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Çalışmada, düşünme becerilerini destekleyici sınıf ortamı için öğretmen desteği, öğrenci algısına dayalı olarak iki temel bileşen içerisinde değerlendirilmiştir. Bunlardan ilki, öğretmenlerinin bilgi, duygu desteği ve yakınlık boyutlarından oluşan öğretmen-öğrenci ilişkisi (ÖÖİ), diğeri ise öğretmenin düşünmeyi destekleyici sınıf ortamı (DDS) oluşturma çabasına yöneliktir. Her iki bileşende öğrencilerin not ortalamalarına göre kendilerini başarılı ve başarısız buldukları iki ders için de ayrı ayrı değerlendirilmiştir. Çalışma grubu beşinci sınıfa devam eden toplam 206 ortaokul öğrencisidir. Öğrencilerin akademik not ortalamalarına göre en başarılı olduğu ders Türkçe, en başarısız olduğu ders ise Matematik olduğu sonucuna ulaşılmıştır. Öğrencilerin başarılı olduğu derslerdeki sınıf ortamının başarısız oldukları derslere göre daha düşünme dostu olduğu elde edilen diğer bir bulgudur. Ayrıca öğrencilerin başarılı oldukları derslerde ÖÖİ puan ortalamaları daha yüksektir. Ancak gerek başarılı gerekse başarısız olunan derslerde düşünmeyi destekleyen sınıf ortamı akademik başarıyı anlamlı şekilde yordarken ÖÖİ’nin akademik başarı üzerinde anlamlı bir yordayıcı olmadığı bulgusuna ulaşılmıştır. Diğer bir bulgu ise DDS puanları arttıkça ÖÖİ düzeyi de yükselmektedir.
In this study, teacher support for classroom setting that promotes thinking skills was comprised of two basic components based on student perception. The first one is teacher-student relationship (TSR) consisting of the dimensions of teacher subject matter knowledge, affective support and proximity, while the other is the teacher's effort to create thinking friendly classes (TFC). Both components were examined separately in two subjects in which students viewed themselves successful and unsuccessful according to their GPAs. The study group consisted of 206 5th degrees. Regarding the students' grade point average, their best subject was Turkish while their worst course was Mathematics. The results revealed that the classroom setting of the subjects in which the students were more successful were more thinking friendly than of the subjects in which they were not successful. Additionally, TSR mean scores were higher in the subjects in which the students were successful. However, thinking-friendly classroom predicted academic achievement significantly either in their best or worst subjects, but teacher-student relationship was not a significant predictor for academic achievement. Another finding was that TSR level rose as TFC environment scores increased.
In this study, teacher support for classroom setting that promotes thinking skills was comprised of two basic components based on student perception. The first one is teacher-student relationship (TSR) consisting of the dimensions of teacher subject matter knowledge, affective support and closeness, while the other is the teacher’s effort to create thinking friendly classes (TFC). Both components were examined separately in two subjects in which students viewed themselves successful and unsuccessful in accordance with their GPAs. The study group consisted of 206 5th graders. Regarding the students’ grade point averages, their best subject was Turkish while their worst course was Mathematics. The results revealed that the classroom setting of the subjects in which the students were more successful were more thinking friendly than of the subjects in which they were not successful. Additionally, TSR mean scores were higher in the subjects in which the students were successful. However, thinking-friendly classroom predicted academic achievement significantly either in their best or worst subjects, but teacher-student relationship was not a significant predictor for academic achievement. Another finding was that TSR level rose as TFC environment scores increased.
Alan : Eğitim Bilimleri
Dergi Türü : Ulusal
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