunan bilgi ve becerilerin farkl\u0131 ba\u011flamlarda uygulanmas\u0131 i\u00e7in geli\u015fmi\u015f da\u011farc\u0131klar\u0131 vard\u0131r;<\/li>\r\n \t<li>Yaln\u0131zca bir performans hedefine veya \u00f6d\u00fcle ula\u015fmak i\u00e7in \u00f6\u011frenmezler; uygulama topluluklar\u0131 i\u00e7erisindeki kimliklerini geli\u015ftirme s\u00fcrecinin bir par\u00e7as\u0131 olarak \u00f6\u011frenmeye g\u00fcd\u00fclenmi\u015ftir;<\/li>\r\n \t<li>Sahip olduklar\u0131 bilgileri s\u0131k s\u0131k a\u015fa\u011f\u0131daki bi\u00e7imlerde, \u00f6rt\u00fck olarak g\u00f6sterirler:\r\n<ul>\r\n \t<li>Kendili\u011finden yap\u0131lan eylemler ve verilen kararlar;<\/li>\r\n \t<li>Bir \u015feyleri yapmay\u0131 \u00f6\u011frenmi\u015f olman\u0131n fark\u0131nda olmama;<\/li>\r\n \t<li>Eylemlerinin ortaya \u00e7\u0131kard\u0131\u011f\u0131 \u2018bilme\u2019yi tan\u0131mlamada zorluk \u00e7ekme veya tan\u0131mlayamama.<\/li>\r\n<\/ul>\r\n<\/li>\r\n<\/ol>\r\nPratt ve Johnson, birbirinden farkl\u0131 ancak birbiriyle ili\u015fkili iki \u00e7\u0131rakl\u0131k bi\u00e7iminden de bahseder: geleneksel \u00e7\u0131rakl\u0131k ve bili\u015fsel \u00e7\u0131rakl\u0131k. Ustan\u0131n ve \u00f6\u011frencinin bir\u00e7ok a\u015famadan ge\u00e7ti\u011fi bir deneyim olan geleneksel \u00e7\u0131rakl\u0131k, bir motor becerinin veya bir el becerisinin geli\u015ftirilmesine dayal\u0131d\u0131r ve bir s\u00fcrecin \u00f6\u011frenilerek zaman i\u00e7erisinde o alanda ustal\u0131k geli\u015ftirmeyle sonu\u00e7lan\u0131r.\r\n<h2>3.5.3 \u00dcniversitede \u00e7\u0131rakl\u0131k<\/h2>\r\nBili\u015fsel veya entelekt\u00fcel \u00e7\u0131rakl\u0131k modeli ise biraz daha farkl\u0131d\u0131r. Motor becerilerin veya el \u00a0becerilerinin \u00f6\u011frenilmesiyle kar\u015f\u0131la\u015ft\u0131r\u0131ld\u0131\u011f\u0131nda, bu \u00f6\u011frenme bi\u00e7iminin g\u00f6zlemlenmesi daha zordur. Pratt ve Johnson\u2019a g\u00f6re, bu modelde ustan\u0131n ve \u00f6\u011frencinin bilgi ve becerilerin uygulanmas\u0131 esnas\u0131nda ne d\u00fc\u015f\u00fcnd\u00fcklerini ifade etmeleri ve bilginin geli\u015ftirildi\u011fi ba\u011flam\u0131 a\u00e7\u0131k\u00e7a ortaya koymalar\u0131 gerekir. Nitekim, bilginin geli\u015ftirildi\u011fi ve uyguland\u0131\u011f\u0131 durum son derece \u00f6nemlidir.\r\n\r\nPratt ve Johnson bili\u015fsel ve entelekt\u00fcel modellemenin (\u00f6rnekleme) be\u015f a\u015famas\u0131 oldu\u011funu s\u00f6yler (s. 99):\r\n<ol>\r\n \t<li>Modellemenin usta taraf\u0131ndan yap\u0131lmas\u0131 ve \u00f6\u011frencinin bir zihinsel model \/ \u015fema geli\u015ftirmesi;<\/li>\r\n \t<li>Ustan\u0131n deste\u011fi ve geri bildirimiyle (\u00f6\u011frenme deste\u011fi \/ ko\u00e7luk), \u00f6\u011frencinin modeli yinelemeye \u00e7al\u0131\u015fmas\u0131;<\/li>\r\n \t<li>Ustan\u0131n daha s\u0131n\u0131rl\u0131 deste\u011fiyle, \u00f6\u011frencinin modelin uygulama alan\u0131n\u0131 geni\u015fletmesi;<\/li>\r\n \t<li>Meslek taraf\u0131ndan kabul edilebilen belirli s\u0131n\u0131rlar i\u00e7erisinde \u00f6z-y\u00f6netimli \u00f6\u011frenme;<\/li>\r\n \t<li>Genelleme yap\u0131lmas\u0131; yani \u00f6\u011frenci ve ustan\u0131n, di\u011fer farkl\u0131 durumlarda modelin ne kadar \u00e7al\u0131\u015fabilece\u011fini veya farkl\u0131 durumlara nas\u0131l uyarlanabilece\u011fini tart\u0131\u015fmas\u0131.<\/li>\r\n<\/ol>\r\nPratt ve Johnson, bu \u00e7\u0131rakl\u0131k modelinin yeni atanm\u0131\u015f bir \u00f6\u011fretim \u00fcyesi i\u00e7in ne kadar ge\u00e7erli oldu\u011funa dair somut bir \u00f6rnek sunmaktad\u0131r (s. 100-101). Pratt ve Johnson\u2019a g\u00f6re, bili\u015fsel \u00e7\u0131rakl\u0131k i\u00e7in \u2018<em>yaln\u0131zca tek bir bak\u0131\u015f a\u00e7\u0131s\u0131 de\u011fil, uygulaman\u0131n ve uygulama ger\u00e7eklikleri i\u00e7erisinde \u00f6zg\u00fcn kat\u0131l\u0131m\u0131 ve tart\u0131\u015fmay\u0131 sa\u011flamak<\/em>\u2019 i\u00e7in gerekli f\u0131rsatlar\u0131n yarat\u0131lmas\u0131 \u00f6nemlidir. \u00c7\u0131rak, ustal\u0131\u011fa \u2018<em>yaln\u0131zca ve yaln\u0131zca b\u00f6yle bir aktif kat\u0131l\u0131m ile katmanla\u015ft\u0131r\u0131lm\u0131\u015f ve birikerek \u00e7o\u011falan bir deneyimle y\u00f6nelebilir<\/em>\u2019.\r\n\r\n\u00dcniversite d\u00fczeyinde \u00e7\u0131rakl\u0131k modelinin kar\u015f\u0131s\u0131ndaki en b\u00fcy\u00fck engel, genellikle modelin sistematik bir bi\u00e7imde uygulanm\u0131yor olmas\u0131d\u0131r. Yeni veya gen\u00e7 \u00f6\u011fretim elemanlar\u0131n\u0131n yaln\u0131zca kendi hocalar\u0131n\u0131 izleyerek nas\u0131l \u00f6\u011freteceklerini \u00f6\u011frenmelerini beklemek, i\u015fi \u00e7ok fazla \u015fansa b\u0131rakmak olacakt\u0131r.