Handbook preparation as a tool for self- directed learning process: A case study on endocrine topic

Learning is a lifelong process, and the ability to learn on one’s own has become a prerequisite for living in a dynamic world of rapid change. Promoting the capacity for self-directed lifelong learning among students has been growing importance in recent educational policies (Bolhuis and Voeten, 2001; Candy, 1991; Levett-Jones, 2005). During the self-directed learning (SDL) process, the individual decides if s/he is going to do the work by him/herself or ask for help when diagnosing the learning needs, determining tools and resources, choosing the appropriate learning techniques and evaluating the learning outcomes. This means that it is an internalized process related to willingness, self-identity and capacity to manage an individual’s own learning (Jennings, 2007; Land, 2000).

The characteristics of the teacher, student and the topic are important factors for determining of the use of SDL. For some topics, a teacher or a trainer is necessary. Students’ study habits, meta learning skills, etc., are also effective for learning. After these variables are examined, what should be taught, how it is going to be taught and documented are determined to facilitate learning (Gafoor and Shemi, 2007; Patterson et all., 2002).

Over the years, many techniques and strategies for developing SDL skills have been proposed. But, there are limited studies introducing the applications of self-directed learning tools on a specific subject area. Edmondson (1995) searched the developments of self-directed learning in a problem-based curriculum. Seçken (2008) examined the effects of computer-assisted education on the self-directed learning process of pre-service teachers. Sile´n and Uhlin (2008) also used problem-based learning in order to support and enhance the students’ learning process in becoming self-directed. In this article, the effectiveness of the handbook preparation method as a self-directed learning tool was explored. It was thought that learning with a handbook is closely associated with SDL from both the process and personal attribute perspectives.

Handbook is a teaching tool that has been used to teach basic concepts to young students about subjects like animals, plants, etc. (Yanpar and Yıldırım, 2004). It has a few papers and a cover. The student prepares the handbook, draws or sticks the picture of the concept in the pages and writes one or two sentences of information under it. We believed that handbook preparation could be used as a self-directed learning method for higher-level students. This paper is the first step of the further application of the handbook preparation method. In this model, the teacher sets up the learning objectives, guides the direction of student inquiry, promotes new patterns of thinking and provides “coaching and scaffolding” at critical times. The responsibilities of the students are exploring, discovering and abstracting the information. They will collect the information and design it to prepare their handbook. During this process students are expected to learn definitions and mechanisms not by memorizing, but by drawing, writing, asking, coloring, etc. (URL-1, 2010).

The endocrine system was selected as the study topic. Most of the physiological processes around us are regulated by the endocrine system: a caterpillar becomes a butterfly, a young girl develops into a woman and an adult copes with chronic stress. Many other adjustments of metabolism, growth and reproduction are related with this system. The endocrine system also works closely with the nervous system to maintain the steady state of the body (Solomon et all., 1993).Therefore, teaching this subject requires particular attention in biology education. Despite its importance, hormonal regulation and endocrine glands are generally regarded as difficult for teachers and students because of its large and complex content. Teacher directed didactic teaching methods are most commonly used to teach this subject, and students memorize the concepts of the subject (Bahar, et all., 1999; Cerrah, et all., 2005, 2006; Zöhre, 1999). There has been a continuing agreement that traditional approaches, especially for complex and large subjects, have a limited effect on deep learning (Dikmenli and Çardak, 2004; Calik, Ayas and Coll, 2007).

To date, the relationships between students’ willingness and capacity to engage in self-directed learning and their ability to think critically has been studied, but the endocrine system and handbook preparation method have not been empirically investigated. The results of this study shed some initial light on these relationships and suggest some interesting considerations for teaching in higher education.

The study focuses on the following questions:

1. What is the student teachers' knowledge level about the endocrine system?

2. Is there a correlation between handbook preparation methods and to cope with the learning difficulties of the student teachers?

3. Is there a relationship between the student teachers’ willingness to learn and the handbook preparation method?