Araştırma Makalesi
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İlkokul Öğrencilerine İç Tasarım Becerileri Kazandırmak: Öğrenmeye Değer Öğretim Tasarımı

Yıl 2019, Cilt: 8 Sayı: 1, 70 - 94, 30.03.2019

Bengisu Koyuncu , Burçin Cem Arabacıoğlu

https://doi.org/10.30703/cije.452268

Öz

Bu araştırmanın amacı ilkokul 2., 3. ve 4. sınıfa devam eden
öğrencilerin mekân, renk, ısıl ve aydınlatma konularında
hazırlanan öğrenmeye değer öğretim tasarımının etkililiğini
incelemektir. Geliştirilen öğretim tasarımının etkisini belirlemek
için karma yöntem kullanılmıştır. Karma yöntemin nicel boyutu
deneme öncesi modellerinden tek grup öntest -sontest deneysel
desen, nitel boyutu ise örnek olay yöntemi ile ele alınmıştır.
Çalışmaya 14 ilin merkez 84 ilkokulunun 2., 3. ve 4. sınıf
düzeylerinden birer şube alınmış, örneklem 1204 öğrenciden
oluşmuştur. Örneklemin örnek olay incelemesine ise her sınıf
düzeyini temsil edecek üç öğrencinin çizdiği/yaptığı resim
seçkisiz yolla belirlenmiştir. Araştırmanın nicel verileri öğrenme
testi; nitel verileri ise dereceli rubrik ile toplanmıştır.
Öğrenmeye değer öğretim tasarımı uygulanmasından önce
yapılan ön test ile uygulanmasından sonra yapılan son test puan
ortalamaları arasında fark olup olmadığını belirlemeye yönelik
yapılan istatistik analizlerin sonucuna göre, öğretim tasarımın
etkili olduğu, öğrencilerin mekân, renk, ısıl ve aydınlatma
konularında bilgi ve becerilerini artırdıkları sonucu ortaya
çıkmıştır. 

Anahtar Kelimeler

Renk mekân ısıl aydınlatma iç mekân tasarımı öğrenmeye değer öğretim tasarımı becerisi