\r\n<h2>3.5.4 \u00c7evrimi\u00e7i \u00f6\u011frenme ortamlar\u0131nda \u00e7\u0131rakl\u0131k<\/h2>\r\n\u00d6\u011fretimde \u00e7\u0131rakl\u0131k modeli, hem y\u00fcz y\u00fcze hem de \u00e7evrimi\u00e7i ortamlarda i\u015fe yarayabilir; ancak i\u015fin i\u00e7erisinde bir \u00e7evrimi\u00e7i bile\u015fen varsa, en faydal\u0131 olaca\u011f\u0131 ortam karma veya harmanlanm\u0131\u015f olarak ifade etti\u011fimiz ortamlard\u0131r. Baz\u0131 kurumlar\u0131n \u00e7\u0131rakl\u0131k programlar\u0131nda yer alan materyalleri giderek \u00e7evrimi\u00e7i materyallere d\u00f6n\u00fc\u015ft\u00fcrmelerinin bir nedeni, \u00e7o\u011fu meslekte bili\u015fsel \u00f6\u011frenme \u00f6gesinin geli\u015fmi\u015f olmas\u0131d\u0131r. Nitekim, bir\u00e7ok meslekte matematik, elektrik m\u00fchendisli\u011fi ve elektronik gibi ileri d\u00fczey yetenekleri i\u00e7eren akademik becerilere ihtiya\u00e7 duyulmaktad\u0131r. \u00c7\u0131rakl\u0131\u011f\u0131n bu \u2018akademik\u2019 boyutu genellikle \u00e7evrimi\u00e7i olarak da ele al\u0131nabilir; b\u00f6ylece \u00e7\u0131raklar bu bile\u015feni i\u015fba\u015f\u0131nda olmad\u0131klar\u0131 zaman \u00e7al\u0131\u015f\u0131p hem kendileri hem de i\u015fverenleri i\u00e7in zaman tasarrufu yapabilirler.\r\n\r\n\u00d6rne\u011fin araba tamircili\u011fi alan\u0131nda \u00e7\u0131raklar i\u00e7in 13 haftal\u0131k bir program y\u00fcr\u00fcten Kanada\u2019daki Vancouver Meslek Y\u00fcksekokulu[footnote]Community College, Amerikan e\u011fitim sisteminde bulunan ve meslek e\u011fitimi veren b\u00f6lgesel y\u00fcksek\u00f6\u011fretim kurumlar\u0131d\u0131r. Bizdeki kar\u015f\u0131l\u0131klar\u0131n\u0131n, meslek y\u00fcksekokullar\u0131 oldu\u011fu s\u00f6ylenebilir (\u00c7.N.)\u0131r. [\/footnote], \u00a0program\u0131n 10 haftas\u0131n\u0131 halihaz\u0131rda sekt\u00f6rde \u00e7al\u0131\u015fmakta olan niteliksiz i\u015f\u00e7iler i\u00e7in \u00e7evrimi\u00e7i ortamda vermektedir. Okul \u00e7evrimi\u00e7i \u00f6\u011frenmeyi program\u0131n kuramsal k\u0131sm\u0131 i\u00e7in kullanmakta, araba tamirat\u0131na ili\u015fkin prosed\u00fcr ve uygulamalar\u0131n g\u00f6sterildi\u011fi basit videolar\u0131 da \u00f6\u011frencilerle payla\u015fmaktad\u0131r. Programa devam eden t\u00fcm \u00f6\u011frenciler bir usta nezaretinde \u00e7al\u0131\u015fan \u00e7\u0131raklar oldu\u011fundan, videolarda g\u00f6sterilen uygulamalar\u0131n bir k\u0131sm\u0131n\u0131 i\u015f yerlerinde g\u00f6zetim alt\u0131nda deneyebilmektedir. Program\u0131n son \u00fc\u00e7 haftas\u0131nda, \u00f6\u011frenciler y\u00fcz y\u00fcze uygulama i\u00e7in okula gelmek durumundad\u0131r. Yap\u0131lan de\u011ferlendirme sonucunda kendilerinden beklenen becerileri elde etti\u011fi g\u00f6r\u00fclenler i\u015f yerlerine geri d\u00f6nerler; b\u00f6ylece, e\u011fitmenler beceriye en \u00e7ok ihtiya\u00e7 duyanlar\u0131n \u00fczerine e\u011filebilir.\r\n\r\nOkulun i\u015f yerlerindeki ustalarla birlikte \u00e7al\u0131\u015fmas\u0131na olanak veren okul-sanayi i\u015f birli\u011fi, bu yar\u0131-uzaktan program\u0131n en \u00f6nemli unsurlar\u0131ndan biridir. Bu i\u015f birli\u011fi, \u00f6zellikle de niteliksiz elemanlar\u0131n yeti\u015ftirilerek bilgi-beceri ihtiyac\u0131 duyulan alanlarda istihdam edilmesine katk\u0131 sa\u011flamaktad\u0131r.\r\n<h2>3.5.5 G\u00fc\u00e7l\u00fc ve zay\u0131f y\u00f6nler<\/h2>\r\n\u00c7\u0131rakl\u0131k modelinin \u00f6nemli avantajlar\u0131 \u015f\u00f6yle \u00f6zetlenebilir:\r\n<ul>\r\n \t<li>\u00d6\u011frenme ve \u00f6\u011fretme, karma\u015f\u0131k ve de\u011fi\u015fken durumlar i\u00e7erisine derin olarak yerle\u015fmi\u015ftir ve b\u00f6ylece ger\u00e7ek d\u00fcnya ko\u015fullar\u0131na h\u0131zla uyum sa\u011flamay\u0131 m\u00fcmk\u00fcn k\u0131lar.<\/li>\r\n \t<li>\u00d6\u011fretimi g\u00fcnl\u00fck \u00e7al\u0131\u015fma rutinlerinin i\u00e7erisine dahil edebilen uzman ki\u015filerin zamanlar\u0131n\u0131n etkin kullan\u0131lmas\u0131n\u0131 sa\u011flar.<\/li>\r\n \t<li>\u00d6\u011frencilere hedefleyebilecekleri net modeller ve ama\u00e7lar sunar.<\/li>\r\n \t<li>\u00d6\u011frencilerin, mesle\u011fin norm ve de\u011ferlerini meslek k\u00fclt\u00fcr\u00fc i\u00e7erisinde edinmelerini sa\u011flar.<\/li>\r\n<\/ul>\r\nDi\u011fer taraftan, \u00f6zellikle de y\u00fcksek\u00f6\u011fretim d\u00fczeyinde kullan\u0131m\u0131 a\u00e7\u0131s\u0131ndan \u00e7\u0131rakl\u0131k yakla\u015f\u0131m\u0131n\u0131n \u00f6nemli k\u0131s\u0131tlar\u0131 bulunmaktad\u0131r:\r\n<ul>\r\n \t<li>Ustalar\u0131n sahip oldu\u011fu bilgilerin \u00e7o\u011fu \u00f6rt\u00fck bilgilerdir. Bunun nedeni, k\u0131smen, uzmanl\u0131klar\u0131n\u0131n \u00e7ok farkl\u0131 faaliyetler neticesinde yava\u015f yava\u015f olu\u015fmu\u015f olmas\u0131d\u0131r.