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ÖZET Bu araştırmanın amacı, probleme dayalı öğrenme (PDÖ) yaklaşımının, lise birinci sınıf coğrafya dersi Yeryüzünün Biçimlenmesi (Dış Kuvvetler) ünitesinin öğretiminde öğrencilerin başarılan, yaratıcılıkları ve problem çözme becerileri üzerindeki etkisini belirlemektir. Araştırma deneysel desen modelinde gerçekleştirilmiştir. Araştırmada veri toplama aracı olarak basan testi, yaratıcılık ölçeği ve problem çözme envanteri kullanılmıştır. Geliştirilen ölçme araçlan Ankara lisesi 1. sınıf öğrencilerinden 87 kişiye uygulanmıştır. Araştırmanın alt problemlerinin çözümlenmesinde; tek yönlü varyans analizi (ANOVA) ve çift yönlü varyans analizi (repeated measures) yapılmış; frekans, yüzde ve aritmetik ortalama değerleri kullanılmıştır. Deney grubu öğrencilerinin deney işlem öncesinde daha çok `orta` (%40.9) ve `ortanın üzerinde yaratıcı` (%52.3) grubunda yer aldıklan belirlenmiş, buna karşılık deney işlem sonrasında yaratıcı düşünme becerilerinde meydana gelen artışla `ortanın üzerinde` (%47.7) ve `oldukça yaratıcı` (%45.5) grubunda yer aldıklan belirlenmiştir. Kontrol grubu öğrencilerinin deney işlem öncesinde 3/4 'ü `ortanın üzerinde yaratıcı` ve `oldukça yaratıcı` grubunda yer alırken, deney işlem sonrasında ise yaratıcılıklannda meydana gelen düşüşle `orta` (%58.1) ve `ortanın üzerinde yaratıcı` (%37.2) lığa sahip olduklan belirlenmiştir. Araştırmada, deney grubu öğrencilerinin coğrafya dersi Yeryüzünün Biçimlenmesi (Dış Kuvvetler) ünitesi öntest ve sontest basan puanlarının, öğrencilerin deney işlem öncesi ve deney işlem sonrası `sahip olduklan yaratıcılık düzeyi` değişkenine göre farkhlaşmadığı belirlenmiştir. Kontrol grubu öğrencilerinin Yeryüzünün Biçimlenmesi (Dış Kuvvetler) ünitesi öntest basan puanlarının, öğrencilerin deney işlem öncesi `sahip olduklan yaratıcılık düzeyi` değişkenine göre anlamlı bir farklılık gösterdiği bulunmuştur. Buna karşılık kontrol grubu öğrencilerinin Yeryüzünün Biçimlenmesi (Dış Kuvvetler) ünitesi sontest basan11 puanlan, öğrencilerin deney işlem sonrası `sahip oldukları yaratıcılık düzeyi` değişkenine göre anlamlı bir farklılık göstermemiştir. Deney ve kontrol grubunun deney öncesi ve deney sonrası öntest ve sontest toplam Yeryüzünün Biçimlenmesi (Dış Kuvvetler) ünitesi testi başarı puanları arasında anlamlı bir fark bulunmuştur. Öğrencilerin Yeryüzünün Biçimlenmesi (Dış Kuvvetler) ünitesi basanları ile ilgili olarak, öntest - sontest ortalama basan puanlan arasında anlamlı bir fark vardır. İki ayn öğretim modelinin uygulandığı deney ve kontrol grubu öğrencilerinin Yeryüzünün Biçimlenmesi (Dış Kuvvetler) ünitesi testine ait basan puanlarının deney öncesinden sonrasına anlamlı farklılık gösterdiği, yani farklı işlem gruplarında (deney ve kontrol grubu) olmak ile tekrarlı ölçümler faktörlerinin Yeryüzünün Biçimlenmesi (Dış Kuvvetler) ünitesi testi basan düzeyleri üzerindeki ortak etkilerinin anlamlı olduğu bulunmuştur. Deney ve kontrol grubunun deney öncesi ve deney sonrası öntest ve sontest toplam problem çözme ölçeği puanlan arasında anlamlı bir fark bulunmuştur. Öğrencilerin problem çözme becerileri ile ilgili olarak, öntest - sontest ortalama problem çözme becerisi puanlan arasında anlamlı bir fark vardır. Farklı işlem gruplarında (deney ve kontrol grubu) olmak ile tekrarlı ölçümler faktörlerinin problem çözme beceri düzeyleri üzerindeki ortak etkilerinin anlamlı olduğu bulunmuştur. Deney ve kontrol grubunun deney öncesi ve deney sonrası öntest ve sontest toplam yaratıcılık ölçeği puanlan arasında anlamlı bir fark bulunmamıştır. Öğrencilerin yaraücılıklan ile ilgili olarak, öntest-sontest ortalama yaratıcılık puanlan arasında anlamlı bir farklılık yoktur. İki ayn öğretim yaklaşımının uygulandığı deney ve kontrol grubu öğrencilerinin yaratıcılıklarının deney öncesinden sonrasına anlamlı farklılık gösterdiği, başka bir anlatımla farklı işlem gruplarında (deney ve kontrol grubu) olmak ile tekrarlı ölçümler faktörlerinin yaratıcılık düzeyleri üzerindeki ortak etkilerinin anlamlı olduğu bulunmuştur.m Bilim Kodu: Anahtar Kelimeler: Coğrafya Öğretimi, Probleme Dayalı Öğrenme Yaklaşımı, Problem, Problem Çözme, Yaratıcı Düşünme Sayfa Adedi: 260 Tez Yöneticisi: Prof. Dr. Cemalettin ŞAHİN IV ABSTRACT The purpose of this study is to identify the effects of the Problem-Based Learning Approach on the success, creativity and problem solving skills of the first year