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Öğrencinin Güçlendirilmesi ve Öğrenciyi Güçlendiren Eğitim Programları Üzerine Bir Analiz

Yıl 2020, Cilt: 18 Sayı: 2, 1075 - 1104, 28.12.2020
https://doi.org/10.37217/tebd.787788

Öz

Bu çalışmanın amacı, öğrencinin eğitim yoluyla güçlendirilmesinin felsefi temellerini, ilgili kavram ve kuramları, öğrencinin güçlendirilmesinde eğitim programlarının işlevini ve ilgili araştırmaları inceleyerek öğrenciyi güçlendiren eğitim programlarının geliştirilmesine yönelik öneriler sunmaktır. Bu çalışma alan yazın taramasına dayalı bir derleme çalışması niteliği taşımaktadır. Araştırmanın yöntem kısmında Pautasso (2013) tarafından önerilen araştırma ilkeleri benimsenmiştir. Araştırmada ilk olarak “öğrencinin güçlendirilmesi” kavramı kuramsal ve kavramsal temelleri ile incelenmiştir. Yapılan alan yazın taraması sonucunda öğrenciyi güçlendiren eğitim programlarının temel özelliklerinin; katılımcılık, duyuşsal boyut, problem odaklılık, durum odaklılık, çok kültürlülük, diyalog odaklılık, geleneksel anlayış karşıtlığı, demokratik boyut, araştırma odaklılık, disiplinlerarası anlayış ve eylem odaklılık olduğu; bununla birlikte eğitim programlarının öğrencileri akademik, sosyal ve politik olma üzere üç boyutta güçlendirdiği belirlenmiştir. Öğrencinin güçlendirilmesi kavramını ele alan ilgili araştırmaların daha çok son on yılda ve yükseköğretim düzeyinde yapıldığı sonucuna ulaşılmış ve bu çalışmaların bir analizi sunulmuştur. Sonuç bölümünde ise eğitim programlarının temel felsefesinin ve amacının çağa uygun şekilde öğrenenin gücünün nasıl yönlendirileceğine odaklanması gerekliliği tartışılmıştır.

Kaynakça

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An Analysis of Student Empowerment and Empowering Curricula

Yıl 2020, Cilt: 18 Sayı: 2, 1075 - 1104, 28.12.2020
https://doi.org/10.37217/tebd.787788

Öz

The aim of this study is to review the theoretical and philosophical background of student empowerment, determine the key features of curricula which empower students, analyze how student empowerment is studied in the literature and put forward suggestions to develop empowering curriculum. This study was designed as a literature review which followed the steps suggested by Pautasso (2013) for review studies. In the study, firstly, the concept of "student empowerment" was examined with its theoretical and conceptual foundations. The literature review revealed that the key features of empowering curriculum were participation, affective dimension, problem orientation, case orientation, multi-culturalism, dialogue, opposition to the traditional understanding, democracy, interdisciplinary approach and action orientation; and students are empowered in three dimensions which are academic, social and political empowerment. It was also found that the majority of the research on student empowerment was conducted in higher education context and within the last decade. An analysis of these studies was presented. In the conclusion part, it was recommended that the basic philosophy and aims of the curriculum should be on how to lead the student power towards the needs of this century.