<\/li>\r\n \t<li>Uzmanlar, do\u011fal olarak yap\u0131land\u0131rd\u0131klar\u0131 \u015femay\u0131 ve \u2018derin\u2019 bilgiyi s\u00f6zl\u00fc olarak ifade etmekte \u00e7o\u011fu zaman zorlan\u0131rlar. Bu nedenle de \u00f6\u011frenciler, kendilerinden beklenenleri tahmin etmek zorunda kalabilirler.<\/li>\r\n \t<li>Uzmanlar, genellikle yaln\u0131zca modelleme veya \u00f6rnekleme y\u00f6ntemini kullan\u0131r ve \u00f6\u011frencilerin kendilerini faaliyet halinde izleyerek gerekli bilgi ve becerileri \u2018kapmas\u0131\u2019n\u0131 bekler. Halbuki, \u00e7\u0131rakl\u0131k modelinin ba\u015far\u0131l\u0131 olmas\u0131n\u0131 sa\u011flayacak di\u011fer a\u015famalar\u0131n da dikkate al\u0131nmas\u0131 gerekir.<\/li>\r\n \t<li>Bir uzman\u0131n birlikte \u00e7al\u0131\u015fabilece\u011fi \u00f6\u011frenci say\u0131s\u0131 olduk\u00e7a k\u0131s\u0131tl\u0131d\u0131r. Nitekim uzmanlar\u0131n \u00e7o\u011fu olduk\u00e7a yo\u011fun i\u015f ko\u015fullar\u0131nda g\u00f6rev yapt\u0131klar\u0131ndan, meslekteki yeni \u00f6\u011frencilerin gereksinimlerine dikkat etmek veya yan\u0131t vermek i\u00e7in \u00e7ok k\u0131s\u0131tl\u0131 zamanlar\u0131 vard\u0131r.<\/li>\r\n \t<li>Geleneksel mesleki \u00e7\u0131rakl\u0131k programlar\u0131n\u0131n y\u0131pranma oran\u0131 olduk\u00e7a y\u00fcksektir. \u00d6rne\u011fin, Britanya Kolumbiyas\u0131\u2019nda (British Columbia) \u00f6rg\u00fcn ve y\u00fcz y\u00fcze bir mesleki \u00e7\u0131rakl\u0131k program\u0131na kaydolan \u00f6\u011frencilerin %60\u2019\u0131 program\u0131 tamamlamadan programdan ayr\u0131lmaktad\u0131r. Sonu\u00e7 olarak, i\u015f g\u00fcc\u00fc i\u00e7erisinde tamamen akreditasyonu olmayan \u00e7ok say\u0131da deneyimli esnaf bulunmaktad\u0131r. Nitelikli \u00e7al\u0131\u015fanlara gereksinim duyulan g\u00fcn\u00fcm\u00fczde, bu durum hem \u00e7al\u0131\u015fanlar\u0131n kariyer geli\u015fimini engellemekte hem de ekonomik kalk\u0131nmay\u0131 yava\u015flatmaktad\u0131r.<\/li>\r\n \t<li>\u0130\u015f d\u00fcnyas\u0131 i\u00e7erisinde h\u0131zl\u0131 bir de\u011fi\u015fime u\u011frayan meslek veya zanaatlarda, \u00e7\u0131rakl\u0131k modeli uyum s\u00fcrecini veya \u00e7al\u0131\u015fma y\u00f6ntemlerindeki de\u011fi\u015fimi yava\u015flatabilir. \u2018Usta\u2019 taraf\u0131ndan \u00e7\u0131raklara aktar\u0131lan geleneksel de\u011fer ve normlar\u0131n uygulanmas\u0131, i\u015f\u00e7ilerin kar\u015f\u0131 kar\u015f\u0131ya kald\u0131\u011f\u0131 yeni ko\u015fullar i\u00e7in ge\u00e7erli olmayabilir. \u00c7\u0131rakl\u0131k modelinin bu k\u0131s\u0131t\u0131, \u00f6\u011fretime ili\u015fkin geleneksel de\u011fer ve normlar\u0131n yeni teknolojiler veya y\u00fcksek\u00f6\u011fretimin kitleselle\u015fmesi gibi d\u0131\u015f g\u00fc\u00e7lerle \u00e7at\u0131\u015fma i\u00e7erisinde oldu\u011fu y\u00fcksek\u00f6\u011fretim sekt\u00f6r\u00fc i\u00e7erisinde net olarak g\u00f6r\u00fclebilir.<\/li>\r\n<\/ul>\r\nBununla birlikte do\u011fru ve sistematik olarak uyguland\u0131\u011f\u0131 takdirde \u00e7\u0131rakl\u0131k modeli, ger\u00e7ek d\u00fcnya ko\u015fullar\u0131n\u0131n ge\u00e7erli oldu\u011fu karma\u015f\u0131k durumlarda olduk\u00e7a faydal\u0131 bir \u00f6\u011fretim modelidir.\r\n<div class=\"textbox exercises\">\r\n<h3>Etkinlik 3.5 \u00c7\u0131rakl\u0131k modelinin y\u00fcksek\u00f6\u011fretimde uygulanmas\u0131<\/h3>\r\n<ol>\r\n \t<li>\u00dcniversitelerde e\u011fitmenlik yapman\u0131n \u00e7\u0131rakl\u0131k modeline dayal\u0131 oldu\u011fu fikrini kabul ediyor musunuz? Sizce hangi y\u00f6nlerden \u00e7\u0131rakl\u0131k modeliyle benze\u015fiyor, hangi y\u00f6nlerden farkl\u0131la\u015f\u0131yor? Sizce bu model nas\u0131l daha iyile\u015ftirilebilir?<\/li>\r\n \t<li>\u00c7\u0131rakl\u0131k modelinin baz\u0131 unsurlar\u0131n\u0131n \u00e7evrimi\u00e7i ortamlarda da s\u0131n\u0131f i\u00e7erisinde oldu\u011fu kadar etkili kullan\u0131labilece\u011fini d\u00fc\u015f\u00fcn\u00fcyor musunuz? E\u011fer yan\u0131t\u0131n\u0131z evet ise, hangi unsurlar kullan\u0131labilir?<\/li>\r\n \t<li>E\u011fer \u00e7\u0131rakl\u0131k modelini kullan\u0131yorsan\u0131z, kitab\u0131n bu b\u00f6l\u00fcm\u00fcn\u00fcn modeli yeterince betimleyebildi\u011fini d\u00fc\u015f\u00fcn\u00fcyor musunuz? E\u011fer d\u00fc\u015f\u00fcnm\u00fcyorsan\u0131z, sizce eksikler nelerdir?<\/li>\r\n<\/ol>\r\n<\/div>\r\n<h2>Kaynak\u00e7a<\/h2>\r\nPratt, D. and Johnson, J. (1998) \u2018The Apprenticeship Perspective: Modelling Ways of Being\u2019 in Pratt, D. (ed.) <em>Five Perspectives on Teaching in Adult and Higher Education<\/em> Malabar FL: Krieger Publishing Company.