Kaynakça

  • Ames, C. (1992). Classrooms: Goals, structures and student motivation. Journal of Educational Psychology, 84(3), 261-27.
  • Azeria, Amir Reza Karimi, Reza Parvizib , S.Jalal Khaleghib , S.Bagher Hosseinic (2015).Effective Design Principles in Promotion of Children’s Creativity in Residential Spaces. Procedia - Social and Behavioral Sciences. Published by Elsevier Ltd. 202 (31 – 46). Doi: 10.1016/j.sbspro.2015.08.206
  • Atılgan, H. (Ed.) (2013). Eğitimde ölçme ve değerlendirme (6. Baskı). Ankara: Anı Yayıncılık.
  • Ballast, K. David (2013). Interior design references manuel. The Power The Pass Professional Pub. 6th edition. Belmont, CA, USA https://books.google.com.tr/books?hl=tr&lr=&id=L_HlDzYr2soC&oi=fnd&pg=PR1&dq=interior+design+principles&ots=U8XLnZuwB3&sig=zwv6zO8IKjSGljRk7Kva36pG40Y&redir_esc=y#v=onepage&q=interior%20design%20principles&f=false
  • Barnitt, H. (2003). Lighting for the future, building services. Journal: The magazine for the CIBSE, 25, 1, (38-39).
  • Benya, J. R. (2001). Lighting for schools. National Clearinghouse for Educational Facilities.
  • Berger, Carole; Yvette Hatwell (1995) Development of dimensional vs. global processing in haptics: The perceptual and decisional determinants of classification skills. British Journal of Developmental Psychology Volume 13, Issue 2 Pages 113–208 . Doi: 10.1111/j.2044-835X.1995.tb00670.x
  • Boyatzis, C.J. & Varghese, R. (1993). Children’s emotional associates with colors. The Journal of Genetic Psychology. 155(1), 77-85.
  • Burke, C. and I. Grosvenor (2003), The School I'd Like: Children and Young People's Reflections on an Education for the 21st Century, Routledge Falmer, New York.
  • Burke, K., Burke-Samide B. (2004). Required changes in the classroom environment: it's a matter of design. The Clearing House. 77, 6 (Jul. - Aug., 236-239).
  • Büyüköztürk, Ş., Çakmak, E., Akgün, Ö., Karadeniz, Ş., Demirel,F. (2008), Bilimsel araştırma yöntemleri ( 1. Baskı), İstanbul, Pegem Akademi.
  • Cash, C. (1993). “Building condition and student achievement and behavior”. Doctoral dissertation, Virginia Polytechnic Institute and State University, 54.
  • Ching, F.D.K. (2004). Mimarlık: Biçim, mekân ve düzen. (Çev. S. Lökçe), İstanbul, Yapı Yayın.
  • Cohen, S., & Trostle, S. L. (1990). Young children's preferences for school-related physical-environmental setting characteristics. Environment and Behavior, 22(6), 753-766.
  • Creswell, J. W., & Clark, V. L. P. (2015). Karma yöntem araştırmaları: Tasarımı ve yürütülmesi. (Çev: Y.Dede, SB. Demir) Ankara, Anı Yayıncılık.
  • Creswell, J.W. (2012). Educational research: planning, conducting, and evaluating quantitative research (4. Baskı). Boston: Pearson Education Inc.
  • Deng, B. (1992). A multilevel analysis of classroom climate effects on mathematics achievement of fourth-grade.
  • Dickens, W. T., & Flynn, J. R. (2001). Heritability estimates versus large environmental effects: the IQ paradox resolved. Psychological review, 108(2), 346.
  • Dorman, J. (2001) Associations between classroom environment and academic efficacy,Learning Environment Research, 4, pp. 243-257.
  • Dudek, M. (2001). Kindergarten architecture: Space for the imagination. 2nd Ed. Independence, KY: Spon Press.
  • Dunn, R. Rita Dunn, Jeffrey S. Krimsky, John B. Murray and Peter J. Quinn (1985). A Review of research on the effects of lighting on childern’s achivement and behavior. The Reading Teacher. 38, 9 (863-869). https://www.jstor.org/stable/20198961
  • Earthman, G. (2002), “School facility conditions and student academic achievement”, UCLA/IDEA, University of California. https://nctaf.org/wp-content/uploads/ucla_2002_article.pdf
  • Fisher, K. (2001). Building better outcomes: The impact of school infrastructure on student outcomes and behaviour. Schooling Issues Digest. (2-8). http://www.detya.gov.au/schools/publications/2001/index.htm
  • Fraser, B.J. (1999). Using learning environment assessment to improve classroom and school climates. In H.J. Freiberg (Eds.), School Climate: Measuring, improving and sustaining healthy learning environments (pp.65-83), London, Falmer Press.
  • Graves, M. (1951). The art of color and design. Mc Graw-Hill, Newyork.
  • Grubaugh, S., Houston R. (1990). Establishing a classroom environment that promotes interaction and ımproved student behavior. The Clearing House. 63, 8 (375-378).
  • Gump, P.V. (1975). Ecological psychology and children. In E.M. Hetherington (Ed.), Review of child development research, Vol. 5. Chicago: University of Chicago Press.
  • Gür, Ş.Ö. (1996). Mekan örgütlenmesi. Tabzon: Gür Yayıncılık.
  • Hadjioannou, X. (2007). Bringing the background to the foreground: what do classroom environments that support authentic discussions look like? American Educational Reseach Journal. 44 (2), 370-399. https://doi.org/10.3102/0002831207302173
  • Hancock, D.R. ve Algozzine, B. (2006). Doing case study research: a practical guide for beginners researchers. New York: Teachers College.
  • Hannah, R. (2013). "The effect of classroom environment on student learning". Western Michigan University. HONORS THESES. https://scholarworks.wmich.edu/honors_ theses
  • Hasırcı, D., Demirkan, H. (2007) Understanding the effects of cognition in creative decision making: a creativity model for enhancing the design studio process. Creativity Research Journal. 19 (2-3), 259-271. DOI: 10.1080/10400410701397362
  • Hasırcı, D., Demirkan, H.(2003). Creativity in learning environments: The case of two sixth grade art-rooms. Journal of Creative Behavior. 37, (1),17-41.
  • Hasol, Doğan (2002). Ansiklopedik mimarlık sözlüğü. İstanbul:Yapı Endüstri Merkezi Yayınları 8.baskı.
