Full Length Research Paper

Identifying the retention of examples when converting learning into a meaningful and permanent knowledge

Mevlüt GÜNDÜZ* and Havva Sümeyra PEKTAŞ


The purpose of this study is to ascertain which of the examples the teacher use in teaching are retained by teacher candidates while making learning permanent and meaningful. One of the qualitative research methods, phenomenological approach is used in this study. This research has been carried out with a total of 18 English language prospective teachers attending PPSE (Public Personnel Selection Examination) courses in a private teaching institution in Isparta (Turkey) in 2014-2015 academic year, on voluntary base. Participants have been lectured 120 hours Educational sciences course throughout 4 months by the researchers. Afterwards, an interview has been carried out with them. The data were obtained through “Semi-Structured Interview Form” consisting of open-ended questions developed by the researchers. First the data were computerized then they were analyzed by using content analysis of qualitative research techniques. When considering the findings, as a result of the responses the participants gave in one on one interview, examples associated to irrelevant cases (n=49) are kept in mind most after 120 hours period of education. In addition, it has been observed that examples close to their real meanings (n=31), and the ones given with proverbs and aphorisms (n=42) have been found to be much permanent in the mind. The results indicate that according to the answers given by English language prospective teachers, using unnatural and interesting connotations in making knowledge meaningful and permanent makes it easier to recall.

Key words: Meaningful learning, Semantic connotation, Retention, Exampling, ELT prospective teacher

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