\r\n\r\nSch\u00f6n, D. (1983) <em>The Reflective Practitioner: How Professionals Think in Action<\/em> New York: Basic Books.","rendered":"<figure id=\"attachment_55\" aria-describedby=\"caption-attachment-55\" 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\/\u015eekil-3.5.1.jpg\" alt=\"\" width=\"401\" height=\"249\" class=\"wp-image-55\" srcset=\"https:\/\/pressbooks.bccampus.ca\/tonybates\/wp-content\/uploads\/sites\/56\/2017\/09\/\u015eekil-3.5.1.jpg 610w, https:\/\/pressbooks.bccampus.ca\/tonybates\/wp-content\/uploads\/sites\/56\/2017\/09\/\u015eekil-3.5.1-300x186.jpg 300w, https:\/\/pressbooks.bccampus.ca\/tonybates\/wp-content\/uploads\/sites\/56\/2017\/09\/\u015eekil-3.5.1-65x40.jpg 65w, https:\/\/pressbooks.bccampus.ca\/tonybates\/wp-content\/uploads\/sites\/56\/2017\/09\/\u015eekil-3.5.1-225x140.jpg 225w, https:\/\/pressbooks.bccampus.ca\/tonybates\/wp-content\/uploads\/sites\/56\/2017\/09\/\u015eekil-3.5.1-350x217.jpg 350w\" sizes=\"auto, (max-width: 401px) 100vw, 401px\" \/><figcaption id=\"caption-attachment-55\" class=\"wp-caption-text\">\u015eekil 3.5.1 BMW &#8211; Birle\u015fik Krall\u0131k \u00c7\u0131rak Al\u0131m\u0131, 2013<br \/>Resim: \u00a9 Motoring Insight, 2013<\/figcaption><\/figure>\n<hr \/>\n<h2>3.5.1 Bir \u00f6\u011fretim y\u00f6ntemi olarak \u00e7\u0131rakl\u0131\u011f\u0131n \u00f6nemi<\/h2>\n<p>Yaparak \u00f6\u011frenme, Pratt\u2019\u0131n be\u015f \u00f6\u011fretme yakla\u015f\u0131m\u0131ndan biridir. Bloom ve arkada\u015flar\u0131, psikomotor becerileri 1956\u2019da \u00fc\u00e7\u00fcnc\u00fc \u00f6\u011frenme alan\u0131 olarak belirlemi\u015flerdir. Yaparak \u00f6\u011frenme, bisiklete binmeyi veya bir spor dal\u0131n\u0131 yapmay\u0131 \u00f6\u011frenme gibi motor becerileri \u00f6\u011fretmede yayg\u0131n olarak kullan\u0131lmaktad\u0131r. Laboratuvar \u00e7al\u0131\u015fmalar\u0131 veya t\u0131pta stajyerlik \u00f6rneklerinde oldu\u011fu gibi y\u00fcksek\u00f6\u011fretimde de kullan\u0131m\u0131 bulunmaktad\u0131r.<\/p>\n<p>Asl\u0131na bakarsan\u0131z bu kapsaml\u0131 ba\u015fl\u0131k, i\u00e7inde farkl\u0131 bir\u00e7ok yakla\u015f\u0131m\u0131 veya terimi bar\u0131nd\u0131r\u0131yor: ya\u015fant\u0131sal \u00f6\u011frenme, i\u015f birli\u011fine dayal\u0131 \u00f6\u011frenme, ser\u00fcvenle \u00f6\u011frenme ve \u00e7\u0131rakl\u0131k. Bu b\u00f6l\u00fcmde \u2018ya\u015fant\u0131sal \u00f6\u011frenme\u2019yi, yaparak \u00f6\u011frenmeye dair t\u00fcm bu yakla\u015f\u0131mlar\u0131 ifade eden \u015femsiye tabir olarak kullanaca\u011f\u0131m.<\/p>\n<p>\u00d6\u011frencilerin yaparak \u00f6\u011frenmesini sa\u011flayan \u00f6zel bir y\u00f6ntem olan \u00e7\u0131rakl\u0131k, s\u0131kl\u0131kla, deneyimli bir ustan\u0131n bir davran\u0131\u015f\u0131 g\u00f6stermesi \u00fczerine \u00e7\u0131ra\u011f\u0131n g\u00f6sterilen modeli yapmaya \u00e7al\u0131\u015ft\u0131\u011f\u0131 ve ustadan geri bildirim ald\u0131\u011f\u0131 mesleki e\u011fitim durumlar\u0131yla ili\u015fkilendirilir. Ancak \u00e7\u0131rakl\u0131k, \u00f6rt\u00fck de olsa, y\u00fcksek\u00f6\u011fretimde g\u00f6rev yapan \u00f6\u011fretim elemanlar\u0131n\u0131n e\u011fitiminde kullan\u0131lan en yayg\u0131n y\u00f6ntemdir. Dolay\u0131s\u0131yla, \u00f6\u011fretimde \u00e7\u0131rakl\u0131k yakla\u015f\u0131m\u0131n\u0131n kullan\u0131labilece\u011fi bir\u00e7ok alan oldu\u011funu s\u00f6ylemek yanl\u0131\u015f olmaz.<\/p>\n<p>\u00c7\u0131rakl\u0131k, \u00fcniversite d\u00fczeyindeki \u00f6\u011fretimde de bir bi\u00e7imde kullan\u0131lmaktad\u0131r. \u00d6zellikle \u00fcniversite \u00f6\u011fretim elemanlar\u0131n\u0131n hizmet i\u00e7i e\u011fitiminde genellikle \u00f6rt\u00fck bir \u015fekilde \u00e7\u0131rakl\u0131k modeline rastlamak m\u00fcmk\u00fcnd\u00fcr. Bu nedenle \u00e7\u0131rakl\u0131\u011f\u0131, ya\u015fant\u0131sal \u00a0\u00f6\u011frenmenin di\u011fer bi\u00e7imlerinden ayr\u0131 olarak ele alaca\u011f\u0131m.<\/p>\n<h2>3.5.2 \u00c7\u0131rakl\u0131\u011f\u0131n temel \u00f6zellikleri<\/h2>\n<figure id=\"attachment_56\" aria-describedby=\"caption-attachment-56\" 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\/\u015eekil-3.5.3.2.jpg\" alt=\"\" width=\"401\" height=\"402\" class=\"wp-image-56\" srcset=\"https:\/\/pressbooks.bccampus.ca\/tonybates\/wp-content\/uploads\/sites\/56\/2017\/09\/\u015eekil-3.5.3.2.jpg 546w, https:\/\/pressbooks.bccampus.ca\/tonybates\/wp-content\/uploads\/sites\/56\/2017\/09\/\u015eekil-3.5.3.2-150x150.jpg 150w, https:\/\/pressbooks.bccampus.ca\/tonybates\/wp-content\/uploads\/sites\/56\/2017\/09\/\u015eekil-3.5.3.2-300x300.jpg 300w, https:\/\/pressbooks.bccampus.ca\/tonybates\/wp-content\/uploads\/sites\/56\/2017\/09\/\u015eekil-3.5.3.2-65x65.jpg 65w, https:\/\/pressbooks.bccampus.ca\/tonybates\/wp-content\/uploads\/sites\/56\/2017\/09\/\u015eekil-3.5.3.2-225x225.jpg 225w, https:\/\/pressbooks.bccampus.ca\/tonybates\/wp-content\/uploads\/sites\/56\/2017\/09\/\u015eekil-3.5.3.2-350x351.jpg 