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ERIC Number: EJ1146153
Record Type: Journal
Publication Date: 2017
Pages: 16
Abstractor: As Provided
ISBN: N/A
ISSN: ISSN-2304-9650
Investigating the Efficiency of Scenario Based Learning and Reflective Learning Approaches in Teacher Education
Hursen, Cigdem; Fasli, Funda Gezer
European Journal of Contemporary Education, v6 n2 p264-279 2017
The main purpose of this research is to investigate the efficiency of scenario based learning and reflective learning approaches in teacher education. The impact of applications of scenario based learning and reflective learning on prospective teachers' academic achievement and views regarding application and professional self-competence perceptions are also searched. This research is both qualitative and quantitative oriented and is conducted with two different groups: one is scenario based learning group and the other one is reflective learning group. Besides, the research is carried out with 62 prospective teachers who take --Teaching Practice? course. The group of reflective learning is composed of 30 prospective teachers whereas the scenario based learning group is composed of 32 prospective teachers. The applications which are lasted 12 weeks are supported with one of the educational social networks called edmodo. The findings of the research revealed that the scenario based learning is more effective than reflective learning in terms of prospective teachers' academic achievement. However, there is no significant difference found in the professional self-competence perceptions of both scenario based learning group and reflective learning group.
Academic Publishing House Researcher. 26-2 Konstitutcii, Office No. 6, 354000 Sochi, Russian Federation. Tel: +7-918-2019719; e-mail: evr2010@rambler.ru; Web site: http://ejournal1.com/en/index.html
Publication Type: Journal Articles; Reports - Research
Education Level: Higher Education; Postsecondary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: Turkey