Asia-Pacific Forum on Science Learning and Teaching, Volume 11, Issue 2, Article 7 (Dec., 2010) Lale CERRAH ÖZSEVGEÇ, Alipasa AYAS and Tuncay ÖZSEVGEÇ Handbook preparation as a tool for self- directed learning process: A case study on endocrine topic Previous Contents Next

Conclusions and Implications

Promoting self-directed learning and learning to learn has become an important goal of education. This goal requires activating and process-oriented teaching rather then traditional transmission of knowledge. This means that the roles of teacher and student have been changing. In this study, student teachers’ knowledge of the endocrine system was examined and the handbook preparation method was used to increase their knowledge level and their willingness to learn. Results of the study revealed that the student teachers had inadequate knowledge and misconceptions related to endocrine glands, their functions and its main concepts such as feedback and hormone. In conclusion:

Teachers, who will use this method, should take some precautions to decrease its disadvantages.

1. S/he should outline the subject that will be learned, such as “organs of circulatory system,” rather than saying just "circulatory system."

2. The student, developing the handbook, should be awarded with a grade or something else to improve the student’s willingness and motivation. Rewarding students’ learning outcomes is also a kind of feedback from the teacher.

3. Teachers should emphasize that the less word, more reminding information is the critical point of the development of handbooks. The information in the material must reflect the students’ personal interpretation of learned information and their creativity. Creation is one of the important points in this process, because it forces the learner to think “what is the best way to teach this content to others.”

4. The teacher who will use this method in his/her class should control the information in the handbooks of the students very carefully, because the sources used by the students may also have misconceptions or incorrect knowledge.

5. Assessment of what students have learnt, and whether it is relevant and deep enough, is the most important point when students take responsibility for their learning (Sile´n, 2001). Concept maps, puzzles, other alternative techniques and the games in the handbooks of the students can be used to detect what students have learnt.

Many topics include classification; systems and the environment in biology are very suitable for this method.   Students can prepare different and interesting handbooks about vertebrates, viruses, bacteria and vascular and nonvascular plants. Further studies are necessary to develop the application of the handbook preparation method in the science education.