Yükseköğretimde Proje Tabanlı Öğrenme Yoluyla Bireysel İyi Oluşun Desteklenmesi
DOI:
https://doi.org/10.61518/ijpw-87Anahtar Kelimeler:
Bireysel İyi Oluş, Proje Tabanlı Öğrenme, 21. Yüzyıl Becerileri, Sürdürülebilirlik, Yaşam Boyu ÖğrenmeÖzet
Bu makale, yükseköğretim kurumlarında proje tabanlı öğrenme (PBL) ve teknoloji-pedagojisiyle harmanlanmış öğrenme entegrasyonunun, öğrencilerin iyi oluşlarını destekleme ve dijital araçlarla desteklenen yeni aktarılabilir beceriler aracılığıyla yerel toplulukların sorunlarını çözme olanaklarını nasıl sağladığını incelemeyi amaçlamaktadır. Üç farklı yükseköğretim kurumunda gerçekleştirilen, çoklu alan etnografisiyle harmanlanmış bir araştırma tasarımı, Proje Tabanlı Öğrenme pedagojik yaklaşımı çerçevesinde öğrencilerin iyi oluşlarını PERMA Modeli (Pozitif Duygular, Katılım, İlişkiler, Anlam ve Başarı) temelinde değerlendirmeye olanak tanımıştır. Bu karma araştırma, Batı Afrika'nın Fransızca konuşulan ülkelerinden biri olan Fildişi Sahili’nde 435 öğrenci ve 8 öğretmen/ eğitimciyle gerçekleştirilmiştir. Bu karma araştırma, Batı Afrika’nın Fransızca konuşulan ülkelerinden biri olan Fildişi Sahili’nde, toplamda 435 öğrenci ve 8 öğretmen/eğitimci ile yürütülmüştür. Veriler, katılımcıların PBL deneyimlerini içerik ve söylem analizi yöntemiyle değerlendirmek amacıyla sınıf gözlemleri ve yarı yapılandırılmış mülakatlar yoluyla toplanmıştır. Bulgular, yüksek öğrenim kurumlarında PBL entegrasyonunun, öğrenenlerin becerilerini ve toplulukları desteklemek amacıyla gerçek problem çözmeye dayalı 21. yüzyıl pedagojik dönüşümünün bir sonucu olduğunuortaya koymuştur. Bununla birlikte, tesis ve kaynak yetersizliği, yapısal sınırlamalar, kalabalık sınıflar, bilgi yüklemesi (aşırı bilgi içeriği yoğunluğu) , zaman kısıtlamaları, insan sermayesi eksikliği, teknoloji eksikliği ve sınırlı öğrenme olanakları gibi bağlamsal zorluklar, PBL'nin öğretim ve öğrenim üzerindeki sonuçlarını olumsuz yönde etkileyebilmektedir. Buna karşın, eğitim sisteminde PBL’ye geçişin, 21. yüzyıl becerilerinin gelişimini desteklediği ve öğrencilerin iyi oluşuna katkı sağladığı görülmektedir. Bu bağlamda, dijital çağda eğitim kurumlarının, yaşam boyu öğrenimi ve bireylerin iyi oluşunu desteklemek, aynı zamanda esneklik, dayanıklılık ve problem çözme becerilerini geliştirmek amacıyla pedagojide Proje Tabanlı Öğrenmeyi teşvik etmeleri önerilmektedir.
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