Investigation of the Harezmi Education Model in Line with the Views of Teachers, Implementers of the Model

Sevgi Coşkun Keskin; İbrahim Karaloğlu; Hasan Erdoğan

Makale detayları

Investigation of the Harezmi Education Model in Line with the Views of Teachers, Implementers of the Model

Yazarlar:

Sevgi Coşkun Keskin | İbrahim Karaloğlu | Hasan Erdoğan

Yayıncı:

Ondokuz Mayıs University

Ana Başlıklar:

Alan Eğitimleri

Dergi:

Ondokuz Mayıs Üniversitesi Eğitim Fakültesi Dergisi Vol.43 Issue 1, pp.259-311

Belge Tipi:

Makale

Yayın Tarihi:

6/2024

Belge Dili:

Türkçe

Document ID (Org No.):

2001322206

pISSN:

2548-0278

Anahtar kelimeler:

Özet:

 In a world where continuous innovations and consequent changes occur in every field, some innovations and, as a natural consequence, transformations are undoubtedly experienced in the field of education, which tries to ensure that society lives in harmony. Individuals needs that change over time have brought about different practices in education, as in many other fields. In this regard, the Ministry of National Education has prepared an education program within the framework of the constructivist approach.This program, which came into force in 2005, aims to ensure that students learn by taking an active role, in other words, by doing and living because, in constructivism, learning is based on establishing relationships between prior knowledge and new knowledge as a result of interactions. In addition, technological change and development in the 21st century has become one of the most important elements of society. In this respect, the Harezmi education model is one of the models in which the student is active in the learning process and technology is effectively applied in the educational setting. The present study aims to reveal the quality of this model implemented. This study, which aimed to examine the Harezmi education model in line with the views of teachers, implementers of the model, was conducted using the phenomenological design, one of the qualitative research methods. Twenty-five teachers from different branches who worked in different schools in Ümraniye district of Istanbul province and implemented the Harezmi education model constituted the study participants. A semi-structured interview form was prepared to determine the views and thoughts of the teachers participating in the study about the Harezmi education model. As a result of the study, it can be stated that the Harezmi education model is similar to the constructivist learning theory, contributes to the personal development of teachers and students in many different areas, and allows teachers to develop themselves professionally.

 In a world where continuous innovations and consequent changes occur in every field, some innovations and, as a natural consequence, transformations are undoubtedly experienced in the field of education, which tries to ensure that society lives in harmony. Individuals needs that change over time have brought about different practices in education, as in many other fields. In this regard, the Ministry of National Education has prepared an education program within the framework of the constructivist approach.This program, which came into force in 2005, aims to ensure that students learn by taking an active role, in other words, by doing and living because, in constructivism, learning is based on establishing relationships between prior knowledge and new knowledge as a result of interactions. In addition, technological change and development in the 21st century has become one of the most important elements of society. In this respect, the Harezmi education model is one of the models in which the student is active in the learning process and technology is effectively applied in the educational setting. The present study aims to reveal the quality of this model implemented. This study, which aimed to examine the Harezmi education model in line with the views of teachers, implementers of the model, was conducted using the phenomenological design, one of the qualitative research methods. Twenty-five teachers from different branches who worked in different schools in Ümraniye district of Istanbul province and implemented the Harezmi education model constituted the study participants. A semi-structured interview form was prepared to determine the views and thoughts of the teachers participating in the study about the Harezmi education model. As a result of the study, it can be stated that the Harezmi education model is similar to the constructivist learning theory, contributes to the personal development of teachers and students in many different areas, and allows teachers to develop themselves professionally.

 In a world where continuous innovations and consequent changes occur in every field, some innovations and, as a natural consequence, transformations are undoubtedly experienced in the field of education, which tries to ensure that society lives in harmony. Individuals needs that change over time have brought about different practices in education, as in many other fields. In this regard, the Ministry of National Education has prepared an education program within the framework of the constructivist approach.This program, which came into force in 2005, aims to ensure that students learn by taking an active role, in other words, by doing and living because, in constructivism, learning is based on establishing relationships between prior knowledge and new knowledge as a result of interactions. In addition, technological change and development in the 21st century has become one of the most important elements of society. In this respect, the Harezmi education model is one of the models in which the student is active in the learning process and technology is effectively applied in the educational setting. The present study aims to reveal the quality of this model implemented. This study, which aimed to examine the Harezmi education model in line with the views of teachers, implementers of the model, was conducted using the phenomenological design, one of the qualitative research methods. Twenty-five teachers from different branches who worked in different schools in Ümraniye district of Istanbul province and implemented the Harezmi education model constituted the study participants. A semi-structured interview form was prepared to determine the views and thoughts of the teachers participating in the study about the Harezmi education model. As a result of the study, it can be stated that the Harezmi education model is similar to the constructivist learning theory, contributes to the personal development of teachers and students in many different areas, and allows teachers to develop themselves professionally.

