Fen bilgisi öğretmen adaylarının iyi bir eğitim ortamını sağlayan yedi ilke üzerindeki bilgi ve becerilerinin incelenmesi
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Date
2017
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Aksaray Üniversitesi Fen Bilimleri Enstitüsü
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info:eu-repo/semantics/openAccess
Abstract
Bu araştırmanın amacı fen bilgisi öğretmen adaylarının Chickering ve Gamson, (1987) tarafından geliştirilen iyi bir öğrenme ortamında var olması gereken yedi temel ilkeden ne kadar bilgi sahibi oldukları tespitidir. Araştırmada, bu amaca uygun olarak nicel araştırma yöntemlerinden deneysel olmayan betimsel (descriptive) yöntem kullanılmıştır. Araştırmanın örneklemini Atatürk Üniversitesi, Bayburt Üniversitesi, Kafkas Üniversitesi ve Aksaray Üniversitesi Eğitim Fakültelerinde öğrenim gören 2 ve 4 sınıf fen bilgisi öğretmen adaylarından oluşmaktadır. Araştırmada Chickering ve Gamson, (1987) tarafından geliştirilen yedi ilke; öğrenci-fakülte etkileşimi, öğrenciler arası işbirliği, aktif öğrenme, anlık geri bildirimler, zamanın etkili kullanımı, üst düzey beklentileri karşılama ve farklı yetenek ve öğrenme stillerine karşı saygılı olma ölçüt olarak belirlenmiş ve öğretmen adaylarının bu ilkelerden ne derece faydalandıkları üzerinde durulmuştur. Veri toplama aracı olarak yedi ilkeyi kapsayan her bir ilkenin altında 10 maddenin bulunduğu 70 soruluk ölçek kullanılmıştır. Veriler öğretmen adaylarının ölçek maddelerine verdikleri cevaplar doğrultusunda betimsel istatistik ve tek yönlü ANOVA yöntemleriyle analiz edilmiştir. Çalışmada elde edilen bulgular neticesinde ilkelerin uygulanmasında, Aksaray ve Atatürk üniversitelerinde öğrenim gören fen bilgisi öğretmen adaylarının Bayburt ve Kafkas üniversitelerinde okuyan fen bilgi öğretmen adaylara göre daha olumlu görüş bildirmişlerdir. Bunun başlıca nedeninin öğrencilerin gelmiş olduğu sosyo-kültürel ortamdan ve üniversite eğitim sisteminde kaynaklanabileceği düşünülmektedir.
The aim of this research is to determine the information level of science teacher candidates about seven basic principles which should be present in a good learning environment, developed by Gamson and Chickering (1987). In that research, in order to fit for that purpose, in context of quantitative research methodology, non-empirical descriptive method has been used. The research sample is consisting of 2nd and 4th grade science teacher candidates studying in the Faculty of Education from Ataturk University, Bayburt University, Kafkas University and Aksaray University. In that research, seven principles developed by Chickering and Gamson, (1987), student-faculty interaction, cooperation between students, active learning, instant feedbacks, effective time usage, meeting high-level expectations and showing respect to different abilities and learning styles has been defined as a criterion and at what extent do teacher candidates benefit from these principles has been focused. As data collection content, a questionnaire with 70 items scale which in detail contains 10 items for each principle which consists of seven principle in total has been used. All data were analyzed with descriptive statistics and one-way ANOVA method with respect to teacher candidates' answers to item scales. With respect to the findings on applying the principles, the result of this study shows that teacher candidates provide more positive views who are studying in Aksaray and Atatürk University when compared with the student candidates from Kafkas and Bayburt University. The main reason of this result is considered to be originating due to sociocultural environment of the students which they belong to and due to the education system of the university.
The aim of this research is to determine the information level of science teacher candidates about seven basic principles which should be present in a good learning environment, developed by Gamson and Chickering (1987). In that research, in order to fit for that purpose, in context of quantitative research methodology, non-empirical descriptive method has been used. The research sample is consisting of 2nd and 4th grade science teacher candidates studying in the Faculty of Education from Ataturk University, Bayburt University, Kafkas University and Aksaray University. In that research, seven principles developed by Chickering and Gamson, (1987), student-faculty interaction, cooperation between students, active learning, instant feedbacks, effective time usage, meeting high-level expectations and showing respect to different abilities and learning styles has been defined as a criterion and at what extent do teacher candidates benefit from these principles has been focused. As data collection content, a questionnaire with 70 items scale which in detail contains 10 items for each principle which consists of seven principle in total has been used. All data were analyzed with descriptive statistics and one-way ANOVA method with respect to teacher candidates' answers to item scales. With respect to the findings on applying the principles, the result of this study shows that teacher candidates provide more positive views who are studying in Aksaray and Atatürk University when compared with the student candidates from Kafkas and Bayburt University. The main reason of this result is considered to be originating due to sociocultural environment of the students which they belong to and due to the education system of the university.
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Keywords
Fen Bilgisi Eğitimi, İyi Bir Eğitimi için Yedi İlke, Fen Bilgisi Öğretmen Adayları, Science Education, The Pre-Service Science Teachers, Seven Principles for Good Practice in Education
