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16
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47
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18
Bu araştırmanın amacı; ortaokul öğrencilerinin “yenilikçilik” kavramına ilişkin algılarını belirlemek, belirlenen algılara bağlı olarak ölçme aracı geliştirmek ve geliştirilen ölçme aracı ile genel eğilimlerini incelemektir. Araştırma, karma yöntem temel desenlerinden biri olan keşfedici ardışık desene göre tasarlanmıştır. Araştırmaya toplam 1300 ortaokul (5-8. sınıf) öğrencisi dahil edilmiştir. Nitel veriler, öğrenciler tarafından yazılan kompozisyonlar, doldurulan açık uçlu anket formları ve yarı-yapılandırılmış görüşmeler aracılığıyla elde edilmiştir. Nicel veriler ise nitel bulgulara ve ilgili alanyazına bağlı olarak geliştirilen “Ortaokul Öğrencilerine Yönelik Yenilikçi Düşünme Eğilimi Ölçeği” kullanılarak elde edilmiştir. Nitel verilerin analizi sonucunda oluşturulan kodlardan; yeniliğe açık olma, yenilikçi grup liderliği, yenilikçi problem çözme, yenilikçi öz-yeterlik, yenilikçi risk alma, bireysel yenilikçilik ve yenilikçi azim kategorilerine ulaşılmıştır. Nicel verilerin analizi sonucunda beş faktörlü bir yapıda (yeniliğe açık olma, yenilikçi problem çözme, yenilikçi öz-yeterlik, yenilikçi grup liderliği ve yenilikçi azim) 25 maddeden oluşan bir ölçme aracı geliştirilmiştir. Öğrencilerin genel yenilikçi düşünme eğilimlerine bakıldığında yaklaşık olarak %35’inin düşük, %19’unun orta %46’sının ise yüksek yenilikçi düşünme eğilimine sahip olduğu belirlenmiştir.
The aim of this study is first to determine the perceptions of middle school students with regard to innovation, secondly it is to develop a measurement tool based on the perceptions that have been identified, and thirdly it is to examine the general trends with the use of the developed measurement tool. This research was designed according to an exploratory sequential design, which is one of the mixed method research approaches. A total of 1300 middle school (5-8th grade) students participated in the study. In this study, seven categories were identified through the use of codes generated from the analysis of the qualitative data: openness to innovation, innovative group leadership, innovative problem solving, innovative self-efficacy, innovative risk taking, individual innovation, and innovative perseverance. It was determined that this instrument has 25 items and five factor structures (openness to innovation, innovative problem solving, innovative self-efficacy, innovative group leadership, innovative perseverance). Considering the general innovative thinking tendencies of the students, it was determined that approximately 35% was low, 19% was medium and 46% was high.
The aim of this study is firstly to determine the perceptions of middle school students with regard to innovativeness, secondly it is to develop a measurement tool based on the perceptions that have been identified, and thirdly it is to examine the general tendencies with the use of the developed measurement tool. This research was designed according to an exploratory sequential design, which is one of the mixed method research approaches. A total of 1300 middle school (5-8th grade) students participated in the study. In this study, seven categories were identified through the use of codes generated from the analysis of the qualitative data: openness to innovation, innovative group leadership, innovative problem solving, innovative self-efficacy, innovative risk taking, individual innovation, and innovative perseverance. It was determined that this instrument has 25 items and five factor structures (openness to innovation, innovative problem solving, innovative self-efficacy, innovative group leadership, innovative perseverance). Considering the general innovative thinking tendencies of the students, it was determined that approximately 35% was low, 19% was medium and 46% was high.
Alan : Eğitim Bilimleri
Dergi Türü : Uluslararası
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