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Qualitative research was conducted using responses from 73 students across classes and courses in the 2019–2020 term. 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E-ISSN: 2442-9651  \ndoi: [http://doi.org/10.21093/di.v21i2.](http://doi.org/10.21093/di.v21i2.3634)[3634](http://doi.org/10.21093/di.v21i2.3634)  \nThe Application and its Effects of Lecture Method in the Teaching Process at A Foundation University in Turkey  \nTuncayAkçadağ  \nFatih Sultan Mehmet Vakif University, Turkey  \ne-mail: [tuncayakcadag@gmail.com](tuncayakcadag@gmail.com)  \n[takcadag@fsm.edu.tr](takcadag@fsm.edu.tr)  \nAbstract  \nIn this study, an application used in a lecture at a university was tried to be explained and the effects, thoughts, feelings, and criticisms that occurred in the students as a result of this application were tried to be determined. The steps of the developed application are as follows; the determination of the lesson objectives before the lesson by the teacher, the preparation of the evaluation questions for each lesson objective, the teacher’s entering the lesson by directing the evaluation questions to the students at the beginning of the lesson, making a short conversation about the answers given by the students to the evaluation questions, reminding students of the evaluation questions asked at the beginning of the lesson and enabling them to create answers again, comparing the first answers to the evaluation questions with the last answers, and enabling the students to seethe differences between the answers. Qualitative research designs were used in the study. The required data were collected through analyzing the answers given to the questions of a semi-structured evaluation form based on the developed application from 73 students in different classes and courses from the education faculty of a foundation university in the 2019-2020 semester. The application was received positively by the majority of the students and their interest in the lectures increased. In addition, there were statements that the students were excited and had fun with the application, and they thought that the application should be expanded.  \nKeywords: lecture method, meaningful learning, presentation method  \nDinamika Ilmu, Volume 21(2), 2021 347  \nTuncayAkçadağ  \nA. Introduction  \nRegular activities carried out by the teacher for students’ learning are called teaching (Büyükkaragöz & Çivi, 1994) . The differences in individual learning are due to theneurophysiological effects that the stimuli trigger during the learning process which is transmitted to the brain and causes different perceptions (Keskinkılıç, 2007) . The general paths chosen to achieve course objectives are called strategies or approaches. The teaching approach consists of decisions about efforts to help students select and organize information that will affect their affective state so that they can learn (Ün Açıkgöz, 1998) .  \nIn general, strategies are grouped into four main groups: learning through presentation, discovery, research-examination, and collaborative learning (Ocak, 2011) . A method is to transform techniques, content, tools, and materials into services by associating all available resources in order to achieve course objectives based on approaches (Clark & Starr, 1981). Teaching technique, on the other hand, can be defined asthe way of putting the teaching method into practice or the practices done in the classroom for this purpose (Demirel, 2004) . Teachers detect the level of learning through assessment and take precautions (Schunk, 2009) . Thus, these cyclical actions determine professional teacher-learner relationships. The lecture is a method used in both learnings by reception and teaching by presentation strategies (Sönmez, 2015; Demirkan & Saraçoğlu, 2016) . The lecture method is traditional, teacher-centered; It is a method with along history in education and is based on explaining the subject to the student (Alpar et al., 2007) . Visual and verbal supports should be used during lectures, and there should be logical transitions and internal consistency between verbal p","cbCaitsHOg9MWsCN","https://ap.wps.com/l/cbCaitsHOg9MWsCN","pdf",343986,22,"English","# Abstract\n## Study purpose and application steps\n## Research design and data collection\n## Key findings","[{\"question\":\"What is the main purpose of the study?\",\"answer\":\"The study explains an application used in university lectures and determines its effects on students’ thoughts, feelings, and criticisms.\"},{\"question\":\"How does the lecture application work during the lesson?\",\"answer\":\"It follows steps including setting lesson objectives, creating evaluation questions, directing students to answer at the beginning, discussing answers briefly, reminding students, enabling them to recreate answers, and comparing first vs. last answers.\"},{\"question\":\"What was the outcome for students after using the application?\",\"answer\":\"Most students responded positively, their interest in the lectures increased, and they reported being excited, having fun, and believing the application should be expanded.\"}]","Dinamika Ilmu - Vol 21 No 2 - 2021 - The Application and its Effects of Lecture Method in the Teaching Process | PDF",55]