350w\" sizes=\"auto, (max-width: 401px) 100vw, 401px\" \/><figcaption id=\"caption-attachment-56\" class=\"wp-caption-text\">\u015eekil 3.5.3.2 Usta \u00e7\u0131ra\u011f\u0131 g\u00f6zlemlerken<br \/>Resim: \u00a9 BBC, 2014<\/figcaption><\/figure>\n<blockquote>\n<hr \/>\n<p><em>\u2018\u00c7\u0131rakl\u0131\u011f\u0131n g\u00f6r\u00fcnmez bir olgu olmad\u0131\u011f\u0131n\u0131 hat\u0131rlamak gerekir. \u00c7\u0131rakl\u0131\u011f\u0131n baz\u0131 temel \u00f6geleri vard\u0131r: \u00f6\u011frenmeye farkl\u0131 bir pencereden bakmas\u0131, \u00f6\u011fretmen ve \u00f6\u011frencilere belirli rol ve stratejiler vermesi ve geli\u015fim a\u015famalar\u0131n\u0131n net ortaya konulmas\u0131 gibi\u2026 \u00c7\u0131rakl\u0131\u011f\u0131n geleneksel veya bili\u015fsel olmas\u0131 bunlar\u0131 de\u011fi\u015ftirmez. Bu \u00e7er\u00e7eveden bak\u0131ld\u0131\u011f\u0131nda unutulmamas\u0131 gereken \u015fey, ki\u015finin uzaktan \u00f6\u011frenemeyece\u011fidir. \u00c7\u0131rakl\u0131kta \u00f6\u011frenci, ger\u00e7ek bir deneyimin kendine \u00f6zg\u00fc, dinamik ve e\u015fsiz girdab\u0131n\u0131n i\u00e7erisinde aktif bi\u00e7imde yer alarak \u00f6\u011frenir.\u2019<\/em><\/p>\n<p style=\"text-align: right\">Pratt ve Johnson, 1998<\/p>\n<\/blockquote>\n<p>Sch\u00f6n (1983), \u00e7\u0131rakl\u0131\u011f\u0131n \u2018<em>s\u0131kl\u0131kla yanl\u0131\u015f veya eksik tan\u0131mlanm\u0131\u015f, problemli, belirsiz ve d\u00fczensiz olarak nitelendirilen uygulama durumlar\u0131ndan<\/em>\u2019 olu\u015ftu\u011funu s\u00f6yler. \u00c7\u0131rakl\u0131kta \u00f6\u011frenme, yaln\u0131zca yapmay\u0131 \u00f6\u011frenmek (aktif \u00f6\u011frenme) demek de\u011fildir; \u00f6\u011frenmenin uygulanaca\u011f\u0131 ba\u011flam\u0131n da do\u011fru olarak anla\u015f\u0131lmas\u0131n\u0131 gerektirir. Ayr\u0131ca, i\u015fin bir de sosyal ve k\u00fclt\u00fcrel boyutu bulunmaktad\u0131r: \u00f6\u011frenmenin sosyal ve k\u00fclt\u00fcrel \u00f6geleri, genel kabul g\u00f6ren uygulamalar ve alan uzmanlar\u0131n\u0131n gelenek, g\u00f6renek ve de\u011ferleri gibi\u2026<\/p>\n<p>Pratt ve Johnson (1998), \u2018<em>belirli bir uygulama alan\u0131nda derin bilgiye ve beceriye sahip ki\u015fi<\/em>\u2019 olarak tan\u0131mlad\u0131klar\u0131 ustan\u0131n \u00f6zelliklerini \u015f\u00f6yle listeler:<\/p>\n<ol>\n<li>Uzmanl\u0131k alan\u0131nda \u00f6nemli \u00f6l\u00e7\u00fcde bilgi sahibidir ve sahip oldu\u011fu bilgiyi zorlu uygulama ko\u015fullar\u0131nda uygulayabilir;<\/li>\n<li>Yeni enformasyon edinimini kolayla\u015ft\u0131ran iyi d\u00fczenlenmi\u015f ve eri\u015filebilir \u015femalar\u0131 (bili\u015fsel haritalar\u0131) vard\u0131r;<\/li>\n<li>Yeni bilgi edinimi, \u015femalar\u0131n b\u00fct\u00fcnle\u015ftirilmesi ve d\u00fczenlenmesi ile sahip olunan bilgi ve becerilerin farkl\u0131 ba\u011flamlarda uygulanmas\u0131 i\u00e7in geli\u015fmi\u015f da\u011farc\u0131klar\u0131 vard\u0131r;<\/li>\n<li>Yaln\u0131zca bir performans hedefine veya \u00f6d\u00fcle ula\u015fmak i\u00e7in \u00f6\u011frenmezler; uygulama topluluklar\u0131 i\u00e7erisindeki kimliklerini geli\u015ftirme s\u00fcrecinin bir par\u00e7as\u0131 olarak \u00f6\u011frenmeye g\u00fcd\u00fclenmi\u015ftir;<\/li>\n<li>Sahip olduklar\u0131 bilgileri s\u0131k s\u0131k a\u015fa\u011f\u0131daki bi\u00e7imlerde, \u00f6rt\u00fck olarak g\u00f6sterirler:\n<ul>\n<li>Kendili\u011finden yap\u0131lan eylemler ve verilen kararlar;<\/li>\n<li>Bir \u015feyleri yapmay\u0131 \u00f6\u011frenmi\u015f olman\u0131n fark\u0131nda olmama;<\/li>\n<li>Eylemlerinin ortaya \u00e7\u0131kard\u0131\u011f\u0131 \u2018bilme\u2019yi tan\u0131mlamada zorluk \u00e7ekme veya tan\u0131mlayamama.<\/li>\n<\/ul>\n<\/li>\n<\/ol>\n<p>Pratt ve Johnson, birbirinden farkl\u0131 ancak birbiriyle ili\u015fkili iki \u00e7\u0131rakl\u0131k bi\u00e7iminden de bahseder: geleneksel \u00e7\u0131rakl\u0131k ve bili\u015fsel \u00e7\u0131rakl\u0131k. Ustan\u0131n ve \u00f6\u011frencinin bir\u00e7ok a\u015famadan ge\u00e7ti\u011fi bir deneyim olan geleneksel \u00e7\u0131rakl\u0131k, bir motor becerinin veya bir el becerisinin geli\u015ftirilmesine dayal\u0131d\u0131r ve bir s\u00fcrecin \u00f6\u011frenilerek zaman i\u00e7erisinde o alanda ustal\u0131k geli\u015ftirmeyle sonu\u00e7lan\u0131r.<\/p>\n<h2>3.5.3 \u00dcniversitede \u00e7\u0131rakl\u0131k<\/h2>\n<p>Bili\u015fsel veya entelekt\u00fcel \u00e7\u0131rakl\u0131k modeli ise biraz daha farkl\u0131d\u0131r. Motor becerilerin veya el \u00a0becerilerinin \u00f6\u011frenilmesiyle kar\u015f\u0131la\u015ft\u0131r\u0131ld\u0131\u011f\u0131nda, bu \u00f6\u011frenme bi\u00e7iminin g\u00f6zlemlenmesi daha zordur. Pratt ve Johnson\u2019a g\u00f6re, bu modelde ustan\u0131n ve \u00f6\u011frencinin bilgi ve becerilerin uygulanmas\u0131 esnas\u0131nda ne d\u00fc\u015f\u00fcnd\u00fcklerini ifade etmeleri ve bilginin geli\u015ftirildi\u011fi ba\u011flam\u0131 a\u00e7\u0131k\u00e7a ortaya koymalar\u0131 gerekir. Nitekim, bilginin geli\u015ftirildi\u011fi ve uyguland\u0131\u011f\u0131 durum son derece \u00f6nemlidir.