Sınıf öğretmenlerinin Eğitim 4.0'a ilişkin kavramsal bilgi düzeylerinin ve tutumlarının belirlenmesi
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Dosyalar
Tarih
2021
Yazarlar
Dergi Başlığı
Dergi ISSN
Cilt Başlığı
Yayıncı
Hatay Mustafa Kemal Üniversitesi
Erişim Hakkı
info:eu-repo/semantics/openAccess
Özet
Araştırmanın amacı sınıf öğretmenlerinin Eğitim 4.0'a ilişkin kavramsal bilgi düzeylerinin ve tutumlarının belirlenmesidir. Araştırmanın örneklem grubunu 2020-2021 yılında Hatay ilindeki ilkokullarda görev yapan 419 sınıf öğretmeni oluşturmuştur. Araştırmada nicel araştırma yöntemlerinden tarama modeli kullanılmıştır. Veri toplama aracı olarak araştırmacı tarafından geliştirilen "Eğitim 4.0 Kavramsal Bilgi Düzeyi ve Tutum Ölçeği" kullanılmıştır. Ölçekler üzerinde açımlayıcı ve doğrulayıcı faktör analizleri gerçekleştirilerek, elde edilen sonuçlara göre ölçeklerin geçerli olduğu kabul edilmiştir. Eğitim 4.0 Kavramsal Bilgi Düzeyi Ölçeği tek boyut ve 23 maddeden, Eğitim 4.0 Tutum Ölçeği ise 6 boyut ve 35 maddeden oluşan son halini almıştır. Eğitim 4.0 Kavramsal Bilgi Düzeyi ve Tutum Ölçeğinin asıl uygulaması yapılarak toplanan veriler SPSS 24 paket programı kullanılarak analiz edilmiştir. Bağımsız gruplar t testi, tek yönlü varyans ve korelasyon analizleri de yapılmıştır. Araştırmada cinsiyet değişkenine göre kadın ve erkek öğretmenlerin arasında eğitim 4.0 kavramlarına ilişkin bilgi düzeylerinde ve tutumlarında anlamlı bir farklılık olmadığı sonucuna ulaşılmıştır. Kıdem değişkenine göre Eğitim 4.0'a ilişkin tutumlarda eğitsel fayda, öğretim ve kaygı alt boyutlarında öğretmenlerin mesleki kıdem yıllarına göre görüşlerinde anlamlı farklılık olduğu; kavramsal bilgi düzeyi, öğretimsel fayda, veri depolama ve gelişim boyutlarında ise mesleki kıdem yıllarına göre öğretmenlerin görüşleri arasında anlamlı farklılık bulunmadığı sonucuna ulaşılmıştır. Eğitim durumu değişkenine göre Eğitim 4.0 kavramsal bilgi düzeyi, Eğitim 4.0 tutum ve alt boyutlarında (eğitsel fayda, öğretim, öğretimsel fayda, veri depolama, gelişim) eğitim durumuna göre öğretmenlerin görüşlerinin farklılaştığı görülürken, kaygı boyutunda ise herhangi bir farklılaşmanın olmadığı sonucuna ulaşılmıştır. Yaş değişkenine göre ise öğretmenlerin görüşleri arasında farklılaşmanın olmadığı sonucuna ulaşılmıştır. Araştırmanın sonuçları genel olarak değerlendirildiğinde ise sınıf öğretmenlerinin Eğitim 4.0 kavramsal bilgi düzeyinin orta düzeyde olduğu ve Eğitim 4.0'a ilişkin olumlu tutum geliştirdikleri sonucuna ulaşılmıştır.
The aim of the research is to determine the conceptual knowledge levels and attitudes of classroom teachers about Education 4.0.The sample group of the research consisted of 419 classroom teachers working in primary schools in Hatay in 2020-2021.Survey model, one of the quantitative research methods, was used in the research. "Education 4.0 Conceptual Knowledge Level and Attitude Scale" developed by the researcher was used as a data collection tool.Explanatory and confirmatory factor analyzes were performed on the scales, and it was accepted that the scales were valid according to the results obtained.Education 4.0 Conceptual Knowledge Level Scale has become one dimension and 23 items, and Education 4.0 Attitude Scale has become the final version consisting of 6 Dimensions and 35 items.The data collected by the actual implementation of the Training 4.0 Conceptual Knowledge Level and Attitude Scale was analyzed using the SPSS 24 Package program.Independent groups t-test, one-way variance and correlation analyzes were also performed. In the study, it was concluded that there was no significant difference in the level of knowledge and attitudes of female and male teachers regarding the concepts of education 4.0 according to the gender variable.According to the variable of seniority, there is a significant difference in the opinions of teachers in the sub-dimensions of educational benefit, teaching and anxiety in attitudes towards Education 4.0 according to their years of professional seniority; It was concluded that there was no significant difference between the views of teachers according to their professional seniority in terms of conceptual knowledge level, instructional benefit, data storage and development.According to the educational status variable, while it was seen that the opinions of the teachers differed according to the educational status in the Education 4.0 conceptual knowledge level, Education 4.0 attitude and sub-dimensions (educational benefit, teaching, instructional benefit, data storage, development), it was concluded that there was no difference in the anxiety dimension.According to the age variable, it was concluded that there was no difference between the opinions of the teachers.When the results of the research were evaluated in general, it was concluded that the Education 4.0 conceptual knowledge level of the classroom teachers was moderate and they developed a positive attitude towards Education 4.0. Suggestions were made in line with the research results.
The aim of the research is to determine the conceptual knowledge levels and attitudes of classroom teachers about Education 4.0.The sample group of the research consisted of 419 classroom teachers working in primary schools in Hatay in 2020-2021.Survey model, one of the quantitative research methods, was used in the research. "Education 4.0 Conceptual Knowledge Level and Attitude Scale" developed by the researcher was used as a data collection tool.Explanatory and confirmatory factor analyzes were performed on the scales, and it was accepted that the scales were valid according to the results obtained.Education 4.0 Conceptual Knowledge Level Scale has become one dimension and 23 items, and Education 4.0 Attitude Scale has become the final version consisting of 6 Dimensions and 35 items.The data collected by the actual implementation of the Training 4.0 Conceptual Knowledge Level and Attitude Scale was analyzed using the SPSS 24 Package program.Independent groups t-test, one-way variance and correlation analyzes were also performed. In the study, it was concluded that there was no significant difference in the level of knowledge and attitudes of female and male teachers regarding the concepts of education 4.0 according to the gender variable.According to the variable of seniority, there is a significant difference in the opinions of teachers in the sub-dimensions of educational benefit, teaching and anxiety in attitudes towards Education 4.0 according to their years of professional seniority; It was concluded that there was no significant difference between the views of teachers according to their professional seniority in terms of conceptual knowledge level, instructional benefit, data storage and development.According to the educational status variable, while it was seen that the opinions of the teachers differed according to the educational status in the Education 4.0 conceptual knowledge level, Education 4.0 attitude and sub-dimensions (educational benefit, teaching, instructional benefit, data storage, development), it was concluded that there was no difference in the anxiety dimension.According to the age variable, it was concluded that there was no difference between the opinions of the teachers.When the results of the research were evaluated in general, it was concluded that the Education 4.0 conceptual knowledge level of the classroom teachers was moderate and they developed a positive attitude towards Education 4.0. Suggestions were made in line with the research results.
Açıklama
Anahtar Kelimeler
Eğitim ve Öğretim, Education and Training