  • Hathaway, W. (1994). Non-visual effects of classroom lighting on children. Educational Facility Planner. 32, 3 (12-16).
  • Heschong Mahone Group. (1999). Daylighting in schools: An investigation into the relationship between daylighting and human performance. Retrieved from http://h-m-g.com/downloads/Daylighting/schoolc.pdf 25.05.2015Imhof, M. (2004). Effects of color stimulation on handwriting performance of children with ADHD without and with additional learning disabilities. European Child and Adolescent Psychiatry, 13, 191-198.
  • İzgi, U. (1999). Mimarlıkta süreç, kavramlar ilişkiler. İstanbul:YEM Yayınevi.
  • Jago, E., & Tanner, K. (1999). Influence of the school facility on student achievement. Retrieved March, 3. http://www.coe.uga.edu/sdpl/researchabstracts/visual.html
  • Jensen E. (2006). Enrich the brain. Jossey-Bass Company. San Francisco, CA. USA.
  • Jensen, E. (2000). Brain-based learning. Printed in the USA Published by The Brain Store Publishing, San Diego, Ca–USA
  • Johnson, S.P. (2010). How infants learn about the visual world. Cognitive Science Multidisipliner Journal, 34,Sep. (1158–1184) Doi: 10.1111/j.1551-6709.2010.01127.x
  • Karp, E.M. & Karp, H.B. (2001). Color associations of male and female fourth-grade school children. The Journal of Psychology, 122(4), 383-388.
  • Kıncal, R. Y. (2010). Bilimsel araştırma yöntemleri. Nobel Yayın Dağıtım.
  • Koyuncu, B. (2009). “İlköğretim beşinci sınıf fen ve teknoloji dersi için geliştirilen zenginleştirilmiş ve yarı zenginleştirilmiş beyin uyumlu öğretim tasarımlarının öğrencilerin erişileri, derse yönelik ilgileri ve öğrenmenin kalıcılığı üzerine etkisi”. Yayınlanmamış Doktora Tezi. Sosyal Bilimler Ens. Yıldız Teknik Üniversitesi. İstanbul.
  • Koyuncu, B., Erden, M. (2010). Zenginleştirilmiş beyin uyumlu öğretim ortamına ilişkin öğrenci görüşleri. Kuram ve Uygulamada Eğitim Yönetimi Dergisi. 16,1, (73-92).
  • Koyuncu,B. (2017). Eğitimsel sinirbilim (neuroeducation): Eğitimciler neden sinirbilim verilerinden yararlanmalıdır? TAY Journal, 1 (1), 22-34.
  • Krimksky, J. (1982). A comparative analsis of the effects of mismatching fourth grade students with their learning style prefenses for the enviromental elements of light and their subsequent reading speed and accuracy scores. Doctoral Thesis. New York: St. John’s University, USA.
  • McCoy, J. M., & Evans, G. W. (2002). The Potential Role of the Physical Environment in Fostering Creativity. Creativity Research Journal, 14, (3), 409-426
  • MEB (2015). Eğitim yapıları asgari tasarım standartları kılavuzu. http://erbaa.meb.gov.tr/meb_iys_dosyalar/2016_12/06090414_2015_egitim_yapilari__asgari_tasarim_standartlari___klavuzu.pdf (Erişim tarihi: 20.09.2016)
  • Merriam, S. B. (2013). Nitel araştırma: Desen ve uygulama için bir rehber. Nobel.
  • Meyers, N. M., Duncan D. N. (2009) How to use (five) curriculum design principles to align authentic learning environments, assessment, students’ approaches to thinking and learning outcomes. Assessment Evaluation in Higher Education. 34,5, (565-577). Doi: 10.1080/02602930802226502
  • Moore, G. T. (1985). The designed environment and cognitive development: A brief review of five domains of research. Children's Environments Quarterly, 26-33
  • Morton, J. (1995). Color matters. Retrieved from http://www.colormatters.com.
  • Myhrvold, A.N., Olsen, Lauridsen, O. (1996). Indoor environment in schools – pupils health and performance in regard to CO2 concentrations. Indoor Air The Seventh International Conference on Indoor Air Quality and Climate, Vol. 4, (369-371).
  • O’Connor, P.D., Sofo, F., Kendall, L. Olsen, G. (1990). Reading disabilities and the effects of colored filters. Journal of Learning Disabilities, 23(10), 597-603.
  • Owens, Karen (1987). The World of the child. New York: CBS Colege Publish
  • Özbay, Yaşar (2009). Eğitim psikolojisi . Özbay, Yaşar, Serdar Erkan(Editör ). Bilişsel gelişim. (ss.131-148). 2. Baskı. Ankara:PegemA Yayıncılık.
  • Paradise, L. (1994). Classroom dynamics. In R. Corsini (Ed.), Encyclopedia of Psychology, 1, (2nd edt.).Canada: John Wiley & Sons.
  • Ridley, Matt (2003). Gen çeviktir. (Çev.Mehmet Doğan).İstanbul:Boğaziçi Üniversitesi Yayınevi
  • Roth, M.L. (1993). Mimarlığın öyküsü. Çeviren: Ergün Akça. İstanbul:Kabalcı Yayınevi
  • Sanoff, H. (1991). Visual research methods in design. New York: Van Nostrand Reinhold.
  • Santrock, John W. (1996). Child development. Seventh Edition. Brown&Benchmark Publishers,USA
  • Schneider, M. (2002). Do school facilities affect academic outcomes? National Clearinghouse for Educational Facilities. https://files.eric.ed.gov/fulltext/ED470979.pdf
  • Sheri, T. (2003). Color in education. School Planning Management. 42, 12,(30‐2).
  • Sousa, D. (2001). How the brain learns. Corwin Press.students. Memphis, TN: Memphis State University. (ERIC Document Reproduction Service No. Ed 348 222)
  • Sylwester, R. (2000). A biological brain in a cultural classroom. Corwin Press Company, CA, USA.
  • Terwogt, M.M. & Hoeksma, J.B. (2001). Colors and emotions: preferences and combinations. The Journal of General Psychology, 122(1), 5-17.
  • Wallace, J., Venville, G. & Chou, C. (2001). Cooperate is when you don’t fight”: students’ understanding of their classroom. Learning Environment. 5, (133-153)
  • Young, E., Green, H.A., Roehrich-Patrick, L. & Gibson, T. (2003). Do K-12 school facilities affect education outcomes? Nashville, TN: Tennessee Advisory Commission on Intergovernmental Relations.
  • Zentall, S. (1986). Effects of color stimulation on performance and activity of hyperactive and non‐hyperactive children. Journal of Educational Psychology. 78,2 (159‐65).

