Abstract:

The purpose of this research is to study in the Teaching Design course, which applies the project-based teaching method, the perceptions of self-capacity for students to develop educational software, academic self-perceptions, higher-knowledge levels of awareness and the change in their attitudes towards the course and the relationship between these variables. In the study, a single group of quantum research methods were used pre-test - estest semi-experimental model. Participants have been identified with appropriate sampling of non-selective sampling types. The examples of the study are made up of 49 second-class students of the Mustafa Kemal University, the Faculty of Education, the Department of Computer and Teaching Technology Education. In the study, project-based teaching was applied for 12 weeks in the course of teaching design. As data collection tools developed by Aşkar and Dönmez (2004) educational software development self-capacity perception (EYGÖYA) scale, the academic self-concept (US) scale adapted to Turkey by Senemoğlu (1989) and the attitude to the course of teaching design (ÖTDYT) scale developed by Prime Minister (2008) and the level of top-knowledge awareness (ÜBFD) scale have been used. Data analysis depends on t-test groups and correlation analyses. Study findings have shown that students’ self-capability perceptions of the development of educational software, their attitudes towards the course of teaching design, academic self-concepts, and top-knowledge levels of awareness develop at a statistically meaningful level. Students’ attitudes towards the course of teaching design and academic self-concepts and top-knowledge levels have been found to have meaningful positive relationships at the middle level.

Keywords: