KENDİLİĞİNDEN ÖRGÜTLÜ ORTAMLARDA KENDİ KENDİNE ÖĞRENME SÜRECİ
Self Learning Process In Self-Organized Environment

Summary/Abstract: The Fiction Section of the 8th Grade technology and design course has a well-known learning output that students should learn the legal protection methods and process. This study aims to determine the effectiveness of the selfdirected learning process in achieving this result in selforganized environments. Toward acquiring the date necessary for the study, was made use of the control-group were applied model and pre and end-tests. The research has been conducted in the city of Ankara with 32 8th graders of a primary public school directed by the Turkish Ministry of National Education (MoNE) in 2011-2012 academic year. This computer-supported research had 15 students in the control group where the method of teaching was teacher-centered (that is the traditional) method, whereas 17 students in the test group where the method of teaching was self-directed learning that created a self-organized learning environment were applied the tests twice in both groups; before starting to teach the course unit as a preliminary test and after having taught the course unit as a end test. In the process of data analysis, to determine the differences between the control group and test group the research employed the independent samples t-test, and the differences within each group the paired samples t-test. In testing the hypotheses, the level of significance has been accepted as 0,5. In addition, in the analysis of students’ personal information were employed the percentile and frequency methods. Based on the results of these tests, the study concludes that the test group where the self-directed learning method in a self-organized environment has been applied is more effective than the control group where the method of teaching is traditional.

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