high school students studying the `Formation of the Earth's Surface` (External Forces) in Geography lessons. This research was conducted with the experimental design model. Achievement test, creativity scale and problem solving inventory are the means used in data collection in this study. The measurement tools that had been developed were applied to 87 first year students studying at Ankara High School. In order to solve the subproblems of the research, one-way analysis of variance (ANOVA) and two- way analysis of variance (repeated measures) were done; the values of frequency, percentage and mean were used. It was determined that the students in the experiment group mostly belonged to the `average creativity` (40,9%) and `above average creativity` (52,3 %) groups before the experiment was conducted. After the experiment, these students were identified as belonging to the `above average creativity` (47,7 %) and `highly creative` (45,5 %) groups with respect to the increase in their creativity levels. On the other hand, while 3/4 of the students in the control group were identified as belonging to the `above average creativity` and `highly creative` groups before the experiment was conducted, their creativity levels were `average creativity` (58,1 %)and `above average creativity` (37,2 %) at the end of the experiment period highlighting the decrease in their creativity levels. In the research, it has been found out that the achievement scores of the experiment group of students in the pretest and the posttest in the `Formation of the Earth's Surface` (External Forces) unit in Geography do not differ according to the `personal creativity level` variable applied before and after the experiment. The pretest achievement scores of the students in the control group present a significant difference in the `personal creativity level` variable conducted before theexperiment. However, there doesn't exist a significant difference between the posttest achievement scores of the students in the control group studying the `Formation of the Earth's Surface` (External Forces) and the `personal creativity level` variable conducted after the experiment. A significant difference obtains between the pretest and posttest cumulative achievement scores before and after the experiment in the experiment group and the control group in the `Formation of the Earth's Surface` (External Forces) unit. There exists a significant difference between the pretest and posttest average achievement scores with respect to the success level of the students in the `Formation of the Earth's Surface` (External Forces) unit. The students in the control group and the experiment group were taught through the use of two different teaching models and their achievement scores belonging to the `Formation of the Earth's Surface` (External Forces) test have displayed a significant difference. That is, in different function groups (experiment and control groups), the common effects of the factors of repeated measures in the `Formation of the Earth's Surface` (External Forces) unit test's achievement levels are significant. A significant difference has been observed between the pretest and posttest problem solving scale cumulative scores within the pre-experiment and post- experiment period. As for the problem solving skills of the students, there is a significant difference between the pretest-posttest problem solving skills average scores. In different function groups (experiment and control groups), the common impacts of repeated measures on the level of problem solving skills have been found significant. There is not a significant difference between the pretest and posttest cumulative creativity scale scores. For the creativity of the students, there does not exist a significant difference between the pretest-posttest cumulative creativity scores. However, before and after the experiment, the creativity of the students in the experiment group and control group who were taught through the use of two different teaching models presents a significant difference. In other words, inVI different function groups(experiment and control groups), the common effects of the repeated measure factors display a significant difference. Science Code: Key words: Teaching Geography, Problem-Based Learning Approach, Problem Solving, Creative Thinking Number of pages: 260 Advisor: Prof. Dr. Cemalettin ŞAHIN 312

