Öz
Kaynakça
- Ausubel, D. P. (1978). In defense of advance organizers: A reply to the critics. Review of Educational Research, 48(2), 251-257.
- Flyvbjerg, B. (2006). Five misunderstandings about case study research. Qualitative Inquiry, 12(2), 219-245.
- Gay, L. R., Mills, G. E., & Airasian, P. (2006). Educational research: Competencies, for analysis and applications. New York: Pearson Merrill Prentice Hall.
- İnan, S. (2006). An investigation into the effects of using games, music and drama as edutainment activities on teaching vocabulury to young learners (Master thesis, On Sekiz Mart University, Çanakkale, Turkey). Retrieved from https:// tez.yok.gov.tr/UlusalTezMerkezi/
- Karadağ, E., & Çalışan, N. (2005). Drama-to-practice drama in primary education play and practice examples. Ankara: Anı Publishing.
- Kromrey, J. D., & Purdom, D. M. (1995). A comparison of lecture, cooperative learning and programmed instruction at the college level. Studies in Higher Education, 20(3), 341-349.
- Miles, M, B., & Huberman, A. M. (1994). Qualitative data analysis: An expanded sourcebook. (2nd ed.). Thousand Oaks, CA: Sage.
- Poyraz, H. (1999). Preschool games and toys. Anı Publishing: Ankara.
- Shi, Y. (2003). Section A: Using volleyball games as examples in teaching mathematics. Teaching Mathematics and Its Applications, 22(2), 53-62.
- Uluğ, O. M. (1997). Game Psychology: Why game? Importance of game in child development and recognition of child. İstanbul: Nomadic Publications
- Yıldırım, A., & Simsek, H. (2005). Sosyal bilimlerde nitel arastirma yöntemleri [Qualitative research methods in the social sciences]. Ankara: Seçkin Publishing.
- Yörükoğlu, A. (1997). Child's game and creativity. Maya Publishing, Ankara.
Öz
The game method should be the prevalent way of
teaching among physical training teachers instead of the lecture method. A
well-organized method of play has many advantages, in which the student does
not only depend on the teacher, but can use his own creativity to develop
different learning experiences with himself and his friends. It's logical to
assume that, the evaluations of the physical training teachers on the game
method may affect the instructional methods they are going to prefer in their
future teaching career. In this connection, the purpose of the study was to
investigate the effects of the game method on Pedagogical Formation students in
terms of the student perception, and to collect their alternative solution
offers to overcome the drawbacks of the method. The participants were the
students from the departments of physical training of private and state
universities who came to Necmettin Erbakan University to participate in a
program on pedagogical formation in the 2018-2019 academic years. The most
prominent advantage of the study conducted by the participation of
aforementioned students was the opportunity to make comparisons of approaches
to the game method conducted in various universities. Focus group interviews
were carried out and the data were obtained from 27 students from 3 different
universities and was analyzed by the researcher independently. The findings
revealed that students were pleased with the faculty members' common approach
to the method and their suggestions may be of a real help for those who lecture
in schools.
Anahtar Kelimeler
Game method Instructional Methods Physical training Pedagogical formation
Kaynakça
- Ausubel, D. P. (1978). In defense of advance organizers: A reply to the critics. Review of Educational Research, 48(2), 251-257.
- Flyvbjerg, B. (2006). Five misunderstandings about case study research. Qualitative Inquiry, 12(2), 219-245.
- Gay, L. R., Mills, G. E., & Airasian, P. (2006). Educational research: Competencies, for analysis and applications. New York: Pearson Merrill Prentice Hall.
- İnan, S. (2006). An investigation into the effects of using games, music and drama as edutainment activities on teaching vocabulury to young learners (Master thesis, On Sekiz Mart University, Çanakkale, Turkey). Retrieved from https:// tez.yok.gov.tr/UlusalTezMerkezi/
- Karadağ, E., & Çalışan, N. (2005). Drama-to-practice drama in primary education play and practice examples. Ankara: Anı Publishing.
- Kromrey, J. D., & Purdom, D. M. (1995). A comparison of lecture, cooperative learning and programmed instruction at the college level. Studies in Higher Education, 20(3), 341-349.
- Miles, M, B., & Huberman, A. M. (1994). Qualitative data analysis: An expanded sourcebook. (2nd ed.). Thousand Oaks, CA: Sage.
- Poyraz, H. (1999). Preschool games and toys. Anı Publishing: Ankara.
- Shi, Y. (2003). Section A: Using volleyball games as examples in teaching mathematics. Teaching Mathematics and Its Applications, 22(2), 53-62.
- Uluğ, O. M. (1997). Game Psychology: Why game? Importance of game in child development and recognition of child. İstanbul: Nomadic Publications
- Yıldırım, A., & Simsek, H. (2005). Sosyal bilimlerde nitel arastirma yöntemleri [Qualitative research methods in the social sciences]. Ankara: Seçkin Publishing.
- Yörükoğlu, A. (1997). Child's game and creativity. Maya Publishing, Ankara.
Ayrıntılar
| Birincil Dil | İngilizce |
|---|---|
| Konular | Eğitim Üzerine Çalışmalar |
| Bölüm | Articles |
| Yazarlar | |
| Yayımlanma Tarihi | 2 Aralık 2019 |
| Yayımlandığı Sayı | Yıl 2019 Cilt: 3 Sayı: 2 |
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