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Bu çalışmada Milli Eğitim Bakanlığı bünyesinde açılan örgün eğitimi destekleme ve yetiştirme kurslarının matematik dersi bağlamında öğretmen ve öğrenci görüşleri ve beklentileri incelenmiştir. Araştırmada karma yöntem yakınsayan desen uygulanmıştır. Araştırmaya Doğu Karadeniz Bölğesinde Milli Eğitim Bakanlığı örgün eğitimi destekleme ve yetiştirme kurslarında görev alan 15 matematik öğretmeni ve bu kurslara devam eden 376 ortaöğretim öğrencisi dahil edilmiştir. Araştırmada öğretmenlerin görüşlerini belirlemek için yarı yapılandırılmış görüşme formu ile yüz yüze görüşmeler yapılarak bu görüşmeler kayıt altına alınmıştır ve öğrenciler için öğrenci görüşme formu uygulanmıştır. Veriler betimsel analiz yöntemi ile analiz edilmiştir. Bu kurslara katılan öğretmenlerin görüşlerine göre devamsızlık, kursların ücretsiz olması devamsızlığa neden olduğunu, 12. Sınıflar için ATY ve TYT sınavlarına hazılık, arasınıflar için dersteki eksiklikleri tamamlama ve öğrencinin matematiğe karışı motivasyonunu artırma, kurslardan verim alınabilmesi için kurslara belirli düzenlemelerin gelmesini ifade etmektedirler. Destekleme ve yetiştirme kurslarının okuldaki derslere destek anlamında yeterli olduğu fakat merkezi sınavlara hazırlanması konusunda yeteri kadar desteklemediği katılımcılar tarafından belirtilmiştir. Destekleme ve yetiştirme kursların MEB tarafından sunulan kaynakların katılımcılar tarafından yetersiz olduğu ifade edilmiştir. Katılımcı öğrenciler kurs saatlerinin az olduğunu, derslerin hızlı işlendiği, sınıfların kalabalık olduğu, kurslarda seviye gruplarının oluşturulması, sadece soru çözümünün değilde eksik konuların saptanıp o konuların tekrar anlatılmasını, 11.sınıf öğrencileri kursların derse takviye amaçlı değil ATY-TYT sınava yönelik de olmasıgerektiğinin ifade etmektediler. Destekleme ve yetiştirme kurslarının okuldaki derslere destek anlamında yeterli olduğu fakat merkezi sınavlara hazırlanması konusunda yeteri kadar desteklemediği katılımcılar tarafından belirtilmiştir. Destekleme ve yetiştirme kursların MEB tarafından sunulan kaynakların katılımcılar tarafından yetersiz olduğu ifade edilmiştir.
In this study, the teachers and students’ opinions and expectations in the context of the mathematical course of the day-to-day education support and training courses opened within the Ministry of National Education were studied. In the study, the karma method was applied. The research included 15 mathematics teachers and 376 high school students who participated in the support and training courses of the Ministry of National Education in the Eastern Black Sea Region. In the study, these conversations were recorded by making face-to-face conversations with a semi-structured interview form to determine the opinions of teachers and the student interview form was applied for students. The data is analyzed using the visual analysis method. According to the opinions of teachers who participate in these courses, the continuity, the free of charge of the courses causes the continuity, 12. For classes ATY and TYT exams are expressed by the completion of the deficiencies in the classroom for interdisciples and increasing the motivation of the student to interfere with mathematics, the coming of certain arrangements to the courses in order to be able to obtain outcomes from the courses. Support and training courses are indicated by participants that they are sufficient in terms of support for classes at school but are not sufficient in the preparation for the central exam. The support and training courses provided by MEB have been stated that the resources provided by participants are insufficient. The participants expressed that lesson hours were short, lessons were processed quickly, classes were crowded, classes were established, lessons were not only question-solving, the missing subjects were identified and those subjects were re-explained, the students of the 11th grade said that the courses were not for the purpose of supplementing the lesson, the classes were crowded, the classes were created, the classes were created, the classes were created, the classes were created, the classes were created, the classes were created, the classes were created, the classes were created, the classes were created, the classes were created, and the classes were created. Support and training courses are indicated by participants that they are sufficient in terms of support for classes at school but are not sufficient in the preparation for the central exam. The support and training courses provided by MEB have been stated that the resources provided by participants are insufficient.
In this study, the opinions and expectations of teachers and students in the context of mathematics lesson of formal education support and training courses opened within the Ministry of National Education were examined. In the research, mixed method convergent pattern was applied. 15 mathematics teachers and 376 secondary education students attending these courses in the Eastern Black Sea Region were included in the Ministry of Education's formal education support and training courses. In the study, face-to-face interviews were made with a semi-structured interview form in order to determine the opinions of the teachers, and these interviews were recorded and a student interview form was applied to the students. The data were analyzed by descriptive analysis method. According to the opinions of teachers participating in these courses, absenteeism means that the courses are free of charge cause absenteeism, preparation for ATY and TYT exams for 12th grades, completing the deficiencies in the course for mid-grades and increasing the motivation of the student against mathematics, and expressing that certain regulations are introduced to the courses in order to gain efficiency from the courses.It was stated by the participants that the support and training courses are sufficient in terms of supporting the lessons in the school, but they do not support them enough in preparing for central exams. It was stated that the resources provided by the Ministry of National Education for the support and training courses were insufficient by the participants. Participant students stated that the course hours are short, the lessons are taught fast, the classes are crowded, the formation of level groups in the courses, not only the solution of the questions but also the deficiency of the issues and the retelling of those subjects, the 11th grade students express that the courses should be for ATY-TYT exam, not just to supplement the lesson they meant. It was stated by the participants that the support and training courses are sufficient in terms of supporting the lessons in the school, but they do not support them enough in preparing for the central exams. It was stated that the resources provided by the Ministry of National Education for the support and training courses were insufficient by the participants.
Field : Sosyal, Beşeri ve İdari Bilimler
Journal Type : Uluslararası
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