This work takes place in the general lines of the approaches on the academic study defended by Marton and Säljö (1976a, b), Entwistle and Ramsden (1983) or Biggs (1978, 1979, 1987a). Following Biggs (1987) offers we investigate in the trend of the university students towards a learning approach, to see if proper forms exist attending to two variables: cultural model and model of teaching-evaluation. We obtain two fundamental conclusions: it appears that the cultural model is determining the process of teaching-learning; and, it exist a relation between the model of teaching-evaluation and the approach adopted by the student. Este trabajo se sitúa en las líneas generales de los planteamientos sobre el estudio académico defendidos por Maton y Säljö (1976a, b), Entwistle y Ramsden (1983) o Biggs (1978, 1979, 1987a). Siguiendo las propuestas de Biggs (1987) se indaga en la tendencia de los alumnos universitarios hacia un enfoque de aprendizaje, para posteriormente ver si existen formas propias atendiendo a dos variables: modelo cultural y modelo de enseñanza-evaluación. Se obtienen dos conclusiones fundamentales: por un lado, se muestra que el modelo cultural está determinando el proceso de enseñanza-aprendizaje; y por otro lado, existe una coherencia entre el modelo de enseñanza-evaluación y el enfoque adoptado por el estudiante.&nbsp

In this research a wide sample of students studying different degrees in Murcia University has been used. Our objective has been to analyse the consistency between the learning motives and the learning strategies employed by university students. It can be observed that there is a tendency to use motives and strategies within the same kind of learning approach. Nevertheless, it has also been observed that students may use strategies which belong to a different approach if forced by external influences. La presente investigación se ha llevado a cabo con una muestra amplia de estudiantes pertenecientes a distintas titulaciones de la Universidad de Murcia. En dicho estudio se ha pretendido analizar la consistencia entre los motivos y las estrategias de aprendizaje que el estudiante universitario emplea. Como podrá observarse a lo largo de la investigación, existe una clara tendencia a que el estudiante utilice motivos y estrategias dentro de un mismo enfoque, si bien, éste, podrá llegar a utilizar estrategias no pertenecientes a su enfoque de aprendizaje si las influencias externas así lo requieren.

The main purpose of the present study is to investigate whether learning and ways of understanding subject content and structure differ between successful and less successful students—i.e. in terms of their grade point average—in upper secondary school. A second issue is whether different subjects and disciplines—i.e. science on the one hand and humanities/social sciences on the other—make different demands on students. Data were gathered through interviews with a total of 36 students in two classes at two periods of their schooling. Additional data were gathered from interviews with teachers in the two classes and a sample of the tests given to the classes. Both classes receive instruction in science as well as humanities/social sciences but in one class (N) the emphasis is on science whereas in the other (S) the emphasis is on humanities/social sciences. A common characteristic of successful students is that they adjust to the teacher’s way of structuring the subject by means of a deep approach and a pronounced cue-seeking. They also play a dominant role in classroom communication. Less successful students more frequently use a surface or procedural approach to learning, are less sensitive for cues, do not adjust to the structure of subjects as presented by the teachers and do not participate to the same extent in classroom communication. The characteristics for successful students are very stable over time. As for the less successful students, there is a difference between N- and S-students. A majority of the S-students who use a surface approach in the first year change towards a deep approach later in their schooling, whereas the procedural approach of N-students is stable. It is concluded that the stability shown by the successful students can be explained in that their deep approach reflects their understanding that subject structure may vary and cue-seeking for these students signifies an awareness of and subsequent adjustment to the particular structure presented by the teachers. By understanding the structure according to teachers’ intentions, successful students are able to participate in classroom communication, eventually establishing a joint discourse. The differences between a change of learning for S- and N-students could be interpreted in light of differences in subject structure and instruction between subjects. In humanities/social sciences, classroom communication and the presentation of alternative interpretations of subject matter play a prominent role in instruction, and students who initially use a surface approach might get guidance to alternative ways of understanding the subject matter and subject structure. In the science subjects in the N-programme, the presentation of alternative interpretations is not as common. These subjects also have a hierarchical structure, and understanding the basic fundamentals is a prerequisite for understanding later topics. For the students who initially use a surface approach in these hierarchically ordered subjects, learning becomes a matter of memorising more and more disconnected facts in what might seem to be disjointed courses.

This study examines the Internet usage of high school students for educational purposes in relation to their learning approaches. In the study, 921 secondary school students were subjected, and Learning Process Questionnaire (LPQ) was used. This tool consisted of two dimension, deep learning and surface learning. According to the data obtained, surface learners use the Internet more when compared to deep learners, though they use it for non-instructional purposes. The ratios of the Internet use of deep learners for educational purposes are higher when compared to those of surface learners. Ratios of the Internet use for educational purposes by the students who are given assignments requiring the use of the Internet are higher.