Primary School Students' Gaining Interior Design Skills: Learning-Worth Instructional Design

Yıl 2019, Cilt: 8 Sayı: 1, 70 - 94, 30.03.2019

Bengisu Koyuncu , Burçin Cem Arabacıoğlu

https://doi.org/10.30703/cije.452268

Öz

The aim of this study was to examine the effectiveness of the instructional design
prepared on the subjects of space, color, temperature and lighting for 2nd, 3rd and 4th
grade of primary schols students. A mixed method was used to determine the effect of
the developed instructional design. The quantitative dimension was evaluated through
single group pretest-posttest experimental pattern which is one of the pre-test models,
and qualitative dimension was handled through case study method. A class was taken
from the each 2nd, 3rd and 4th grade levels of 84 primary schools in 14 provinces. Thus,
the sample consisted of 1204 learners. In the case study of the sample, the picture of the
three students that will represent each class level is determined by randomly.
Quantitative data of the research was gathered via learning test, and qualitative data
were collected with graded rubrics. According to the result of the statistical analyzes
conducted to determine whether there was a difference between the pre-test and posttest averages after the application of the learning-value instructional design, it was
revealed that the instructional design was effective and the students had increased their
knowledge and skills in space, color, heat and illumination. 

Anahtar Kelimeler

Color space heat lighting interior design learning-worthy instructional design skills

