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Bu araştırmanın amacı beden eğitimi dersinde uygulanan farklı öğretim stillerinin öğrenciler üzerindeki salgırdanlık ve empati düzeylerine etkisini analiz etmektir. Araştırma öğretim yöntemi, cinsiyet, aile gelir düzeyi, anne ve babanın eğitim durumu gibi bazı faktörlerin, öğrencilerin saldırganlık ve empati düzeylerini arttırıp arttırmadığı sorularına cevap aramaktadır. Çalışmanın örneklemini 43’ü kız, 30’u erkek olmak üzere toplam 73 öğrenci oluşturmaktadır. Çalışmada öğrenci merkezli (5. ve 7. sınıflar) ve öğretmen merkezli (6. ve 8. sınıflar) eğitim görenlerden oluşan iki eğitim türü grubu oluşturulmuştur. Bir gruba 9 hafta boyunca öğretmen merkezli öğretim tekniklerini içeren beden eğitimi dersi, diğer gruba ise öğrenci merkezli öğretim tekniklerini içeren beden eğitimi dersi uygulanmıştır. 9 hafta sonunda bu öğretim stillerinin öğrenciler üzerindeki bazı psikolojik parametreleri üzerindeki etkilerine bakılmıştır. Öğrencilerin saldırganlık düzeylerini belirlemek için tüm dünya literatüründe en sık kullanılan saldırganlık ölçekleri arasında yer alan, Buss ve Perry (1992) tarafından geliştirilen 29 maddelik “Buss-Perry Saldırganlık Ölçeği (BPSÖ)” kullanılmıştır. Öğrencilerin empati düzeylerini belirlemek için Bryant (1982) tarafından geliştirilen, ülkemize ise Gürtunca (2013) tarafından uyarlaması yapılan 21 maddelik “Çocuk ve Ergenler İçin Empati Ölçeği Türkiye Formu” kullanılmıştır. Araştırma sonucunda uygulanan öğretim yöntemi ve aile gelir düzeylerinin empati ve saldırganlık ölçeklerinde herhangi bir istatistiksel anlamlılık bulunmazken, cinsiyet değişkeninde ön testte empati ölçeğinde kız öğrenciler lehine anlamlı farklılık tespit edilmiştir. Son test uygulamasında ise yine kız öğrenciler lehine Buss-Perry Saldırganlık Ölçeği’nin, “Sözel Saldırganlık” alt boyutunda anlamlı farklılıklar bulunmuştur.
The purpose of this research is to analyze the impact of the different teaching styles applied in the body training course on the levels of excretion and empathy on students. The research method of teaching, gender, family income level, the educational status of the mother and father, searches for answers to some factors, such as whether students increase their levels of aggression and empathy. The sample of the study consisted of a total of 73 students, including 43 girls and 30 men. In the study, two kinds of education groups were created consisting of students-centered (class 5 and 7) and teachers-centered (class 6 and 8) students. One group has a body training course that includes teaching techniques focused on teachers for nine weeks, while the other group has a body training course that includes teaching techniques focused on students. At the end of the 9 weeks, the effects of these teaching styles on some psychological parameters on students were looked at. The 29 article "Buss-Perry Aggression Scale (BPSÖ)" developed by Buss and Perry (1992) is one of the most commonly used scales of aggression in the world literature to determine the levels of student aggression. To determine the levels of empathy of students, Bryant (1982) developed, and our country was adapted by Gürtunca (2013) using the 21 article "Empathy Scale for Children and Adults Turkish Form". While there is no statistical significance in the scale of empathy and aggression of the teaching method and family income levels applied in the research results, a significant difference in the scale of empathy in the pre-test in the gender variable has been found in favour of girls students. In the last test application, again, girls students found significant differences in the lower dimension of the Buss-Perry Aggression Scale, "Moral Aggression".
The aim of this research is to analyze the effects of different teaching styles applied in physical education lessons on the level of aggression and empathy on students. The research answers to the questions of whether some factors such as teaching method, gender, family income level, and educational status of parents increase the aggression and empathy levels of students. The sample of the study consists of 73 students, 43 girls and 30 boys. In the study, two types of education groups were formed, consisting of student-centered (5th and 7th grades) and teacher-centered (6th and 8th grades) education. Physical education lesson including teacher-centered teaching techniques was applied to one of the groups for 9 weeks, and physical education lesson including student-centered teaching techniques was applied to the other group. At the end of 9 weeks, the effects of these teaching styles on some psychological parameters of the students were examined. In order to determine the aggression levels of the students, the 29-item Buss-Perry Aggression Scale (BPSÖ) developed by Buss and Perry (1992), which is among the most frequently used aggression scales in the world literature, was used. In order to determine the empathy levels of the students, the 21-item “Empathy Scale for Children and Adolescents Turkey Form” developed by Bryant (1982) and adapted for our country by Gürtunca (2013) was used. As a result of the research, while there was no statistical significance in the empathy and aggression scales of the teaching method and family income levels, a significant difference was found in favor of female students in the empathy scale in the pre-test in the gender variable. In the post-test application, significant differences were found in the "Verbal Aggression" sub-dimension of the Buss-Perry Aggression Scale in favor of female students
Alan : Eğitim Bilimleri; Filoloji; Güzel Sanatlar; Hukuk; İlahiyat; Sosyal, Beşeri ve İdari Bilimler; Spor Bilimleri
Dergi Türü : Uluslararası
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