The purpose of this study is to investigate the effect of metacognitive self-regulation and academic self-efficacy on pre- service physics teachers’ meaningful learning and rote learning approaches. 111 pre-service physics teachers were participated in this study. Research data were collected through “Metacognitive self-regulation” and “Academic self-efficacy” scales and “Learning approaches questionnaire”. Stepwise multiple regression analysis revealed that metacognitive self- regulation and academic self-efficacy were significant predictors of pre-service physics teachers’ meaningful learning scores and the whole model explains 43% of the variance. However, those independent variables did not significantly predict pre- service physics teachers’ rote learning scores.

In order to highlight students’ conception of learning in correlation with their learning approaches, we have applied the questionnaire “Approach to Learning and Study Skills Inventory” (ALSSI) developed by Entwistle and Ramsden in 1981 to pre-service teachers. Self-assessment in achieving high results is in close connection to students’ conceptions of learning. If students get a high score using deep approach or strategic approach, then it is likely for them to estimate high performance in that subject. The higher the students’ scores in surface approach to learning are, the better they will estimate poor results in pedagogical disciplines.

As educators focused on students’ business literacy in marketing communication, we researched: (1) Can we identify preferred learning styles for marketing communication majors; (2) Can we align pedagogy with their preferences; (3) Will doing so increase student engagement as measured by learning outcomes. The authors administered Fleming's (2001) on-line instrument to N = 691students to determine student learning styles (Q1). Faculty matched pedagogy to learning styles (Q2). Students (Q3) completed a pre- and posttest instrument developed by the authors. We used a Solomon Four-Square Design to isolate specific threats to validity and a one-way ANOVA to test for effects of treatment effect. Results support Qs 1 and 2; Q3 results provide meaningful insights.

Learning approaches, i.e. students’ learning strategies and motives, predict academic performance but it is not clear how much variance they share with intelligence and personality. Here, the relationship of the Big Five personality traits, intelligence, and Typical Intellectual Engagement (TIE) with deep, achieving and surface learning was explored in a sample of 579 British undergraduate students. A structural equation model showed that (a) intelligence was negligibly associated with learning approaches; (b) TIE was strongly related to all three types of learning approaches; (c) deep learning shared the greatest amount of variance with TIE, while (d) achieving learning was best explained by Extraversion, Openness to Experience, and Conscientiousness. Only 25% of the variance in surface learning was accounted for by intelligence and personality. Thus, personality traits and learning approaches share much variance but not enough to dismiss either construct as redundant.

Internationally, various studies have been conducted on the effects of metacognitive intervention on learning approaches. We couldn’t find research on learning and metacognitive development of students preparing to become future educators either in Romania, or abroad. We have elaborated a formative experiment whose aim was to stimulate students’ deep approach to the learning by the constant training of the metacognitive regulation processes. An inter-subjects experimental design was conceived. The formative experiment had the effect of significantly increasing the number of students in the experimental group who approach deep learning and decreasing the number of those who relate to learning superficially. © 2010 Published by Elsevier Ltd. Selection and peer-review under responsibility of Masterprof team

The study is to assess undergraduates’ characteristics of learning and their approaches to learning and studying, which provide a valuable estimation of their improvement percentages in their academic performance at the university. One hundred and sixty undergraduates from a particular degree programme in this study were selected based on the results of their academic performances for the past several semesters. The undergraduates’ individual results were then converted into percentages of improvement. A survey method using questionnaires was employed. The questionnaire focussed on the undergraduates’ characteristics as learners and approaches which they used to learning and studying while undergoing the programme of study. The results of the questionnaires were analysed according to categories, such as the individual's characteristics as learners and their approaches to learning. A correlation matrix was used in order to study how these characteristics of the learners and their approaches to learning affect the undergraduates’ academic performance improvement (in percentages). Measurement of variance inflation factors (VIF) was also carried out to examine any significant multicollinearity between the independent variables. Based on the statistical value established, a model of estimating undergraduates’ academic performance improvement was formulated using multiple regression analysis. With this research, we found that we are able to estimate the individual undergraduates’ academic improvement percentage that reflects the characteristics of learners and their specific approaches to their studies.

