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Reklam - 1 views

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    This is the biggest problem of universities and It should be solved as soon as possible. what is wrong with these faculty, are students worng with chosing them or are lecturer wrong whilw working for them or other else???
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    I feel really nervous about new generation who is willing to achieve in scientific fields. I have read that German government save %60 of their total budgets for universities to invest on science. They do not consider engineering as a science field. They basically design their university facilities with scientific equipments and labs for experiments.
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    To become a teacher is not for those faculties, the thought of at least becoming a teacher (sorry for chicken translation) makes quality of teacher education decrease. Mehmet Şişman, one of the member of YÖK, mentioned in the teacher training and development symposium in Uşak that when they tried to repeal pedagogical formation most of faculty of science argued with the issue, so they have decided to go on the system for a while. There are a lot of students studying those faculties not knowing what to do, still government insists on increasing the capacity of the departments. Without calculating the ratio of employment to the capacity, of couse those people do not want to lose one more chance of getting a job, unfortunately...
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    I think we have really problem about the role of arts&scince faculty. they are supposed to prepare students to be scientists or instructors but not teachers. however, when we look at capacity of these faculties make us think that Turkey has most crowded scientist population in the world! I think for arts&science faculty we need increase in quality but decrease in numbers of capacity.
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    The mission and vision of the arts and science faculties should be presented clearly to high school students or to people who are about to make a decision about a department. Unfortunately, being a university graduate is perceived like a rare feature so most of the high school graduates try to enter a university avoiding the profession and department. Also, the students who hold a BS degree of a department of arts and science faculty should have given more opportunities, like scholarships or job opportunities, so that they will be able to continue their graduate education in a arts and science faculty.

Epistemological worldviews - 4 views

started by Gamze Çetinkaya on 02 Oct 12 no follow-up yet
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Theory commitment - 1 views

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    A paleontologist man who is committed to the theory of evolution like a religion and a modern hippie woman who believes in all kinds of weird spiritual staff arguing about evolution. One of the best parts of the tv show Friends.
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1. A map of social theories, 1000-2000 by Alan Macfarlane - YouTube - 1 views

shared by Evrim Baran on 01 Oct 12 - No Cached
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    A map of social theories 1000-2000

IQ: not stable? - 2 views

started by Gamze Çetinkaya on 30 Sep 12 no follow-up yet
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Thorndike's Law of Effect Principle - A Puzzle Box Demonstration - 5 views

  • This is a replication of Thorndike's famous "Puzzle Box"
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    According to Thorndike, learning occurs via the association between the sensations and the impulse (action). As for checking his theory, he created puzzle boxes for the animals that he used for his experiments. He put the animals into the boxes and measured the time they spent for learning to open the door. He discovered that animals do not have enough ability to figure out the results of their actions. They find the solution with trial and error process and mostly by chance. After finding the solution (that is the solution that leads to the correct impulse, namely escaping the door), the time for operating the correct response to a specific situation decreases. However, when the reinforcement is removed (in this experiment, escaping the door is prevented), then the corresponding sensation (attempt to pull down the lever) disappears (This event can remind us the term "extinction" used by Pavlov in his classical conditioning theory). After introducing the reinforcement again, sensation reoccurs but the animal needs time to make the escaping operation more quickly again as he learnt before removing the stimuli.
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    Erdem, thanks for sharing. I will use this in my ed psych course as well.
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    Thanks for that video. It has been a great experience for me to see what I learned before theoretically. Now, I feel that I understand the experiment better. Such videos are very effective in enhancing learning.
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Sugata Mitra: The child-driven education - 6 views