Kaynakça

  • Ames, C. (1992). Classrooms: Goals, structures and student motivation. Journal of Educational Psychology, 84(3), 261-27.
  • Azeria, Amir Reza Karimi, Reza Parvizib , S.Jalal Khaleghib , S.Bagher Hosseinic (2015).Effective Design Principles in Promotion of Children’s Creativity in Residential Spaces. Procedia - Social and Behavioral Sciences. Published by Elsevier Ltd. 202 (31 – 46). Doi: 10.1016/j.sbspro.2015.08.206
  • Atılgan, H. (Ed.) (2013). Eğitimde ölçme ve değerlendirme (6. Baskı). Ankara: Anı Yayıncılık.
  • Ballast, K. David (2013). Interior design references manuel. The Power The Pass Professional Pub. 6th edition. Belmont, CA, USA https://books.google.com.tr/books?hl=tr&lr=&id=L_HlDzYr2soC&oi=fnd&pg=PR1&dq=interior+design+principles&ots=U8XLnZuwB3&sig=zwv6zO8IKjSGljRk7Kva36pG40Y&redir_esc=y#v=onepage&q=interior%20design%20principles&f=false
  • Barnitt, H. (2003). Lighting for the future, building services. Journal: The magazine for the CIBSE, 25, 1, (38-39).
  • Benya, J. R. (2001). Lighting for schools. National Clearinghouse for Educational Facilities.
  • Berger, Carole; Yvette Hatwell (1995) Development of dimensional vs. global processing in haptics: The perceptual and decisional determinants of classification skills. British Journal of Developmental Psychology Volume 13, Issue 2 Pages 113–208 . Doi: 10.1111/j.2044-835X.1995.tb00670.x
  • Boyatzis, C.J. & Varghese, R. (1993). Children’s emotional associates with colors. The Journal of Genetic Psychology. 155(1), 77-85.
  • Burke, C. and I. Grosvenor (2003), The School I'd Like: Children and Young People's Reflections on an Education for the 21st Century, Routledge Falmer, New York.
  • Burke, K., Burke-Samide B. (2004). Required changes in the classroom environment: it's a matter of design. The Clearing House. 77, 6 (Jul. - Aug., 236-239).
  • Büyüköztürk, Ş., Çakmak, E., Akgün, Ö., Karadeniz, Ş., Demirel,F. (2008), Bilimsel araştırma yöntemleri ( 1. Baskı), İstanbul, Pegem Akademi.
  • Cash, C. (1993). “Building condition and student achievement and behavior”. Doctoral dissertation, Virginia Polytechnic Institute and State University, 54.
  • Ching, F.D.K. (2004). Mimarlık: Biçim, mekân ve düzen. (Çev. S. Lökçe), İstanbul, Yapı Yayın.
  • Cohen, S., & Trostle, S. L. (1990). Young children's preferences for school-related physical-environmental setting characteristics. Environment and Behavior, 22(6), 753-766.
  • Creswell, J. W., & Clark, V. L. P. (2015). Karma yöntem araştırmaları: Tasarımı ve yürütülmesi. (Çev: Y.Dede, SB. Demir) Ankara, Anı Yayıncılık.
  • Creswell, J.W. (2012). Educational research: planning, conducting, and evaluating quantitative research (4. Baskı). Boston: Pearson Education Inc.
  • Deng, B. (1992). A multilevel analysis of classroom climate effects on mathematics achievement of fourth-grade.
  • Dickens, W. T., & Flynn, J. R. (2001). Heritability estimates versus large environmental effects: the IQ paradox resolved. Psychological review, 108(2), 346.
  • Dorman, J. (2001) Associations between classroom environment and academic efficacy,Learning Environment Research, 4, pp. 243-257.
  • Dudek, M. (2001). Kindergarten architecture: Space for the imagination. 2nd Ed. Independence, KY: Spon Press.
  • Dunn, R. Rita Dunn, Jeffrey S. Krimsky, John B. Murray and Peter J. Quinn (1985). A Review of research on the effects of lighting on childern’s achivement and behavior. The Reading Teacher. 38, 9 (863-869). https://www.jstor.org/stable/20198961
  • Earthman, G. (2002), “School facility conditions and student academic achievement”, UCLA/IDEA, University of California. https://nctaf.org/wp-content/uploads/ucla_2002_article.pdf
  • Fisher, K. (2001). Building better outcomes: The impact of school infrastructure on student outcomes and behaviour. Schooling Issues Digest. (2-8). http://www.detya.gov.au/schools/publications/2001/index.htm
