Ortaöğretim kurumlarında bir ders saati süresinin gözlemi
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Dosyalar
Tarih
2020
Yazarlar
Dergi Başlığı
Dergi ISSN
Cilt Başlığı
Yayıncı
Gazi Üniversitesi
Erişim Hakkı
info:eu-repo/semantics/openAccess
Özet
Bu araştırmanın amacı, ortaöğretim kurumlarında bir ders saatine (40 dakika) ayrılan sürenin ne kadarının öğretime ayrılan zaman olduğunu belirlemek ve bir ders saatinde öğretim faaliyeti olarak ne tür etkinliklerin yapıldığını zaman odaklı olarak tespit etmektir. Araştırma nitel olarak tasarlanmıştır. Araştırmada veri kaynağı olarak gözlem tekniğine başvurulmuş, gözlemlerden elde edilen veriler üzerinden içerik analizi yapılmıştır. Araştırmada amaçlı örnekleme yöntemi benimsenmiştir. Amaçlı örnekleme yöntemlerinden ise tipik durum örneklemesine uygun olarak Aksaray ili merkezinde bulunan iki ortaöğretim kurumu gözlemlenmiştir. Bu çalışma, araştırmacıların geliştirmiş olduğu dakika ve yapılan etkinlikler odaklı gözlem formu üzerinden üç hafta süreyle toplamda sekiz dersin (16 ders saati) gözlemlenmesi ile gerçekleştirilmiştir. Araştırmada ortaöğretim kurumlarında bir ders saatinin ortalama ±32 dakikasının öğretime ayrılan zaman olduğu gözlemlenmiştir. Bu doğrultuda ders saatleri içerisinde yapılan faaliyetlerin derse hazırlık, dikkat çekme, gözden geçirme/ güdüleme, derse geçiş ve dersin işlenmesi (kazanımın işlenmesi), bireysel veya grupla öğrenme etkinlikleri, izleme/ ölçme değerlendirme ve bir sonraki haftayla bağlantı başlıkları altında temalandığı genel bulgusuna ulaşılmıştır. Bu doğrultuda bir ders saatinin sadece sınıfta geçirilen süre olmadığı ve sınıf içinde geçirilen sürenin kısaltılarak öğrenme ortamlarının farklılaştırılabileceği yönünde öneriler sunulmuştur.
The purpose of the study was to determine how much of the time allocated to a one-course hour (40 minutes) in secondary education institutions were allocated to teaching, and what kind of activities are performed as a teaching activity in a one-course hour. The study was qualitatively designed. In the research, observation technique was used as a data source, and content analysis was performed on the data obtained from the observations. In this research, the purposeful sampling method was adopted. Two secondary schools in the centre of Aksaray were observed following the typical case sampling. This study was carried out by observing a total of eight lessons (16 lesson hours) for three weeks, based on the minutes and activities-oriented observation form developed by the researchers. In the study, it was observed that the average ± 32 minutes of a lesson hour was the time allocated to teaching in the secondary education institutions. In this respect, it was found that the activities within the course were subject to preparation for the lesson, drawing attention, review/motivation, the transition to course and processing (processing of gain), individual or group learning activities, monitoring/evaluation and connection to next week. In this context, suggestions are given that the course time is not only the time spent in the classroom and that the time spent in the classroom can be shortened and learning environments can be differentiated.
The purpose of the study was to determine how much of the time allocated to a one-course hour (40 minutes) in secondary education institutions were allocated to teaching, and what kind of activities are performed as a teaching activity in a one-course hour. The study was qualitatively designed. In the research, observation technique was used as a data source, and content analysis was performed on the data obtained from the observations. In this research, the purposeful sampling method was adopted. Two secondary schools in the centre of Aksaray were observed following the typical case sampling. This study was carried out by observing a total of eight lessons (16 lesson hours) for three weeks, based on the minutes and activities-oriented observation form developed by the researchers. In the study, it was observed that the average ± 32 minutes of a lesson hour was the time allocated to teaching in the secondary education institutions. In this respect, it was found that the activities within the course were subject to preparation for the lesson, drawing attention, review/motivation, the transition to course and processing (processing of gain), individual or group learning activities, monitoring/evaluation and connection to next week. In this context, suggestions are given that the course time is not only the time spent in the classroom and that the time spent in the classroom can be shortened and learning environments can be differentiated.
Açıklama
*Tabak, Hasan ( Aksaray, Yazar )
Anahtar Kelimeler
Eğitim Planlaması, Zaman Yönetimi, Ders Süresi, Gözlem, Education Planning, Time Management, Instructional Time, Observation
Kaynak
Türk Eğitim Bilimleri Dergisi (Journal of Turkish Educational Sciences)
WoS Q Değeri
Scopus Q Değeri
Cilt
18
Sayı
1