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    It says that children can learn with internet without any intervention from outside -like a teacher. When the topic is not defined, children can learn what they want. But for some specific topics, they at least need the very first idea -a question, sometimes even a pre-designed system of information and instruction. Are we too much interfering to students' learning process?
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    Thanks for this video. It shows an interesting method but when ı watched this video, some question come up my mind. First of them; where is creativity of instructional methods? In time students can be bored because of sitting on front of a screen for a long time and how can we motivate students effectively? Second one is; how can it be achieved the objectives which requires teachers? for example; social onjectives and values require a role model in teaching enviroment and socialization is an important issue. And also this system requires updates frequently, this is another issue. Finally, moreover someone should orginaze this computer system and design instruction process, in bire there is a teacher or orginazer on planning system in my oppinon.(Am ı more critical? :) )
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    Dincer, thanks for sharing the video. Both you and Hatice raised important questions. I've known Sugata Mitra's work quite some time now and the Hole in the Wall Project. I also investigated similar projects such as One Laptop Per Child and some other similar ones that have emerged in India. Perhaps, these models are encouraging us to question and reflect on teachers' role in the learning process. We might also ask "what it is that we want our children learn" and "how they actually learn certain things". This is also related to Hatice's question on motivation. We will see if theories of instruction will help us answer some of these questions.
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    First of all thanks for the video. It reminded me the "Fatih Project" in Turkey as well regarding the pre, primary and elementary level students using their own technological access during learning process. It is supposed to be completed at the end of 2013 however the same instructional and motivational questions trigger me to question its function. When we consider th learning as a whole such personal use may turn out to be misuse without interfere but in specific cases such as vocabulary teaching through learner's independent autonomy, I can support the idea. We should be clear about what is the target audience and the issue, though.
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    Such educational frameworks support the trend of shift from teacher-centeredness to student-centeredness. In the past, when we need to ask something, we asked to our elders- in school, to teachers. Now, we have an additional elder, the internet. It can answer almost anything. In that sense, the impact of the technology can not be ignored. The idea of providing internet access to places that is scarce in terms of teachers is reasonable - which also supports the idea of distance education. Besides, bringing technology is easier and cheaper than bringing a teacher with resources. However, we still need teachers as -cliche but vital term- "facilitators" and regulators in self-learning process. It is necessary for constructivism as well as child-driven education or for any other self-learning methods. Someone is needed for wrapping-up the knowledge gained, for assessing the results, for remedying circumstances that obstruct the learning process, for deciding goals or organizing goals to be attained, and for secure and heuristic browsing on the internet. In that sense, I support the idea of "self organized learning environments" as Mitra offers, but also I contend that there should be teachers around these environments for facilitating. In short, we should not quit important elements of education while trying to make it better.
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    I believe although computers and instructional softwares are amazing to enhance the effectiveness of instruction, they are not enough. They are always limited. It is impossible to load them all possible questions of students and their responses. Moreover, none of the computers or softwares would be able to fulfill students' emotional and motivational needs. There is also the uniqueness of the students; not all of the students would enjoy a computer-based education. Lastly, as a science educator when I think for my area; it is never the same to make an experiment on computer and in a laboratory. Students learn better when they are actively engaged in an experiment and seethe results with their eyes.
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http://assets.cambridge.org/97805218/70634/excerpt/9780521870634_excerpt.pdf - 2 views

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    What is theory
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http://website.education.wisc.edu/kdsquire/tenure-files/50-reigeluth-ed-tech-theories.pdf - 0 views

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    Emerging Work on the New Paradigm of Instructional Theories
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http://www.ascd.org/ASCD/pdf/journals/ed_lead/el_198012_kane.pdf - 1 views

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    Progress Toward a General Theory of Instruction
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Dağıtılan tabletlerden bozulan ve kırılanların sayısı 32 - 1 views

  • FATİH Projesi kapsamında dağıtılan 13 bin 800 tabletten sadece 1’inin kaybolduğu belirtildi. Dağıtılan tabletlerden 32’si ise kırıldı veya bozuldu.
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Piaget on Piaget, Part 1 - YouTube - 1 views

shared by Evrim Baran on 24 Sep 12 - No Cached
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    I did such an experiment to my 2,5 year old cousin. I asked for his mother to bring 2 tea glasses with full of water and 2 water glasses one of which was wide and short and one of which was narrow and tall. Next, I asked my cousin if the water amount is the same in both tea glasses. She said "Yes". Then I said "now watch carefully" and slowly poured one of the tea glasses into the wide&short glass and poured the other one into the narrow&tall one. In narrow&tall glass, the level of water seems above from the wide&short one despite the fact that the amount of water is the same in both glasses. Then I asked if water amount of the glasses is the same. And she answered "No, there is much more water in the narrow&tall water (She was pointing to level of water in narrow&tall glass with her finger while telling it)" Then I asked for 6 biscuits from her mother and separated them into 2 groups each of which contain 3 biscuits. Then asked if they are the same and she said "Yes". After that, I took one of the group which contains 3 biscuits and divided each biscuits so that numerically they looks like there are 6 biscuits with half length. Now I had 2 groups one of which had 3 standard biscuits and the other one contained 6 biscuits pieces with half length of standard biscuits. Afterwards I asked her again if the amount of the biscuits are the same in each group and she says "No". When I ask "why" she said, " This one is much because it has more biscuits(by pointing out the group containing 6 biscuits pieces)" It was nice to see such an experiment. It means that children at a specific developmental stage process their observations in line with their own perceptions, not the ones adults have and as such it supports the idea that children build their own knowledge by making interpretations on what they see, on what they interact with the world.
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Fatih Projesi Web Sayfasi - Yenilik ve Egitim Teknolojileri Genel Müdürlügü -... - 1 views

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    "FATIH PROJECT Turkey has initiated FATIH Project with the aim enabling equal opportunities in education and improving technology in our schools for the efficient usage of ICT tools in the learning-teaching processes by appealing to more sense organs in all 620.000 schools that are in the preschool education, the primary education and the secondary education through providing tablets and LCD Smart Boards.
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