{"id":1401,"date":"2023-06-14T17:36:00","date_gmt":"2023-06-14T14:36:00","guid":{"rendered":"https:\/\/legendhomework.com\/tr\/?p=1401"},"modified":"2023-06-14T17:36:00","modified_gmt":"2023-06-14T14:36:00","slug":"metabilissel-beceriler","status":"publish","type":"post","link":"https:\/\/legendhomework.com\/tr\/metabilissel-beceriler\/","title":{"rendered":"Metabili\u015fsel Beceriler"},"content":{"rendered":"

\u0130nternet Vakalar\u0131 ve Y\u00fcz Y\u00fcze E\u011fitim<\/span><\/strong><\/h3>\n

BioWorld ve Sherlock’tan elde edilen sonu\u00e7lar cesaret verici olsa da, vaka tabanl\u0131 programlardan \u00f6\u011frenmeyi geleneksel yakla\u015f\u0131mlardan \u00f6\u011frenmeyle kar\u015f\u0131la\u015ft\u0131rmak faydal\u0131 olacakt\u0131r.<\/span><\/p>\n

Ara\u015ft\u0131rma ekibi, 163 t\u0131p \u00f6\u011frencisinin, d\u00fczenli y\u00fcz y\u00fcze tart\u0131\u015fmalarla desteklenen \u00fc\u00e7 haftal\u0131k vaka temelli \u00e7evrimi\u00e7i e\u011fitim program\u0131ndan \u00f6\u011frendiklerini geleneksel didaktik y\u00f6ntemlerden \u00f6\u011frenmeyle kar\u015f\u0131la\u015ft\u0131rd\u0131. Ara\u015ft\u0131rma, bir ortopedi b\u00f6l\u00fcm\u00fcndeki t\u00fcm t\u0131p son s\u0131n\u0131f \u00f6\u011frencilerinin zorunlu k\u0131ld\u0131\u011f\u0131 \u00fc\u00e7 haftal\u0131k bir rotasyon ba\u011flam\u0131nda y\u00fcr\u00fct\u00fclm\u00fc\u015ft\u00fcr.<\/span><\/p>\n

Ak\u0131l y\u00fcr\u00fctme ve mant\u0131ksal d\u00fc\u015f\u00fcnme yeteneklerini geli\u015ftirmek i\u00e7in bir dizi bilgisayar tabanl\u0131 klinik vaka sim\u00fclasyonu tasarland\u0131. Sim\u00fclasyonlar, \u00f6\u011frencilerin radyografiler hakk\u0131nda yorum yapmalar\u0131n\u0131, klinik ve tan\u0131sal test sonu\u00e7lar\u0131n\u0131 yorumlamalar\u0131n\u0131, uygun ara\u015ft\u0131rmalar\u0131 se\u00e7melerini ve klinik kararlar\u0131 i\u00e7in mant\u0131kl\u0131 ak\u0131l y\u00fcr\u00fctmelerini gerektiriyordu.<\/span><\/p>\n

Her vakada, \u00f6\u011frenciler hasta de\u011ferlendirmesiyle ba\u015flad\u0131, uygun testleri se\u00e7ti, test sonu\u00e7lar\u0131n\u0131 yorumlad\u0131 ve tedavi kararlar\u0131n\u0131 verdi. Web tabanl\u0131 e\u011fitim, fak\u00fclte moderat\u00f6rleri ile yap\u0131lan d\u00fczenli y\u00fcz y\u00fcze toplant\u0131larla zenginle\u015ftirildi. Kar\u015f\u0131la\u015ft\u0131rma grubu didaktik dersleri, hasta ba\u015f\u0131 e\u011fitimlerini ve ayakta tedavi kliniklerini i\u00e7eren geleneksel \u00f6\u011fretim program\u0131na kat\u0131lm\u0131\u015ft\u0131r.<\/span><\/p>\n

\u00dc\u00e7 haftal\u0131k mod\u00fcl\u00fcn sonunda, t\u00fcm kat\u0131l\u0131mc\u0131lar bilgisayar tabanl\u0131 bir test, nesnel yap\u0131land\u0131r\u0131lm\u0131\u015f bir klinik muayene ve hasta tabanl\u0131 bir klinik muayene i\u00e7eren bir de\u011ferlendirmeyi tamamlad\u0131. Test sonu\u00e7lar\u0131 g\u00f6sterilir.<\/span><\/p>\n

