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Bu çalışmanın amacı, aktif öğrenmeyi uygulayan Fen Bilimleri öğretmenlerinin, aktif öğrenmeyi benimsemeye ve uygulamaya motive etmede önemli gördükleri faktörlere yönelik görüşlerini belirlemektir. Çalışma, 2016-2017 eğitim-öğretim yılında, farklı illerde görev yapan ve aktif öğrenmeyi uyguladığı belirlenen yedi Fen Bilimleri öğretmeni ile gerçekleştirilmiştir. Çalışmada amaçlı örneklem yöntemi uygulanmış, nitel araştırma yöntemlerinden olgubilim (fenomenoloji) deseni kullanılmıştır. Araştırmada veri toplama aracı olarak araştırmacı tarafından geliştirilen yarı-yapılandırılmış görüşme formu geçerlik güvenirlik çalışmaları gerçekleştirilerek kullanılmıştır. Araştırma verilerinin analizinde ise içerik analizi yöntemi türlerinden gömülü teori yönteminden faydalanılmıştır. Yapılan çalışmanın analizi sonucunda, Fen Bilimleri öğretmenlerinin aktif öğrenmeyi uygulama nedenleri, onları aktif öğren-meye yönelten en önemli faktör/faktörler ve aktif öğrenmeyi uygulamaya nasıl başladıkları temaları ortaya çıkmıştır.
The aim of this study is to determine the views of science teachers who apply active learning towards the factors they consider important in motivating and adopting active learning. The study was carried out with seven Science teachers, who worked in different provinces and determined to apply active learning, in the 2016-2017 academic year. In the study, the purposive sampling method was applied and a phenomenology pattern, one of the qualitative research methods, was used. The semi-structured interview form developed by the researcher was used as a data collection tool in the study by conducting validity and reliability studies. In the analysis of the research data, the embedded theory method was used, which is one of the content analysis method types. As a result of the analysis of the study, the reasons for science teachers to apply active learning, the most important factors (factors) that lead them to active learning and how they started to apply active learning were revealed.
The aim of this study is to determine the views of science teachers who apply active learning towards the factors they consider important in motivating and adopting active learning. The study was carried out with seven Science teachers, who worked in different provinces and determined to apply active learning, in the 2016-2017 academic year. In the study, the purposive sampling method was applied and a phenomenology pattern, one of the qualitative research methods, was used. The semi-structured interview form developed by the researcher was used as a data collection tool in the study by conducting validity and reliability studies. In the analysis of the research data, the embedded theory method was used, which is one of the content analysis method types. As a result of the analysis of the study, the reasons for science teachers to apply active learning, the most important factors (factors) that lead them to active learning and how they started to apply active learning were revealed.
Field : Eğitim Bilimleri; Sosyal, Beşeri ve İdari Bilimler
Journal Type : Uluslararası
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