Bu araştırmanın amacı disiplinlerarası materyal geliştirme sürecinin Türkçe öğretmen adaylarının öğretim tasarımı başarılarına, üstbilişsel farkındalıklarına ve öğrenme sürecine yönelik görüşlerine etkisini incelemektir. Bu amaca uygun olarak ön test - son test kontrol gruplu yarı deneysel desen uygulanmıştır. Araştırma, 2013-2014 bahar döneminde Atatürk Üniversitesi Kâzım Karabekir Eğitim Fakültesi Türkçe Eğitimi Bölümü 2. sınıflarında Öğretim Teknolojileri ve Materyal Geliştirme (ÖTMG) dersini alan 85 öğrenci ile Bilgisayar ve Öğretim Teknolojileri Eğitimi (BÖTE) Bölümü 2. sınıfta Öğretim Tasarımı dersini alan 52 öğrencinin katılımıyla gerçekleştirilmiştir. Çalışma grubu 137 öğrenciden oluşmuştur. Araştırmanın verileri Öğretim Tasarımı Başarı Testi, Üstbilişsel Farkındalık Envanteri ve Öğrenme Sürecine Yönelik Görüşme Formu ile toplanmıştır. Nicel veri toplama araçları hem deney hem de kontrol grubunda araştırma öncesi ve sonrasında uygulanmıştır. Araştırmada nicel verilerin analizinde SPSS 18.0 paket programı kullanılmıştır. Bu doğrultuda, verilerin çözümlenmesinde bağımsız gruplar t-testi ve bağımlı gruplar t-testi kullanılmıştır. Nitel verilerin çözümlenmesinde ise içerik analizi yöntemi kullanılmıştır. 11 hafta süren deneysel uygulama sürecinde dersler deney grubunda disiplinlerarası materyal geliştirme etkinlikleriyle, kontrol grubunda ise mevcut öğretim programında yer alan etkinliklerle işlenmiştir. Araştırmanın sonunda öğretim tasarımı açısından kontrol ve deney grubu öğrencileri arasında anlamlı bir fark bulunamazken üstbilişsel farkındalık açısından anlamlı bir fark bulunmuştur. Ayrıca Öğrenme Sürecine Yönelik Görüşme Formu ile elde edilen nitel verilerin nicel verileri desteklediği anlaşılmıştır.
The purpose of this research is to study the influence of the interdisciplinary material development process on the teaching design successes of the Turkish teacher candidates, their supernova awareness and their views on the learning process. In accordance with this purpose, the pre-test - the final test control group has been applied a semi-experimental pattern. The research was conducted in the 2013-2014 spring period with the participation of 85 students who took the course of Teaching Technologies and Materials Development (ÖTMG) in the 2nd class of the Turkish Education Department of the Atatürk University Kazim Karabekir Education Faculty and the participation of 52 students who took the course of Teaching Design in the 2nd class of the Computer and Teaching Technologies Education (BÖTE) Department. The study group consists of 137 students. The research data is collected through the Teaching Design Success Test, the Superscientific Awareness Reserve and the Interviewer Form to the Learning Process. Nicel data collection tools have been applied before and after research in both the experiment and control group. The study used the SPSS 18.0 package program to analyze quantitative data. In this regard, the analysis of data used independent groups t-test and dependent groups t-test. In the process of analysis of data, the method of content analysis was used. During the 11 weeks of experimental application, the courses were processed with interdisciplinary material development activities in the experimental group, and the control group with the activities included in the current curriculum. At the end of the study, a significant difference was found in terms of teaching design while there was no meaningful difference between the control and experiment group students in terms of supernova awareness. It is also understood that the qualitative data obtained by the Interviews Form to the Learning Process supports quantitative data.
The aim of this research is to examine effects of interdisciplinary material development process in terms of pre-service Turkish teachers' instructional design achievement, metacognitive awareness and opinions to the learning process. In accordance with this aim, it was used control group pretest-posttest quasi experimental design. Research were conducted with participation that 85 second class students taking the Instructional Technology and Material Development Course (ITMD) in the Department of Turkish Education and 52 second class students taking Instructional Design Course in the Computer and Instructional Technologies Department (CITD) in the spring semester 2013-2014 at Faculty of Kazım Karabekir Education. A total of 137 preservice theachers participated in the study. The research data were collected by Instructional Design Achievement Test, Metacognitive Awareness Inventory and Survey Form for the Learning Process. The quantitative data collection instruments were applied in both experimental group and control group before and after the experimental process. In the current study, SPSS 18.0 was used for the quantitative analysis. More specifically, the data analysis was conducted using the independent samples t-test and the paired samples t-test. Content analysis was used during the qualitative phase. In the process of experimental application with 11 weeks, experimantal group was taught by interdisciplinary material development activities whereas control group was taught by the activities in the existing curriculum. At the end of the study, it was indicated no significant difference between experimental and control groups in terms of instructional design but a significant difference was found between experimental and control groups in terms of metacognitive awareness. Additionally, the qualitative data obtained by Survey Form for the Learning Process supported the quantitative findings.
Alan : Eğitim Bilimleri; Filoloji; Güzel Sanatlar; Hukuk; İlahiyat; Sosyal, Beşeri ve İdari Bilimler; Spor Bilimleri
Dergi Türü : Uluslararası
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