Farkl\u0131l\u0131klar \u00f6nemliydi ve b\u00fcy\u00fck olan .9’luk bir etki b\u00fcy\u00fckl\u00fc\u011f\u00fcn\u00fc yans\u0131t\u0131yor. Ara\u015ft\u0131rma ekibi, \u00f6\u011frencilerin “sim\u00fclasyonlar\u0131n, bu bilgileri servislerde bulunan ger\u00e7ek vakalarla ili\u015fkilendirebildikleri i\u00e7in hasta bak\u0131m\u0131 anlay\u0131\u015flar\u0131n\u0131 tamamlad\u0131\u011f\u0131n\u0131 ve derinle\u015ftirdi\u011fini” hissettiklerini g\u00f6zlemledi.<\/span><\/p>\n

Asl\u0131nda senaryolar, klinik kararlar almak i\u00e7in gerekli klinik \u00f6yk\u00fcy\u00fc alma ve hastalar\u0131n kapsaml\u0131 bir fiziksel de\u011ferlendirmesini tamamlama ihtiyac\u0131n\u0131 da g\u00fc\u00e7lendirdi\u201d.<\/span><\/p>\n

Ara\u015ft\u0131rma ekibi ayr\u0131ca, \u201c\u00f6\u011frenciler, kolayla\u015ft\u0131r\u0131c\u0131 liderli\u011findeki haftal\u0131k tart\u0131\u015fmalara de\u011fer veriyordu; Bu aktif \u00f6\u011frenci-\u00f6\u011fretmen etkile\u015fimleri, yaln\u0131zca ortaya \u00e7\u0131kar\u0131lan kaynaklar\u0131n de\u011fil, d\u00fc\u015f\u00fcnme s\u00fcrecinin de\u011ferlendirilmesinin vaka senaryolar\u0131 arac\u0131l\u0131\u011f\u0131yla edinilen bilgilere de\u011fer sa\u011flamas\u0131n\u0131 da sa\u011flad\u0131\u201d.<\/span><\/p>\n

Vaka bazl\u0131 ve “geleneksel” didaktik y\u00f6ntemlerin bu kar\u015f\u0131la\u015ft\u0131rmas\u0131ndan elde edilen sonu\u00e7lar, mesle\u011fe \u00f6zel ve vaka bazl\u0131 olacak \u015fekilde tasarlanm\u0131\u015f e-\u00f6\u011frenmenin faydalar\u0131n\u0131 desteklemektedir. Yine de, farkl\u0131 i\u015f rollerini, farkl\u0131 \u00f6\u011frenci pop\u00fclasyonlar\u0131n\u0131 ve \u00e7e\u015fitli sonu\u00e7 \u00f6l\u00e7\u00fctlerini i\u00e7eren daha bir\u00e7ok \u00e7al\u0131\u015fmam\u0131z olana kadar, d\u00fc\u015f\u00fcnme becerileri e\u011fitimine y\u00f6nelik vaka temelli yakla\u015f\u0131mlar i\u00e7in sa\u011flam bir gerek\u00e7e de olu\u015fturamay\u0131z.<\/span><\/p>\n

\n

Metabili\u015fsel D\u00fc\u015f\u00fcnme \u00f6rnekleri<\/span>
\nYans\u0131t\u0131c\u0131 d\u00fc\u015f\u00fcnme<\/a> ve metabili\u015fsel fark\u0131<\/span>
\nMetabili\u015fsel d\u00fc\u015f\u00fcnme pdf<\/span>
\nMetabili\u015fsel d\u00fc\u015f\u00fcnme Nedir<\/span>
\nYANSITICI d\u00fc\u015f\u00fcnme<\/span>
\nMetabili\u015fsel d\u00fc\u015f\u00fcnme e\u011fitim bilimleri<\/span>
\nYans\u0131t\u0131c\u0131 d\u00fc\u015f\u00fcnme nedir<\/span>
\nMetabili\u015fsel bilgi Nedir<\/span><\/p>\n

\n

D\u00fc\u015f\u00fcnme S\u00fcre\u00e7lerini A\u00e7\u0131k Hale Getirin<\/span><\/strong><\/h3>\n