<\/p>\n<p>Pratt ve Johnson bili\u015fsel ve entelekt\u00fcel modellemenin (\u00f6rnekleme) be\u015f a\u015famas\u0131 oldu\u011funu s\u00f6yler (s. 99):<\/p>\n<ol>\n<li>Modellemenin usta taraf\u0131ndan yap\u0131lmas\u0131 ve \u00f6\u011frencinin bir zihinsel model \/ \u015fema geli\u015ftirmesi;<\/li>\n<li>Ustan\u0131n deste\u011fi ve geri bildirimiyle (\u00f6\u011frenme deste\u011fi \/ ko\u00e7luk), \u00f6\u011frencinin modeli yinelemeye \u00e7al\u0131\u015fmas\u0131;<\/li>\n<li>Ustan\u0131n daha s\u0131n\u0131rl\u0131 deste\u011fiyle, \u00f6\u011frencinin modelin uygulama alan\u0131n\u0131 geni\u015fletmesi;<\/li>\n<li>Meslek taraf\u0131ndan kabul edilebilen belirli s\u0131n\u0131rlar i\u00e7erisinde \u00f6z-y\u00f6netimli \u00f6\u011frenme;<\/li>\n<li>Genelleme yap\u0131lmas\u0131; yani \u00f6\u011frenci ve ustan\u0131n, di\u011fer farkl\u0131 durumlarda modelin ne kadar \u00e7al\u0131\u015fabilece\u011fini veya farkl\u0131 durumlara nas\u0131l uyarlanabilece\u011fini tart\u0131\u015fmas\u0131.<\/li>\n<\/ol>\n<p>Pratt ve Johnson, bu \u00e7\u0131rakl\u0131k modelinin yeni atanm\u0131\u015f bir \u00f6\u011fretim \u00fcyesi i\u00e7in ne kadar ge\u00e7erli oldu\u011funa dair somut bir \u00f6rnek sunmaktad\u0131r (s. 100-101). Pratt ve Johnson\u2019a g\u00f6re, bili\u015fsel \u00e7\u0131rakl\u0131k i\u00e7in \u2018<em>yaln\u0131zca tek bir bak\u0131\u015f a\u00e7\u0131s\u0131 de\u011fil, uygulaman\u0131n ve uygulama ger\u00e7eklikleri i\u00e7erisinde \u00f6zg\u00fcn kat\u0131l\u0131m\u0131 ve tart\u0131\u015fmay\u0131 sa\u011flamak<\/em>\u2019 i\u00e7in gerekli f\u0131rsatlar\u0131n yarat\u0131lmas\u0131 \u00f6nemlidir. \u00c7\u0131rak, ustal\u0131\u011fa \u2018<em>yaln\u0131zca ve yaln\u0131zca b\u00f6yle bir aktif kat\u0131l\u0131m ile katmanla\u015ft\u0131r\u0131lm\u0131\u015f ve birikerek \u00e7o\u011falan bir deneyimle y\u00f6nelebilir<\/em>\u2019.<\/p>\n<p>\u00dcniversite d\u00fczeyinde \u00e7\u0131rakl\u0131k modelinin kar\u015f\u0131s\u0131ndaki en b\u00fcy\u00fck engel, genellikle modelin sistematik bir bi\u00e7imde uygulanm\u0131yor olmas\u0131d\u0131r. Yeni veya gen\u00e7 \u00f6\u011fretim elemanlar\u0131n\u0131n yaln\u0131zca kendi hocalar\u0131n\u0131 izleyerek nas\u0131l \u00f6\u011freteceklerini \u00f6\u011frenmelerini beklemek, i\u015fi \u00e7ok fazla \u015fansa b\u0131rakmak olacakt\u0131r.<\/p>\n<h2>3.5.4 \u00c7evrimi\u00e7i \u00f6\u011frenme ortamlar\u0131nda \u00e7\u0131rakl\u0131k<\/h2>\n<p>\u00d6\u011fretimde \u00e7\u0131rakl\u0131k modeli, hem y\u00fcz y\u00fcze hem de \u00e7evrimi\u00e7i ortamlarda i\u015fe yarayabilir; ancak i\u015fin i\u00e7erisinde bir \u00e7evrimi\u00e7i bile\u015fen varsa, en faydal\u0131 olaca\u011f\u0131 ortam karma veya harmanlanm\u0131\u015f olarak ifade etti\u011fimiz ortamlard\u0131r. Baz\u0131 kurumlar\u0131n \u00e7\u0131rakl\u0131k programlar\u0131nda yer alan materyalleri giderek \u00e7evrimi\u00e7i materyallere d\u00f6n\u00fc\u015ft\u00fcrmelerinin bir nedeni, \u00e7o\u011fu meslekte bili\u015fsel \u00f6\u011frenme \u00f6gesinin geli\u015fmi\u015f olmas\u0131d\u0131r. Nitekim, bir\u00e7ok meslekte matematik, elektrik m\u00fchendisli\u011fi ve elektronik gibi ileri d\u00fczey yetenekleri i\u00e7eren akademik becerilere ihtiya\u00e7 duyulmaktad\u0131r. \u00c7\u0131rakl\u0131\u011f\u0131n bu \u2018akademik\u2019 boyutu genellikle \u00e7evrimi\u00e7i olarak da ele al\u0131nabilir; b\u00f6ylece \u00e7\u0131raklar bu bile\u015feni i\u015fba\u015f\u0131nda olmad\u0131klar\u0131 zaman \u00e7al\u0131\u015f\u0131p hem kendileri hem de i\u015fverenleri i\u00e7in zaman tasarrufu yapabilirler.<\/p>\n<p>\u00d6rne\u011fin araba tamircili\u011fi alan\u0131nda \u00e7\u0131raklar i\u00e7in 13 haftal\u0131k bir program y\u00fcr\u00fcten Kanada\u2019daki Vancouver Meslek Y\u00fcksekokulu<a class=\"footnote\" title=\"Community College, Amerikan e\u011fitim sisteminde bulunan ve meslek e\u011fitimi veren b\u00f6lgesel y\u00fcksek\u00f6\u011fretim kurumlar\u0131d\u0131r. Bizdeki kar\u015f\u0131l\u0131klar\u0131n\u0131n, meslek y\u00fcksekokullar\u0131 oldu\u011fu s\u00f6ylenebilir (\u00c7.N.)\u0131r.