ÖĞRENCİLERİN BİYOLOJİ SÜREÇ DİYAGRAMLARINDA ÖĞRENME STİLLERİ, ÖĞRENME FAALİYETLERİ VE ÖĞRENME ÇIKTILARI
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In this study, it is aimed to determine the learning activities and learning styles that students use while performing learning from process diagrams and to investigate the effect of learning activities and learning styles on learning success. 23 students from the Biology Education Department of Hacettepe University, located in Turkey’s capital city, participated in the study. The data were collected in the 2017-2018 academic year. The Santa Barbara Learning Style Scale was applied to the participants first to collect the data. Then, process diagrams are shown with eye tracking technique. At the same time, a loud thinking protocol was applied to the participants to interpret the learning activities. As a result of these processes, a form was used to evaluate the learning outcomes of the participants, open-ended questions, true-false and incomplete drawings in the process diagrams were expected to be completed by the participants. Mann-Whitney U test, Kolmogorov-Smirnov test, content analysis and multiple regression analysis were used to analyze the data. As a result of the data analysis, it was found that the students who perform successful learning more often use arrow pointing and self-questioning activities from their learning activities. It has also been found that students who spend more time focusing on the main area successfully perform learning.
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