BioWorld ve Accelerate Expertise programlar\u0131nda alana \u00f6zel ya da i\u015fe \u00f6zel d\u00fc\u015f\u00fcnme s\u00fcre\u00e7lerinin \u00f6n plana \u00e7\u0131kar\u0131ld\u0131\u011f\u0131n\u0131 g\u00f6rd\u00fck. \u00d6rne\u011fin, BioWorld’de \u00f6\u011frencilerden hastal\u0131k hipotezlerini desteklemek i\u00e7in ilgili kan\u0131tlar\u0131 tan\u0131mlamalar\u0131, g\u00f6ndermeleri ve \u00f6nceliklendirmeleri de istenir.<\/span><\/p>\n

Her vakan\u0131n sonunda, kan\u0131t \u00f6nceliklerini bir uzman\u0131nkiyle kar\u015f\u0131la\u015ft\u0131r\u0131rlar. Ayn\u0131 \u015fekilde, Uzmanl\u0131\u011f\u0131 H\u0131zland\u0131r’da, \u00f6\u011frenci bir kredi ba\u015fvurusunun riskine ili\u015fkin kan\u0131tlar\u0131 toplamal\u0131 ve de\u011ferlendirmelidir. \u00d6\u011frenci, kan\u0131t toplama faaliyetlerini bir uzman\u0131nkilerle de tabiki kar\u015f\u0131la\u015ft\u0131rabilir.<\/span><\/p>\n

Etkili problem \u00e7\u00f6zme e\u011fitimi, i\u015fin \u00fcstbili\u015fsel d\u00fc\u015f\u00fcnme becerilerine odaklanmal\u0131d\u0131r. G\u00fcn\u00fcm\u00fczde \u00e7o\u011fu i\u015f e\u011fitimi, i\u015fle ilgili ger\u00e7ekler, kavramlar ve prosed\u00fcrler hakk\u0131nda bilgi \u00fczerine yo\u011funla\u015fmaktad\u0131r. Bu i\u015f bilgisi tipik olarak anlatarak \u00f6\u011fretme (al\u0131c\u0131) veya g\u00f6ster ve yap (y\u00f6nerge) mimarisi kullan\u0131larak \u00f6\u011fretilir.<\/span><\/p>\n

\u0130ster s\u0131n\u0131fta ister multimedya yoluyla, \u00f6\u011frenciler genellikle dersleri dinler veya metin okur, k\u0131sa al\u0131\u015ft\u0131rmalar\u0131 tamamlar ve bir g\u00f6revi yerine getirme al\u0131\u015ft\u0131rmas\u0131 yapmak i\u00e7in ad\u0131mlar\u0131 takip eder. E\u011fitim vurgusu do\u011frudan i\u015f bilgisi \u00fczerinedir. S\u00fcre\u00e7ler, \u00f6zellikle i\u015f problemlerini \u00e7\u00f6zmekle ilgili g\u00f6r\u00fcnmez zihinsel s\u00fcre\u00e7ler, nadiren a\u00e7\u0131k\u00e7a e\u011fitilir.<\/span><\/p>\n

\u00d6rne\u011fin, bir\u00e7ok matematik dersinde, bir problemi \u00e7\u00f6zmek i\u00e7in gereken hesaplama prosed\u00fcrlerine odaklan\u0131l\u0131r. Nadiren zihinsel s\u00fcre\u00e7lerde, \u00f6zellikle de problem \u00e7\u00f6zmenin alt\u0131nda yatan \u00fcstbili\u015fsel s\u00fcre\u00e7lerde olmu\u015ftur. Sonu\u00e7, daha \u00f6nce a\u00e7\u0131klanan ordu otob\u00fcs\u00fc probleminde oldu\u011fu gibi, do\u011fru cevab\u0131 alabilen ancak bunun alaka d\u00fczeyini de\u011ferlendiremeyen \u00f6\u011frenicilerdir.<\/span><\/p>\n

Metabili\u015fsel Becerileri \u00d6\u011fretin<\/span><\/strong><\/h3>\n

Son yirmi y\u0131lda e\u011fitimciler, \u00f6\u011frencilerinde bili\u015f\u00f6tesi beceriler geli\u015ftirmeyi ama\u00e7layan programlar tasarlad\u0131lar. Bir matematik profes\u00f6r\u00fc olan Alan Schoenfeld, b\u00f6yle bir s\u0131n\u0131f program\u0131 geli\u015ftirdi.<\/span><\/p>\n