\" id=\"return-footnote-245-1\" href=\"#footnote-245-1\" aria-label=\"Footnote 1\"><sup class=\"footnote\">[1]<\/sup><\/a>, \u00a0program\u0131n 10 haftas\u0131n\u0131 halihaz\u0131rda sekt\u00f6rde \u00e7al\u0131\u015fmakta olan niteliksiz i\u015f\u00e7iler i\u00e7in \u00e7evrimi\u00e7i ortamda vermektedir. Okul \u00e7evrimi\u00e7i \u00f6\u011frenmeyi program\u0131n kuramsal k\u0131sm\u0131 i\u00e7in kullanmakta, araba tamirat\u0131na ili\u015fkin prosed\u00fcr ve uygulamalar\u0131n g\u00f6sterildi\u011fi basit videolar\u0131 da \u00f6\u011frencilerle payla\u015fmaktad\u0131r. Programa devam eden t\u00fcm \u00f6\u011frenciler bir usta nezaretinde \u00e7al\u0131\u015fan \u00e7\u0131raklar oldu\u011fundan, videolarda g\u00f6sterilen uygulamalar\u0131n bir k\u0131sm\u0131n\u0131 i\u015f yerlerinde g\u00f6zetim alt\u0131nda deneyebilmektedir. Program\u0131n son \u00fc\u00e7 haftas\u0131nda, \u00f6\u011frenciler y\u00fcz y\u00fcze uygulama i\u00e7in okula gelmek durumundad\u0131r. Yap\u0131lan de\u011ferlendirme sonucunda kendilerinden beklenen becerileri elde etti\u011fi g\u00f6r\u00fclenler i\u015f yerlerine geri d\u00f6nerler; b\u00f6ylece, e\u011fitmenler beceriye en \u00e7ok ihtiya\u00e7 duyanlar\u0131n \u00fczerine e\u011filebilir.<\/p>\n<p>Okulun i\u015f yerlerindeki ustalarla birlikte \u00e7al\u0131\u015fmas\u0131na olanak veren okul-sanayi i\u015f birli\u011fi, bu yar\u0131-uzaktan program\u0131n en \u00f6nemli unsurlar\u0131ndan biridir. Bu i\u015f birli\u011fi, \u00f6zellikle de niteliksiz elemanlar\u0131n yeti\u015ftirilerek bilgi-beceri ihtiyac\u0131 duyulan alanlarda istihdam edilmesine katk\u0131 sa\u011flamaktad\u0131r.<\/p>\n<h2>3.5.5 G\u00fc\u00e7l\u00fc ve zay\u0131f y\u00f6nler<\/h2>\n<p>\u00c7\u0131rakl\u0131k modelinin \u00f6nemli avantajlar\u0131 \u015f\u00f6yle \u00f6zetlenebilir:<\/p>\n<ul>\n<li>\u00d6\u011frenme ve \u00f6\u011fretme, karma\u015f\u0131k ve de\u011fi\u015fken durumlar i\u00e7erisine derin olarak yerle\u015fmi\u015ftir ve b\u00f6ylece ger\u00e7ek d\u00fcnya ko\u015fullar\u0131na h\u0131zla uyum sa\u011flamay\u0131 m\u00fcmk\u00fcn k\u0131lar.<\/li>\n<li>\u00d6\u011fretimi g\u00fcnl\u00fck \u00e7al\u0131\u015fma rutinlerinin i\u00e7erisine dahil edebilen uzman ki\u015filerin zamanlar\u0131n\u0131n etkin kullan\u0131lmas\u0131n\u0131 sa\u011flar.<\/li>\n<li>\u00d6\u011frencilere hedefleyebilecekleri net modeller ve ama\u00e7lar sunar.<\/li>\n<li>\u00d6\u011frencilerin, mesle\u011fin norm ve de\u011ferlerini meslek k\u00fclt\u00fcr\u00fc i\u00e7erisinde edinmelerini sa\u011flar.<\/li>\n<\/ul>\n<p>Di\u011fer taraftan, \u00f6zellikle de y\u00fcksek\u00f6\u011fretim d\u00fczeyinde kullan\u0131m\u0131 a\u00e7\u0131s\u0131ndan \u00e7\u0131rakl\u0131k yakla\u015f\u0131m\u0131n\u0131n \u00f6nemli k\u0131s\u0131tlar\u0131 bulunmaktad\u0131r:<\/p>\n<ul>\n<li>Ustalar\u0131n sahip oldu\u011fu bilgilerin \u00e7o\u011fu \u00f6rt\u00fck bilgilerdir. Bunun nedeni, k\u0131smen, uzmanl\u0131klar\u0131n\u0131n \u00e7ok farkl\u0131 faaliyetler neticesinde yava\u015f yava\u015f olu\u015fmu\u015f olmas\u0131d\u0131r.<\/li>\n<li>Uzmanlar, do\u011fal olarak yap\u0131land\u0131rd\u0131klar\u0131 \u015femay\u0131 ve \u2018derin\u2019 bilgiyi s\u00f6zl\u00fc olarak ifade etmekte \u00e7o\u011fu zaman zorlan\u0131rlar. Bu nedenle de \u00f6\u011frenciler, kendilerinden beklenenleri tahmin etmek zorunda kalabilirler.<\/li>\n<li>Uzmanlar, genellikle yaln\u0131zca modelleme veya \u00f6rnekleme y\u00f6ntemini kullan\u0131r ve \u00f6\u011frencilerin kendilerini faaliyet halinde izleyerek gerekli bilgi ve becerileri \u2018kapmas\u0131\u2019n\u0131 bekler. Halbuki, \u00e7\u0131rakl\u0131k modelinin ba\u015far\u0131l\u0131 olmas\u0131n\u0131 sa\u011flayacak di\u011fer a\u015famalar\u0131n da dikkate al\u0131nmas\u0131 gerekir.<\/li>\n<li>Bir uzman\u0131n birlikte \u00e7al\u0131\u015fabilece\u011fi \u00f6\u011frenci say\u0131s\u0131 olduk\u00e7a k\u0131s\u0131tl\u0131d\u0131r. Nitekim uzmanlar\u0131n \u00e7o\u011fu olduk\u00e7a yo\u011fun i\u015f ko\u015fullar\u0131nda g\u00f6rev yapt\u0131klar\u0131ndan, meslekteki yeni \u00f6\u011frencilerin gereksinimlerine dikkat etmek veya yan\u0131t vermek i\u00e7in \u00e7ok k\u0131s\u0131tl\u0131 zamanlar\u0131 vard\u0131r.<\/li>\n<li>Geleneksel mesleki \u00e7\u0131rakl\u0131k programlar\u0131n\u0131n y\u0131pranma oran\u0131 olduk\u00e7a y\u00fcksektir. \u00d6rne\u011fin, Britanya Kolumbiyas\u0131\u2019nda (British Columbia) \u00f6rg\u00fcn ve y\u00fcz y\u00fcze bir mesleki \u00e7\u0131rakl\u0131k program\u0131na kaydolan \u00f6\u011frencilerin %60\u2019\u0131 program\u0131 tamamlamadan programdan ayr\u0131lmaktad\u0131r. Sonu\u00e7 olarak, i\u015f g\u00fcc\u00fc i\u00e7erisinde tamamen akreditasyonu olmayan \u00e7ok say\u0131da deneyimli esnaf bulunmaktad\u0131r. Nitelikli \u00e7al\u0131\u015fanlara gereksinim duyulan g\u00fcn\u00fcm\u00fczde, bu durum hem \u00e7al\u0131\u015fanlar\u0131n kariyer geli\u015fimini engellemekte hem de ekonomik kalk\u0131nmay\u0131 yava\u015flatmaktad\u0131r.