  • Fraser, B.J. (1999). Using learning environment assessment to improve classroom and school climates. In H.J. Freiberg (Eds.), School Climate: Measuring, improving and sustaining healthy learning environments (pp.65-83), London, Falmer Press.
  • Graves, M. (1951). The art of color and design. Mc Graw-Hill, Newyork.
  • Grubaugh, S., Houston R. (1990). Establishing a classroom environment that promotes interaction and ımproved student behavior. The Clearing House. 63, 8 (375-378).
  • Gump, P.V. (1975). Ecological psychology and children. In E.M. Hetherington (Ed.), Review of child development research, Vol. 5. Chicago: University of Chicago Press.
  • Gür, Ş.Ö. (1996). Mekan örgütlenmesi. Tabzon: Gür Yayıncılık.
  • Hadjioannou, X. (2007). Bringing the background to the foreground: what do classroom environments that support authentic discussions look like? American Educational Reseach Journal. 44 (2), 370-399. https://doi.org/10.3102/0002831207302173
  • Hancock, D.R. ve Algozzine, B. (2006). Doing case study research: a practical guide for beginners researchers. New York: Teachers College.
  • Hannah, R. (2013). "The effect of classroom environment on student learning". Western Michigan University. HONORS THESES. https://scholarworks.wmich.edu/honors_ theses
  • Hasırcı, D., Demirkan, H. (2007) Understanding the effects of cognition in creative decision making: a creativity model for enhancing the design studio process. Creativity Research Journal. 19 (2-3), 259-271. DOI: 10.1080/10400410701397362
  • Hasırcı, D., Demirkan, H.(2003). Creativity in learning environments: The case of two sixth grade art-rooms. Journal of Creative Behavior. 37, (1),17-41.
  • Hasol, Doğan (2002). Ansiklopedik mimarlık sözlüğü. İstanbul:Yapı Endüstri Merkezi Yayınları 8.baskı.
  • Hathaway, W. (1994). Non-visual effects of classroom lighting on children. Educational Facility Planner. 32, 3 (12-16).
  • Heschong Mahone Group. (1999). Daylighting in schools: An investigation into the relationship between daylighting and human performance. Retrieved from http://h-m-g.com/downloads/Daylighting/schoolc.pdf 25.05.2015Imhof, M. (2004). Effects of color stimulation on handwriting performance of children with ADHD without and with additional learning disabilities. European Child and Adolescent Psychiatry, 13, 191-198.
  • İzgi, U. (1999). Mimarlıkta süreç, kavramlar ilişkiler. İstanbul:YEM Yayınevi.
  • Jago, E., & Tanner, K. (1999). Influence of the school facility on student achievement. Retrieved March, 3. http://www.coe.uga.edu/sdpl/researchabstracts/visual.html
  • Jensen E. (2006). Enrich the brain. Jossey-Bass Company. San Francisco, CA. USA.
  • Jensen, E. (2000). Brain-based learning. Printed in the USA Published by The Brain Store Publishing, San Diego, Ca–USA
  • Johnson, S.P. (2010). How infants learn about the visual world. Cognitive Science Multidisipliner Journal, 34,Sep. (1158–1184) Doi: 10.1111/j.1551-6709.2010.01127.x
  • Karp, E.M. & Karp, H.B. (2001). Color associations of male and female fourth-grade school children. The Journal of Psychology, 122(4), 383-388.
  • Kıncal, R. Y. (2010). Bilimsel araştırma yöntemleri. Nobel Yayın Dağıtım.
  • Koyuncu, B. (2009). “İlköğretim beşinci sınıf fen ve teknoloji dersi için geliştirilen zenginleştirilmiş ve yarı zenginleştirilmiş beyin uyumlu öğretim tasarımlarının öğrencilerin erişileri, derse yönelik ilgileri ve öğrenmenin kalıcılığı üzerine etkisi”. Yayınlanmamış Doktora Tezi. Sosyal Bilimler Ens. Yıldız Teknik Üniversitesi. İstanbul.
  • Koyuncu, B., Erden, M. (2010). Zenginleştirilmiş beyin uyumlu öğretim ortamına ilişkin öğrenci görüşleri. Kuram ve Uygulamada Eğitim Yönetimi Dergisi. 16,1, (73-92).
  • Koyuncu,B. (2017). Eğitimsel sinirbilim (neuroeducation): Eğitimciler neden sinirbilim verilerinden yararlanmalıdır? TAY Journal, 1 (1), 22-34.
  • Krimksky, J. (1982). A comparative analsis of the effects of mismatching fourth grade students with their learning style prefenses for the enviromental elements of light and their subsequent reading speed and accuracy scores. Doctoral Thesis. New York: St. John’s University, USA.
