Kimya Dersi Bağlamında Özdüzenlemeli Öğrenme
Özet
Cansel Kadıoğlu-Akbulut tarafından kaleme alınan bu çalışmada, kimya dersi bağlamında özdüzenlemeli öğrenme süreçleri ve öğrencilerin kimya öğrenirken karşılaştıkları temel zorluklar ayrıntılı olarak ele alınmaktadır. Maddeyi, yapısını ve değişimlerini inceleyerek günlük hayatın her alanıyla doğrudan etkileşimde olan kimya bilimi; soyut kavramsal yapısı, kullanılan modeller ve makroskobik, mikroskobik ile sembolik düzeylerden oluşan üçlü doğası nedeniyle öğrenciler tarafından öğrenilmesi zor bir disiplin olarak algılanmaktadır. Bununla birlikte, öğrencilerin laboratuvar uygulamalarında fiziksel olarak var olmalarına rağmen zihinsel katılım gösterememeleri ve ulusal sınav baskısının getirdiği algoritmik soru çözüm tekniklerine odaklanma durumu, kavramsal anlamanın derinleşmesini engellemektedir. Öğrencilerin bu güçlükleri aşabilmesi ve yaşam boyu kimyasal okuryazarlık yetkinliği kazanabilmesi için kendi öğrenme eylemlerinin sorumluluğunu aldıkları özdüzenlemeli öğrenme süreçlerinden yararlanmaları kritik önem taşımaktadır. Bandura'nın Sosyal Bilişsel Öğrenme Kuramı ile Zimmerman'ın döngüsel özdüzenleme modeline dayandırılan bu yapı; öndüşünme, performans/iradesel kontrol ve özyansıtma olmak üzere üç temel evreden oluşmaktadır. Özdüzenlemeli öğrenme süreci; öz-yeterlik inançları ile 3x2 başarı hedef yönelimlerini barındıran motivasyonel unsurlar, yineleme, açımlama ve düzenleme stratejilerini içeren bilişsel eylemler ve biliş bilgisi ile bilişin düzenlenmesinden oluşan üstbilişsel stratejilerin birbiriyle bütünleşik şekilde işlemesiyle gerçekleşmektedir. Sonuç olarak, kimya eğitiminde öğrencilerin motivasyonel, bilişsel ve üstbilişsel boyutlarda aktif kılan öğrenme ortamlarının sunulması, özdüzenleme becerilerini ve akademik başarılarını doğrudan geliştirmektedir.
In this study authored by Cansel Kadıoğlu-Akbulut, self-regulated learning processes within the context of chemistry courses and the main difficulties students encounter while learning chemistry are examined in detail. Chemistry, which investigates matter, its structure, and its changes while directly interacting with every aspect of daily life, is perceived as a challenging discipline by students due to its abstract conceptual nature, the use of models, and its triplet nature consisting of macroscopic, microscopic, and symbolic levels. Furthermore, students' lack of mental engagement in laboratory practices despite being physically active, combined with the focus on algorithmic problem-solving techniques brought by national exam pressures, hinders deep conceptual understanding. For students to overcome these difficulties and attain lifelong chemical literacy competence, it is of critical importance that they utilize self-regulated learning processes where they take responsibility for their own learning actions. Based on Bandura's Social Cognitive Theory and Zimmerman's cyclical self-regulation model, this structure consists of three main phases: forethought, performance/volitional control, and self-reflection. The self-regulated learning process operates through the integrated functioning of motivational elements including self-efficacy beliefs and 3x2 achievement goal orientations, cognitive actions comprising rehearsal, elaboration, and organization strategies, and metacognitive strategies consisting of knowledge of cognition and regulation of cognition. Consequently, providing learning environments in chemistry education that actively engage students in motivational, cognitive, and metacognitive dimensions directly enhances their self-regulation skills and academic achievement.
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