Kaynakça

  • Aloni, N. (1997). A redefinition of liberal and humanistic education. International Review of Education, 43(1), 87-107.
  • Aloni, N. (2007) Enhancing Humanity: The philosophical foundations of humanistic education. Dordrecht, Springer.
  • Aloni, N. (2013) Empowering Dialogues in Humanistic Education, Educational Philosophy and Theory, 45:10, 1067-1081, DOI: 10.1111/j.1469-5812.2011.00789.x
  • Aloysius, O. I. (2013). Perception of empowerment among international students at the university Putra Malaysia. International Journal of Business and Management, 8(23), 93-21.
  • Aldridge, M. (1989). Student questioning: A case for freshman academic empowerment. Research and Teaching in Developmental Education, 5(2), 17-24.
  • Angelique, H. L. (2001). Linking the academy to the community through internships: A model of service learning, student empowerment, and transformative education. Sociological Practice, 3(1), 37-53.
  • Angelique, H. L., Reischl, T. M., & Davidson, W. S. (2002). Promoting political empowerment: Evaluation of an intervention with university students. American Journal of Community Psychology, 30(6), 815-833.
  • Apple, M.W., & Beane, J.A. (2007). Democratic schools: lessons in powerful education (2nd ed.). Portsmouth, NH: Heinemann.
  • Ashcroft, L. (1987). Defusing "empowering": The what and the why. Language Arts, 64, 142-156.
  • Back, L. T. (2014). Empowerment of underrepresented racial/ethnic minority college students in the United States: Developing and testing the college student empowerment scales for racial/ethnic minorities. College of Science and Health Theses and Dissertations.
  • Baird, J., Bracken, K., & Grierson, L. E. (2016). The relationship between perceived preceptor power use and student empowerment during clerkship rotations: a study of hidden curriculum. Medical Education, 50(7), 778-785.
  • Bakar, K. A., Ahmad, M., & Abdullah, M. N. (2011). The empowerment of postgraduate students in Arabic. Procedia-Social and Behavioral Sciences, 18, 481-490.
  • Banks, J. A. (2013). The construction and historical development of multicultural education, 1962–2012. Theory into Practice, 52(1), 73-82. doi: 10.1080/00405841.2013.795444
  • Banks, J. A., Cookson, P., Gay, G., Hawley, W. D., Irvine, J. J., Nieto, S., ... & Stephan, W. G. (2001). Diversity within unity: Essential principles for teaching and learning in a multicultural society. Phi Delta Kappan, 83(3), 196-203.
  • Barrow, R., & Milburn, G. (1990). A critical dictionary of educational concepts: An appraisal of selected ideas and issues in educational theory and practice. New York: Teachers College.
  • Bass, R. V., & Good, J. W. (2004). Educare and educere: Is a balance possible in the educational system?. The Educational Forum, 68(2), 161-168.
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  • Kaya, Y. (2014). Öğretmen Adaylarinin Çokkültürlü Eğitim Hakkindaki Bilgi, Farkindalik ve Yeterliliklerinin Belirlenmesi. Asya Öğretim Dergisi, 2(1), 102-115.
  • Kaur, N. (2014). Teacher-led initiatives in supporting learner empowerment among Malay tertiary learners. Malaysian Journal of Learning and Instruction, 11, 101-126.
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  • Kirk, C. M. (2012). Student Empowerment and Empowering Academic Settings. A Dissertation.
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  • Kumar, M. (2006). Constructivist epistemology in action. The Journal of Educational Thought (JET)/Revue de la Pensée Educative, 247-261.
  • Kurtz, P. (ed.) (1982) The Humanist Alternative (NewYork, Prometheus).
  • Lapan, R. T., Kardash, C. M., & Turner, S. (2002). Empowering students to become self-regulated learners. Professional School Counseling, 5(4), 257.
  • Lea, S. J., Stephenson, D., & Troy, J. (2003). Higher education students’ attitudes to student- centred learning: beyond ‘educational bulimia’. Studies in Higher Education, 28(3), 321-334.
  • Ledbetter, A. M., & Finn, A. N. (2013). Teacher technology policies and online communication apprehension as predictors of learner empowerment. Communication Education, 62(3), 301-317.
  • Lee, M. J., & McLoughlin, C. (2007). Teaching and learning in the Web 2.0 era: Empowering students through learner-generated content. International journal of instructional technology and distance learning, 4(10), 21-34.
  • Levin, B. (2000). Putting students at the centre in education reform. Journal of Educational Change, 1(2), 155-172.
  • Lincoln, N. D., Travers, C., Ackers, P., & Wilkinson, A. (2002). The meaning of empowerment: The interdisciplinary etymology of a new management concept. International journal of management reviews, 4(3), 271-290.