<\/li>\n<li>\u0130\u015f d\u00fcnyas\u0131 i\u00e7erisinde h\u0131zl\u0131 bir de\u011fi\u015fime u\u011frayan meslek veya zanaatlarda, \u00e7\u0131rakl\u0131k modeli uyum s\u00fcrecini veya \u00e7al\u0131\u015fma y\u00f6ntemlerindeki de\u011fi\u015fimi yava\u015flatabilir. \u2018Usta\u2019 taraf\u0131ndan \u00e7\u0131raklara aktar\u0131lan geleneksel de\u011fer ve normlar\u0131n uygulanmas\u0131, i\u015f\u00e7ilerin kar\u015f\u0131 kar\u015f\u0131ya kald\u0131\u011f\u0131 yeni ko\u015fullar i\u00e7in ge\u00e7erli olmayabilir. \u00c7\u0131rakl\u0131k modelinin bu k\u0131s\u0131t\u0131, \u00f6\u011fretime ili\u015fkin geleneksel de\u011fer ve normlar\u0131n yeni teknolojiler veya y\u00fcksek\u00f6\u011fretimin kitleselle\u015fmesi gibi d\u0131\u015f g\u00fc\u00e7lerle \u00e7at\u0131\u015fma i\u00e7erisinde oldu\u011fu y\u00fcksek\u00f6\u011fretim sekt\u00f6r\u00fc i\u00e7erisinde net olarak g\u00f6r\u00fclebilir.<\/li>\n<\/ul>\n<p>Bununla birlikte do\u011fru ve sistematik olarak uyguland\u0131\u011f\u0131 takdirde \u00e7\u0131rakl\u0131k modeli, ger\u00e7ek d\u00fcnya ko\u015fullar\u0131n\u0131n ge\u00e7erli oldu\u011fu karma\u015f\u0131k durumlarda olduk\u00e7a faydal\u0131 bir \u00f6\u011fretim modelidir.<\/p>\n<div class=\"textbox exercises\">\n<h3>Etkinlik 3.5 \u00c7\u0131rakl\u0131k modelinin y\u00fcksek\u00f6\u011fretimde uygulanmas\u0131<\/h3>\n<ol>\n<li>\u00dcniversitelerde e\u011fitmenlik yapman\u0131n \u00e7\u0131rakl\u0131k modeline dayal\u0131 oldu\u011fu fikrini kabul ediyor musunuz? Sizce hangi y\u00f6nlerden \u00e7\u0131rakl\u0131k modeliyle benze\u015fiyor, hangi y\u00f6nlerden farkl\u0131la\u015f\u0131yor? Sizce bu model nas\u0131l daha iyile\u015ftirilebilir?<\/li>\n<li>\u00c7\u0131rakl\u0131k modelinin baz\u0131 unsurlar\u0131n\u0131n \u00e7evrimi\u00e7i ortamlarda da s\u0131n\u0131f i\u00e7erisinde oldu\u011fu kadar etkili kullan\u0131labilece\u011fini d\u00fc\u015f\u00fcn\u00fcyor musunuz? E\u011fer yan\u0131t\u0131n\u0131z evet ise, hangi unsurlar kullan\u0131labilir?<\/li>\n<li>E\u011fer \u00e7\u0131rakl\u0131k modelini kullan\u0131yorsan\u0131z, kitab\u0131n bu b\u00f6l\u00fcm\u00fcn\u00fcn modeli yeterince betimleyebildi\u011fini d\u00fc\u015f\u00fcn\u00fcyor musunuz? E\u011fer d\u00fc\u015f\u00fcnm\u00fcyorsan\u0131z, sizce eksikler nelerdir?<\/li>\n<\/ol>\n<\/div>\n<h2>Kaynak\u00e7a<\/h2>\n<p>Pratt, D. and Johnson, J. (1998) \u2018The Apprenticeship Perspective: Modelling Ways of Being\u2019 in Pratt, D. (ed.) <em>Five Perspectives on Teaching in Adult and Higher Education<\/em> Malabar FL: Krieger Publishing Company.<\/p>\n<p>Sch\u00f6n, D. (1983) <em>The Reflective Practitioner: How Professionals Think in Action<\/em> New York: Basic Books.<\/p>\n<hr class=\"before-footnotes clear\" \/><div class=\"footnotes\"><ol><li id=\"footnote-245-1\">Community College, Amerikan e\u011fitim sisteminde bulunan ve meslek e\u011fitimi veren b\u00f6lgesel y\u00fcksek\u00f6\u011fretim kurumlar\u0131d\u0131r. Bizdeki kar\u015f\u0131l\u0131klar\u0131n\u0131n, meslek y\u00fcksekokullar\u0131 oldu\u011fu s\u00f6ylenebilir (\u00c7.N.)\u0131r.  <a href=\"#return-footnote-245-1\" class=\"return-footnote\" aria-label=\"Return to footnote 1\">&crarr;<\/a><\/li><\/ol><\/div>","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-245","chapter","type-chapter","status-publish","hentry"],"part":236,"_links":{"self":[{"href":"https:\/\/pressbooks.bccampus.ca\/tonybates\/wp-json\/pressbooks\/v2\/chapters\/245","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=245"}],"version-history":[{"count":5,"href":"https:\/\/pressbooks.bccampus.ca\/tonybates\/wp-json\/pressbooks\/v2\/chapters\/245\/revisions"}],"predecessor-version":[{"id":1214,"href":"https:\/\/pressbooks.bccampus.ca\/tonybates\/wp-json\/pressbooks\/v2\/chapters\/245\/revisions\/1214"}],"part":[{"href":"https:\/\/pressbooks.bccampus.ca\/tonybates\/wp-json\/pressbooks\/v2\/parts\/236"}],"metadata":[{"href":"https:\/\/pressbooks.bccampus.ca\/tonybates\/wp-json\/pressbooks\/v2\/chapters\/245\/metadata\/"}],"wp:attachment":[{"href":"https:\/\/pressbooks.bccampus.ca\/tonybates\/wp-json\/wp\/v2\/media?parent=245"}],"wp:term":[{"taxonomy":"chapter-type","embeddable":true,"href":"https:\/\/pressbooks.bccampus.ca\/tonybates\/wp-json\/pressbooks\/v2\/chapter-type?post=245"},{"taxonomy":"contributor","embeddable":true,"href":"https:\/\/pressbooks.bccampus.ca\/tonybates\/wp-json\/wp\/v2\/contributor?post=245"},{"taxonomy":"license","embeddable":true,"href":"https:\/\/pressbooks.bccampus.ca\/tonybates\/wp-json\/wp\/v2\/license?post=245"}],"curies":[{"name":"wp","href":"https:\/\/api.w.org\/{rel}","templated":true}]}}