The purpose of this paper is to describe the EHIS Method© (Entrepreneurship Human Interactions Skills), an innovative entrepreneurship teaching and learning method developed and used at the Entrepreneurship course at Portucalense University (UPT), a private higher education institution in Portugal. EHIS Method© draws on insights from the recent literature on entrepreneurship education and is applied to teach Entrepreneurship in several study programs at UPT, such as Psychology, Social Education, Tourism, Economics, Law, Management, Informatics, Management and Information Systems and Hospitality Management. The students are grouped into teams and challenged to develop an entrepreneurship project, which consists of four different steps: (1) the idea discovery/generation; (2) from the idea to the business model; (3) from the business model to the business plan; (4) from the business plan to the preparation of the application to the Net UPT (business incubator of UPT). Throughout the EHIS Method©, students have to successfully go through a variety of assessment elements, held at different times, encompassing different activities and skills and involving different types of evaluators: (a) teachers/mentors; (b) university professors and (c) potential investors.

Introducción. Investigaciones recientes de la psicología educativa han explorado los Enfoques al Aprendizaje de los Estudiantes (en ingles, SAL) y las creencias epistemológicas, en el marco teórico del aprendizaje auto-regulado. Estas investigaciones pretenden explorar la capacidad predictora de los enfoques al aprendizaje y las creencias epistemológicas sobre los procesos autorreguladores del alumno.Método. 603 (266 mujeres, 337 varones) alumnos del primer curso de la Universidad del Pacífico Sur participaron en esta investigación. El Revised Study Process Questionnaire, el Epistemological Beliefs Questionnaire, y varios cuestionarios sobre estrategias autorreguladoras se emplearon para medir las creencias de los alumnos sobre sus propios conocimientos, sus enfoques al aprendizaje, y sus procesos autorreguladores.Resultados. El análisis de factores manifestó unos patrones claros de creencias de los alumnos en cuanto a la naturaleza del conocimiento y del aprendizaje. Varias dimensiones de las creencias epistemológicas tenían que ver con las creencias de auto-eficacia de los alumnos, una orientación hacia la meta de dominio, y el uso de estrategias autorreguladoras. Motivos profundos para el aprendizaje estaban relacionados positivamente con los procesos motivacionales y estratégicos, mientras una estrategia profunda se relacionaba con las creencias de auto-eficacia del alumno.Conclusión. Los hallazgos de este estudio son importantes al apoyar la propuesta y la evidencia empírica para incluir tanto los enfoques al aprendizaje como las creencias epistemológicas de los alumnos dentro del marco de la autorregulación.

Carrying out a Research survey on Experiential education practices (children aged 3-12) in partner countries LT, LV, TR, NL, PT, RO, GR Description: Project partners from 7 countries carry out a quantitative (via online questionnaire) and qualitative (via interviews) research on Experiential education practices (how much it is used, what forms, in what subjects). Research aims at identifying similarities and differences, good practice to share and problematic areas. Research results will be used when planning lectures for teachers and teacher trainers in the next project stage. All project partners were involved in carrying out the research. Ondokuz Mayis university leads WP2 Research Survey and was responsible for designing the questionnaire, data analysis and report composition. Other partners contributed with collection of the data. info:eu-repo/semantics/publishedVersion

The Australian National University (ANU) and the University of South Australia (UniSA) have embarked on Federally-funded project to collaborate in the design, development and delivery of a range of undergraduate and postgraduate courses in engineering. The collaboration investigates new ways to bring together the strengths and discipline expertise of each institution to the students of both universities, utilising blended teaching and learning approaches. The collaboration brings much change - at the organisational level in the blending of programs, at the staff level in their approaches to teaching and at the students' level in their approaches and engagement with cross-institutional blended learning. This paper focuses on how change management principles were used to guide a systematic approach to engaging students into the learning culture associated with the Engineering Hubs and Spokes Project's theme - 'Advanced Collaboration for Excellence'.

This paper extended the analyses of Ng (2005) and explored the differences between students with polarized schematic views in learning mathematics. Two groups of high school students from Hong Kong and Australia completed a questionnaire tapping their views on their cognitions of the self or academic self-schemas, achievement goals, learning approaches and anticipated performance. Ng (2005) located two groups of schematic students across both cultures demonstrating consistent characteristics in motivational and learning processes. The current investigation explored the differences between corresponding schematic groups found in this previous study. It was found that positive schematic students in Hong Kong are less schematicised than Australian students. In contrast, negative schematic students in Hong Kong were more schematicized than their Australian counterparts. These differences in the development of schematicised selves among students in two different cultures could be attributed to the difference in evaluation practice in two different educational systems. The results draw our attention to teaching and learning processes in schools and call for more reformative effort in Mathematics learning in order to prevent premature dropping of the subject due to the development of a negative self.