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Bu araştırmada fen bilgisi, sosyal bilgiler, sınıf ve matematik öğretmen adaylarının günümüz dünya sorunlarına tutum düzeylerinin bölüm, sınıf, cinsiyet, yaş, ekonomik gelir ve en uzun süre yaşanılan yerleşim yeri değişkenlerine göre incelenmesi amaçlanmıştır. Araştırmada kesitsel tarama modeli benimsenmiştir. Araştırma 2019-2020 akademik yılında Atatürk Üniversitesi Kazım Karabekir Eğitim Fakültesinde öğrenim gören 480 öğretmen adayı ile gerçekleştirilmiştir. Veri toplama aracı olarak Günümüz Dünya Sorunları Tutum Ölçeği kullanılmıştır. Verilerin analizinde betimsel istatistikler, bağımsız gruplar t-testi, tek yönlü ANOVA ve korelasyon analizi kullanılmıştır. Öğrenim görülen bölüme göre tutumdaki değişimin incelenmesi neticesinde fen bilgisi, sosyal bilgiler, matematik ve sınıf arasında fen bilgisi eğitimi lehine ve sosyal bilgiler ile sınıf eğitimi arasında sosyal bilgiler lehine anlamlı fark olduğu sonucuna ulaşılmıştır. Sınıf düzeyine göre tutumdaki değişim incelendiğinde birinci, üçüncü ve dördüncü sınıflar arasında birinci sınıf öğretmen adayları lehine anlamlı fark olduğu tespit edilmiştir. Cinsiyete göre tutumdaki değişim incelendiğinde fen bilgisi, sosyal bilgiler ve matematik eğitiminde anlamlı fark olmadığı, sınıf eğitimi ve genelde ise kadınlar lehine anlamlı bir fark olduğu belirlenmiştir. Gelir durumuna göre tutumdaki değişim incelendiğinde istatistiksel olarak anlamlı bir farklılık olmadığı belirlenmiştir. En uzun süre yaşanılan yerleşim yerine göre tutumdaki değişim incelendiğinde sosyal bilgiler ve matematik öğretmen adayları ile genelde tutumlar arasında anlamlı bir fark olmadığı; fen bilgisi ve sınıf eğitiminde ise anlamlı fark olduğu belirlenmiştir.
This study aims to study the level of attitude of scientists, social information, class and mathematics teachers candidates to the contemporary world issues according to the variables of the department, class, gender, age, economic income and the most long-lived settlement. The research has adopted a cutting-edge screening model. The research was carried out with 480 teachers candidates who studied at the Kazim Karabekir Education Faculty of Atatürk University in the 2019-2020 academic year. As a data collection tool, today’s world problems attitude scale has been used. Data analysis used visual statistics, independent groups t-test, one-way ANOVA and correlation analysis. According to the study, the study of the change in attitude resulted in the conclusion that there was a significant difference between science knowledge, social information, mathematics and class science knowledge education and social information and class education social information. When the change in attitude according to class level is studied, there is a significant difference between the first, third and fourth classes in favour of the first-class teachers candidates. When the change in attitude according to gender is studied, it is determined that there is no meaningful difference in science, social information and mathematical education, class education and usually a meaningful difference in the benefit of women. When the change in attitude is studied according to the income situation, there is no statistically meaningful difference. When the change in attitude is studied depending on the longest time experienced settlement, there is no meaningful difference between social information and mathematics teachers candidates and attitudes, and there is no meaningful difference in science and class education.
In this study, it was aimed to examine the attitude levels of science, social studies, classroom and mathematics teacher candidates to today's world problems according to the variables of department, class, gender, age, economic income and the longest-lived settlement. In the research, a cross-sectional screening model was adopted. The research was carried out with 480 prospective teachers studying at Atatürk University Kazım Karabekır Education Faculty in the 2019-2020 academic year. Today's World Problems Attitude Scale was used as a data collection tool. Descriptive statistics, independent groups t-test, one-way ANOVA and correlation analysis were used to analyze the data. As a result of examining the change in attitude according to the education department, it was concluded that there was a significant difference between science, social studies, mathematics and classroom in favor of science education and between social studies and classroom education in favor of social studies. When the change in attitude according to the grade level was examined, it was found that there was a significant difference between the first, third and fourth grades in favor of first-grade teacher candidates. When the change in attitude according to gender was examined, it was determined that there was no significant difference in science, social studies and mathematics education, and there was a significant difference in favor of classroom education and women in general. When the change in attitude according to income status is examined, it is determined that there is no statistically significant difference. When the change in attitude is analyzed according to the longest living place, there is no significant difference between social studies and mathematics teacher candidates and attitudes in general; There was a significant difference in science and classroom education.
Field : Eğitim Bilimleri
Journal Type : Uluslararası
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