  • Luechauer, D. L., & Shulman, G. M. (1992, April). Moving from bureaucracy to empowerment: Shifting paradigms to practice what we preach in class. Paper presented at the Annual Midwest Academy of Management. Retrieved from https://eric.ed.gov/?id=ED360666
  • Mailloux, C. G. (2006). The extent to which students’ perceptions of faculties’ teaching strategies, students’ context, and perceptions of learner empowerment predict perceptions of autonomy in BSN students. Nurse Education Today, 26, 578–585.
  • Marsh, C.J. (2004). Key concepts for understanding (3rd ed.). Oxon: RoutledgeFalmer.
  • McGill, I., & Beaty, L. (2001). Action Learning: a guide for professional, management & educational development. Psychology Press.
  • McQuillan, P. J. (1995). Knowing and Empowerment; or, Student Empowerment Gone Good. Paper presented at the American Educational Research Association, San Francisco, CA. Abstract retrieved from https://eric.ed.gov/?id=ED391786
  • McQuillan, P. J. (2005). Possibilities and pitfalls: A comparative analysis of student empowerment. American Educational Research Journal, 42(4), 639-670.
  • Mezirow, J. (1991). Transformative Dimensions of Adult Learning. SanFrancisco: Jossey-Bass
  • Mhlolo, M. K., & Schafer, M. (2012). Towards empowering learners in a democratic mathematics classroom: to what extent are teachers' listening orientations conducive to and respectful of learners' thinking? Pythagoras, 33(2), 1-9.
  • Middleton, R. (2013). Active learning and leadership in an undergraduate curriculum: How effective is it for student learning and transition to practice?. Nurse Education in Practice, 13(2), 83-88.
  • Mitra, D. L. (2003). Student voice in school reform: Reframing student-teacher relationships. McGill Journal of Education, 38(2), 289-304.
  • Mohaiyadin, N. M., Jaafar, M. A., Hassan, A., Jafri, A. R. & Azar, N. A. (2013). Undergraduate accounting students’ perceptions of students’ empowerment and accounting technical skills: Case in University Tenaga Nasional (Uniten), Malaysia, Social Sciences, 2(2), 39-47.
  • Monique, B. (1995). Self-regulated learning: Bridging the gap between metacognitive and metamotivation theories. Educational Psychologist, 30(4), 195–200.
  • Newell, W. H. (1990). Interdisciplinary curriculum development. Issues in Interdisciplinary Studies, 8, 69-86.
  • Ngussa, B. M., & Makewa, L. N. (2014). Student voice in curriculum change: A theoretical reasoning. International Journal of Academic Research in Progressive Education and Development, 3(3), 23-37.
  • OECD. (2018). The future of education and skills: Education 2030. Erişmi Adresi: https://www.oecd.org/education/2030/E2030 %20Position%20Paper%20(05.04.2018).pdf
  • OECD. (2018). The Future of Education and Skills: Education 2020. Erişim Adresi: http://www.oecd.org/education/2030/E2030%20Position%20Paper%20(05.04.2018).pdf.
  • OECD. (2020a). Curriculum Overload: A Way Forward. OECD Publishing, Paris, https://doi.org/10.1787/3081ceca-en.
  • OECD. (2020b). What Students Learn Matters: Towards a 21st Century Curriculum, OECD Publishing, Paris, https://doi.org/10.1787/d86d4d9a-en.
  • Oliver-Hoyo, M., & Allen, D. (2005). Attitudinal effects of a student-centered active learning environment. Chemical Education Research, 82(6), 944-949.
  • Paraskeva, J. M. (2011). Conflicts in curriculum theory: Challenging hegemonic epistemologies. Springer.
  • Pautasso M (2013). Ten Simple Rules for Writing a Literature Review. PLoS Comput Biol 9(7): e1003149. Erişmi Adresi: https://doi.org/10.1371/journal.pcbi.1003149
  • Pushor, D. & Murphy, M.S. (2010). Problem-Based Curriculum. In C. Kridel (Ed.), Encyclopedia of curriculum studies (pp.685-686). Thousand Oaks, California: Sage.
  • Rashid, T., & Asghar, H. M. (2016). Technology use, self-directed learning, student engagement and academic performance: Examining the interrelations. Computers in Human Behavior, 63, 604-612.
  • Rapp, A., & Cena, F. (2014). Self-monitoring and technology: challenges and open issues in personal informatics. In International Conference on Universal Access in Human-Computer Interaction (pp. 613-622). Springer, Cham.
  • Robinson, H. A. (1994). The ethnography of empowerment: The transformative power of classroom interaction. Washington, D.C. : Falmer.
  • Rugg, H., & Shumaker, A. (1928). Child-centered school: An appraisal of the new education. World Book Company, New York.
  • Rychen, D. S., & Salganik, L. H. (2003). Highlights from the OECD Project Definition and Selection Competencies: Theoretical and Conceptual Foundations (DeSeCo).