Lisans\u00fcst\u00fc \u00f6\u011frencilerinin s\u0131n\u0131flar\u0131nda \u00f6\u011fretilen belirli matematiksel tekniklerde olduk\u00e7a usta olduklar\u0131n\u0131, ancak problem \u00e7\u00f6zme becerilerinden yoksun olduklar\u0131n\u0131 kaydetti. \u00d6\u011frencilerin d\u00fc\u015f\u00fcnme s\u00fcre\u00e7lerini incelerken, yakla\u015f\u0131k y\u00fczde 60’\u0131n\u0131n bir problemi okudu\u011funu, bir \u00e7\u00f6z\u00fcm yoluna girdi\u011fini ve \u00fcretken olsun ya da olmas\u0131n bu yolda devam etti\u011fini belirtti.<\/span><\/p>\n

Bu sorunu oku, bir \u015fey yapmaya karar verin ya da y\u00fcksek su onun pe\u015finden git yakla\u015f\u0131m\u0131 olarak nitelendiriliyor. Buna kar\u015f\u0131l\u0131k, ayn\u0131 sorunu \u00e7\u00f6zen uzmanlar daha da fazla yans\u0131t\u0131c\u0131yd\u0131.<\/span><\/p>\n

Burada Schoenfeld’in acemilere k\u0131yasla uzmanlar\u0131n problem \u00e7\u00f6zme aktivitelerinin g\u00f6rsel temsillerini g\u00f6rebilirsiniz. Bu verileri, sorunlar\u0131 \u00e7\u00f6zerken y\u00fcksek sesle konu\u015fan uzmanlar\u0131n ve acemilerin diyaloglar\u0131n\u0131 analiz ederek toplad\u0131. Tek bir yakla\u015f\u0131ma ba\u011fl\u0131 kalan acemilerin aksine, uzman problem \u00e7\u00f6z\u00fcc\u00fcler, problem \u00e7\u00f6zme eylemlerini planlama, uygulama ve de\u011ferlendirme aras\u0131nda yinelemeli olarak da hareket ettiler.<\/span><\/p>\n

E\u011fitimi \u00f6\u011frencilerin problem \u00e7\u00f6zme becerilerini uzmanlar\u0131nkine daha \u00e7ok benzetmek i\u00e7in tasarlad\u0131. Temel \u00f6\u011fretim y\u00f6ntemleri olarak i\u015flenmi\u015f \u00f6rnekleri ve uygulamay\u0131 kulland\u0131. S\u0131n\u0131fta, g\u00f6zlemleme ve d\u00fczeltme d\u00fc\u015f\u00fcnceleri de dahil olmak \u00fczere d\u00fc\u015f\u00fcncelerini y\u00fcksek sesle dile getirece\u011fi g\u00f6steri problemlerini de \u00e7\u00f6zd\u00fc.<\/span><\/p>\n

Bazen kas\u0131tl\u0131 olarak verimsiz bir yola girebilir. Bir s\u00fcre sonra durup, \u201cBekle, bu beni bir yere g\u00f6t\u00fcr\u00fcyor mu? Ba\u015fka hangi alternatifleri de\u011ferlendirebilirim?\u201d Bu \u015fekilde, yaln\u0131zca problem \u00e7\u00f6z\u00fcmlerine de\u011fil, ayn\u0131 zamanda bunlar\u0131n arkas\u0131ndaki d\u00fc\u015f\u00fcnme s\u00fcre\u00e7lerine de \u00f6rnekler verdi.<\/span><\/p>\n

\u0130kincisi, sorunlar\u0131 k\u00fc\u00e7\u00fck \u00f6\u011frenci gruplar\u0131na atad\u0131. Birlikte \u00e7al\u0131\u015f\u0131rken, gruplar\u0131 ziyaret eder ve “\u015eu anda ne yap\u0131yorsun?” gibi “\u00fcstbili\u015fsel sorular” sorard\u0131. \u201cNeden bu yakla\u015f\u0131m\u0131 deniyorsun?\u201d “Ba\u015fka hangi yakla\u015f\u0131mlar\u0131 d\u00fc\u015f\u00fcnebilirsiniz?” \u00d6\u011frencileri \u00f6nce bu problem \u00e7\u00f6zme s\u00fcreci becerilerini g\u00f6stererek ve sonra onlar\u0131 uygulamaktan sorumlu tutarak, k\u0131sa s\u00fcrede bu t\u00fcr d\u00fc\u015f\u00fcnmeyi problem \u00e7\u00f6zme seanslar\u0131na dahil etmeyi \u00f6\u011frendiler.<\/span><\/p>\n

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