 Her alanda sürekli yeniliklerin ve buna bağlı olarak değişimlerin meydana geldiği dünyada, toplumun uyum içinde yaşamasını sağlamaya çalışan eğitim alanında da hiç kuşkusuz birtakım yenilikler ve bunun doğal sonucu olarak dönüşümler yaşanmaktadır.Bireylerin zaman içerisinde değişen ihtiyaçları birçok alanda olduğu gibi eğitimde de farklı uygulamaları beraberinde getirmiştir.Bu bağlamda Milli Eğitim Bakanlığı yapılandırmacı yaklaşım çerçevesinde eğitim programı hazırlamıştır.2005 yılında yürürlüğe girenbu program ileöğrencilerin etkin rol alarak yani yaparak yaşayarak öğrenmesi hedeflenmiştir. Çünkü yapılandırmacılıkta öğrenme, önceki bilgiler ve yeni bilgiler arasında etkileşimler sonucu ilişkilerin kurulması esasına dayanır. Ayrıca 21. yüzyılda yaşanan teknolojik değişim ve gelişimtoplumun en önemli unsurlarından biri haline gelmiştir. Bu bağlamda öğrencinin öğrenme sürecinde aktif olduğu hem de teknolojinin eğitim-öğretim ortamında etkin bir şekilde uygulandığı modellerden biri de Harezmi Eğitim Modelidir. Yapılan bu çalışmada, uygulanan bu modelin niteliğinin ortaya konulması amaçlanmıştır. Harezmi Eğitim Modelinin uygulayıcıları olan öğretmenlerin görüşleri doğrultusunda incelenmesinin amaçlandığı bu çalışma nitel araştırma yöntemlerinden fenomenoloji olgu bilim deseni ile yürütülmüştür. Araştırmanın katılımcı grubunu İstanbul ili Ümraniye ilçesinde bulunan farklı okullarda görev yapan ve Harezmi Eğitim Modelini uygulayan farklı branşlardan yirmi beş öğretmen oluşturmaktadır. Araştırmaya katılan öğretmenlerin Harezmi Eğitim Modeline ilişkin görüş ve düşüncelerini belirlemek amacıyla yarı yapılandırılmış görüşme formu hazırlanmıştır. Araştırma sonucunda Harezmi Eğitim Modelinin yapılandırmacı öğrenme kuramıyla benzerlik gösterdiği, hem öğretmenlerin hem de öğrencilerin birbirinden farklı birçok alanda kişisel gelişimlerine katkı sağladığı, aynı zamanda öğretmenlerin mesleki olarak kendilerini geliştirmelerine olanak sunduğu söylenebilir.

Makale detayları

Investigation of the Harezmi Education Model in Line with the Views of Teachers, Implementers of the Model

Yazarlar:

Sevgi Coşkun Keskin | İbrahim Karaloğlu | Hasan Erdoğan

Yayıncı:

Ondokuz Mayıs University

Ana Başlıklar:

Alan Eğitimleri

Dergi:

Ondokuz Mayıs Üniversitesi Eğitim Fakültesi Dergisi Vol.43 Issue 1, pp.259-311

Belge Tipi:

Makale

Yayın Tarihi:

6/2024

Belge Dili:

Türkçe

Document ID (Org No.):

2001322206

pISSN:

2548-0278

Education

Harezmi Education Model

Constructivism

Teachers’ ViewsEğitim

Harezmi Eğitim Modeli

Yapılandırmacılık

Öğretmen Görüşleri

Sayı

Makale detayları

Yazarlar: Sevgi Coşkun Keskin | İbrahim Karaloğlu | Hasan Erdoğan

Yayıncı: Ondokuz Mayıs University

Ana Başlıklar: Alan Eğitimleri

Dergi: Ondokuz Mayıs Üniversitesi Eğitim Fakültesi Dergisi Vol.43 Issue 1, pp.259-311

Belge Tipi: Makale

Yayın Tarihi: 6/2024

Belge Dili: Türkçe

Document ID (Org No.): 2001322206

pISSN: 2548-0278

Sayı

Yazarlar:

Sevgi Coşkun Keskin | İbrahim Karaloğlu | Hasan Erdoğan

Yayıncı:

Ondokuz Mayıs University

Ana Başlıklar:

Alan Eğitimleri

Dergi:

Ondokuz Mayıs Üniversitesi Eğitim Fakültesi Dergisi Vol.43 Issue 1, pp.259-311

Belge Tipi:

Makale

Yayın Tarihi:

6/2024

Belge Dili:

Türkçe

Document ID (Org No.):

2001322206

pISSN:

2548-0278