  • Sada-Gerges, W. (2015). College educational process, is it enough for empowering students in dealing with new leadership challenges? Procedia-Social and Behavioral Sciences, 209, 447-454.
  • Schiro, M. (2012). Curriculum theory: Conflicting visions and enduring concerns. Sage.
  • Schrodt, P., Witt, P. L., Myers, S. A., Turman, P. D., Barton, M. H., & Jernberg, K. A. (2008). Learner empowerment and teacher evaluations as functions of teacher power use in the college classroom. Communication Education, 57(2), 180-200.
  • Schwab, J. (1983). The practical 4: Something for curriculum professors to do. Curriculum Inquiry, 13, 239–265.
  • Seeman, M. (1959). On the meaning of alienation. American Sociological Review, 24(6), 783-791.
  • Shor, I. (1987). Using Freire’s ideas is the classroom – how do we practice liberatory education? In I. Shor (Ed.). Freire for the classroom: A sourcebook for liberatory teaching (pp. 1-7). Portsmouth: Boynton/Cook Publishers.
  • Shor, I. (1992). Empowering education: Critical teaching for social change. Chicago: University of Chicago.
  • Shor, I. (1996). When students have power: Negotiating authority in a critical pedagogy. Chicago: University of Chicago.
  • Schunk, D. H., & Ertmer, P. A. (2000). Self-regulation and academic learning. In M. Boekaerts, P. R. Pintrich, & M. Zeidner (Eds), Handbook of self-regulation (pp. 631–649). San Diego, CA: Academic Press.
  • Sumuer, E. (2018). Factors related to college students’ self-directed learning with technology. Australasian Journal of Educational Technology, 34(4), 29-43.
  • Sullivan, A. M. (2002). Student empowerment in a primary school classroom: A descriptive study. (Unpublished doctoral thesis) Edith Cowan University, Perth, Australia.
  • Stein, D. (1998). Situated learning in adult education. ERIC Digest No. 195.
  • Stone, S. J. (1995). Empowering teachers, empowering students. Childhood Education, Annual Theme, 294-295.
  • Tamim, R. M. (2018). Blended learning for learner empowerment: Voices from the Middle East. Journal of Research on Technology in Education, 50(1), 70-83.
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  • Ün Açıkgöz, K. (2003). Etkili Öğrenme ve Öğretme (6. Baskı). İzmir: Eğitim Dünyası Yayınları.
  • Varış, F. (1978). Eğitimde Program Geliştirme Teori ve Teknikler. Ankara: Ankara Üniversitesi.
  • Weber, K. & Patterson, B. R. (2000). Student interest, empowerment, and motivation. Communication Research Reports, 17, 22-29.
  • Wraga, W., & Hlebowitsh, P. (2003). Toward a renaissance in curriculum theory and development in the USA. Journal of Curriculum Studies, 35(4), 425-437.
  • Yang, Y. T. C., & Chang, C. H. (2013). Empowering students through digital game authorship: Enhancing concentration, critical thinking, and academic achievement. Computers & Education, 68, 334-344.
  • Yıldırım, A. (2011). Eleştirel Pedagoji: Paulo Freire ve Ivan Illich’in Eğitim Anlayışı Üzerine (3.baskı). Ankara: Anı Yayıncılık
  • Yıldırım, A. (1996). Disiplinlerarasi Öğretim Kavrami ve Programlar Açisindan Doğurduğu Sonuçlar. Hacettepe Üniversitesi Eğitim Fakültesi Dergisi, 12(12), 89-94.
  • You, J. W. (2016). The relationship among college students' psychological capital, learning empowerment, and engagement. Learning and Individual Differences, 49, 17-24.
  • Zhu, M., & Bonk, C. J. (2019). Designing MOOCs to Facilitate Participant Self-Monitoring for Self-Directed Learning. Online Learning, 23(4), 106-134.
  • Zimmerman, M. A. (1990). Toward a theory of learned hopefulness: A structural model analysis of participation and empowerment. Journal of Research in Personality, 24, 71-86.
  • Zimmerman, B. J. (2002). Becoming a self-regulated learner: An overview. Theory Into Practice, 4(2), 64-70.
  • Zraa, W., Imran, S., Kavanagh, M. & Morgan, M. (2011). The relationships between students’ empowerment, students’ performance, accounting course perceptions and classroom instruction in accounting. Paper presented at the 15th International Business Research Conference, Sydney.
Toplam 127 adet kaynakça vardır.

Ayrıntılar

Birincil Dil Türkçe
Konular Eğitim Üzerine Çalışmalar
Bölüm Makaleler
Yazarlar

Meltem Şeref 0000-0001-6729-8911

Fatma Mızıkacı 0000-0003-2780-2495

Yayımlanma Tarihi 28 Aralık 2020
Gönderilme Tarihi 30 Ağustos 2020
Kabul Tarihi 14 Aralık 2020
Yayımlandığı Sayı Yıl 2020 Cilt: 18 Sayı: 2

Kaynak Göster

APA Şeref, M., & Mızıkacı, F. (2020). Öğrencinin Güçlendirilmesi ve Öğrenciyi Güçlendiren Eğitim Programları Üzerine Bir Analiz. Türk Eğitim Bilimleri Dergisi, 18(2), 1075-1104. https://doi.org/10.37217/tebd.787788

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