  • McCoy, J. M., & Evans, G. W. (2002). The Potential Role of the Physical Environment in Fostering Creativity. Creativity Research Journal, 14, (3), 409-426
  • MEB (2015). Eğitim yapıları asgari tasarım standartları kılavuzu. http://erbaa.meb.gov.tr/meb_iys_dosyalar/2016_12/06090414_2015_egitim_yapilari__asgari_tasarim_standartlari___klavuzu.pdf (Erişim tarihi: 20.09.2016)
  • Merriam, S. B. (2013). Nitel araştırma: Desen ve uygulama için bir rehber. Nobel.
  • Meyers, N. M., Duncan D. N. (2009) How to use (five) curriculum design principles to align authentic learning environments, assessment, students’ approaches to thinking and learning outcomes. Assessment Evaluation in Higher Education. 34,5, (565-577). Doi: 10.1080/02602930802226502
  • Moore, G. T. (1985). The designed environment and cognitive development: A brief review of five domains of research. Children's Environments Quarterly, 26-33
  • Morton, J. (1995). Color matters. Retrieved from http://www.colormatters.com.
  • Myhrvold, A.N., Olsen, Lauridsen, O. (1996). Indoor environment in schools – pupils health and performance in regard to CO2 concentrations. Indoor Air The Seventh International Conference on Indoor Air Quality and Climate, Vol. 4, (369-371).
  • O’Connor, P.D., Sofo, F., Kendall, L. Olsen, G. (1990). Reading disabilities and the effects of colored filters. Journal of Learning Disabilities, 23(10), 597-603.
  • Owens, Karen (1987). The World of the child. New York: CBS Colege Publish
  • Özbay, Yaşar (2009). Eğitim psikolojisi . Özbay, Yaşar, Serdar Erkan(Editör ). Bilişsel gelişim. (ss.131-148). 2. Baskı. Ankara:PegemA Yayıncılık.
  • Paradise, L. (1994). Classroom dynamics. In R. Corsini (Ed.), Encyclopedia of Psychology, 1, (2nd edt.).Canada: John Wiley & Sons.
  • Ridley, Matt (2003). Gen çeviktir. (Çev.Mehmet Doğan).İstanbul:Boğaziçi Üniversitesi Yayınevi
  • Roth, M.L. (1993). Mimarlığın öyküsü. Çeviren: Ergün Akça. İstanbul:Kabalcı Yayınevi
  • Sanoff, H. (1991). Visual research methods in design. New York: Van Nostrand Reinhold.
  • Santrock, John W. (1996). Child development. Seventh Edition. Brown&Benchmark Publishers,USA
  • Schneider, M. (2002). Do school facilities affect academic outcomes? National Clearinghouse for Educational Facilities. https://files.eric.ed.gov/fulltext/ED470979.pdf
  • Sheri, T. (2003). Color in education. School Planning Management. 42, 12,(30‐2).
  • Sousa, D. (2001). How the brain learns. Corwin Press.students. Memphis, TN: Memphis State University. (ERIC Document Reproduction Service No. Ed 348 222)
  • Sylwester, R. (2000). A biological brain in a cultural classroom. Corwin Press Company, CA, USA.
  • Terwogt, M.M. & Hoeksma, J.B. (2001). Colors and emotions: preferences and combinations. The Journal of General Psychology, 122(1), 5-17.
  • Wallace, J., Venville, G. & Chou, C. (2001). Cooperate is when you don’t fight”: students’ understanding of their classroom. Learning Environment. 5, (133-153)
  • Young, E., Green, H.A., Roehrich-Patrick, L. & Gibson, T. (2003). Do K-12 school facilities affect education outcomes? Nashville, TN: Tennessee Advisory Commission on Intergovernmental Relations.
  • Zentall, S. (1986). Effects of color stimulation on performance and activity of hyperactive and non‐hyperactive children. Journal of Educational Psychology. 78,2 (159‐65).
Toplam 70 adet kaynakça vardır.

Ayrıntılar

Birincil Dil Türkçe
Bölüm Araştırma Makalesi
Yazarlar

Bengisu Koyuncu

Burçin Cem Arabacıoğlu

Yayımlanma Tarihi 30 Mart 2019
Yayımlandığı Sayı Yıl 2019Cilt: 8 Sayı: 1

Kaynak Göster

APA Koyuncu, B., & Arabacıoğlu, B. C. (2019). İlkokul Öğrencilerine İç Tasarım Becerileri Kazandırmak: Öğrenmeye Değer Öğretim Tasarımı. Cumhuriyet Uluslararası Eğitim Dergisi, 8(1), 70-94. https://doi.org/10.30703/cije.452268
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