Bilim ve sanat merkezi öğretmenlerinin okul dışı öğrenme ortamları ile ilgili görüşleri
Yükleniyor...
Dosyalar
Tarih
2024
Yazarlar
Dergi Başlığı
Dergi ISSN
Cilt Başlığı
Yayıncı
Hatay Mustafa Kemal Üniversitesi
Erişim Hakkı
info:eu-repo/semantics/openAccess
Özet
Öğrencilere zengin eğitim içeriği sunarak bireylerin kendi hızında kendi ilgileri doğrultusunda öğrenme imkânı sunan okul dışı öğrenme ortamlarında gerçekleşecek eğitimin önemli unsurlarından biri öğretmenlerdir. Bu çalışmada Bilim ve Sanat Merkezi öğretmenlerinin Okul Dışı Öğrenme Ortamları ve bu ortamlara karşı Tutum, Etkililik, Yeterlilik ve Davranış Düzeyleri arasında cinsiyete, yaşa, branşa ve mezun olunan yükseköğretim kurumu durumlarına göre anlamlı fark olup olmadığı araştırılmıştır. Çalışma Bilim ve Sanat Merkezlerinde görev yapmakta olan fen bilimleri, kimya, fizik ve biyoloji öğretmenleri ile yürütülmüştür. Çalışmaya 277 öğretmen gönüllü olarak katılmıştır. Veriler 24 maddeden oluşan ve 5'li Likert tipinde düzenlenmiş, okul dışı öğrenme ortamları ölçeği kullanılarak toplanmıştır. Elde edilen veriler SPSS programı kullanılarak yüzde, frekans, ortalama, standart sapma, Kolmogorov-Smirnov Testi, Mann-Whitney U Testi ve Kruskal Wallis Testi gibi istatistiksel yöntemlerle analiz edilmiştir. Analiz sonuçlarına göre Bilim ve Sanat Merkezi öğretmenlerinin "okul dışı öğrenme ortamlarına yönelik tutum", "okul dışı öğrenme ortamlarına yönelik etkililik" ile ilgili becerilerinin ise yüksek olduğu ifade edilebilirken "okul dışı öğrenme ortamlarına ilişkin yeterlilik" ve "okul dışı öğrenme ortalamalarına yönelik davranış", becerilerinin diğerlerine göre orta düzeyde olduğu sonucuna ulaşılmıştır. Branş, cinsiyet ve mezun olunan fakülte değişkenlerinin öğretmenlerin okul dışı öğrenme ortamları ölçeği puanı üzerine etkililiği analiz edilmiş ve analiz sonucunda öğretmenlerinin okul dışı öğrenme ortamları kullanım düzeyleri arasında anlamlı bir farklılık olmadığı görülmüştür. Yaş değişkeni açısından incelendiğinde ise yeterlilik, etkililik ve tutum alt boyutları üzerinde anlamlı bir fark görülmezken davranış alt boyutunda anlamlı bir fark görülmüştür. Öğretmenlerin yaşlarının 36-45 aralığından 46-55 aralığına doğru ilerledikçe okul dışı öğrenme ortamlarını kullanmaya yönelik davranış düzeylerinin arttığı sonucu elde edilmiştir.
Teachers are one of the important elements of the education that will take place in out-of-school learning environments that provide students with the opportunity to provide rich educational content and the opportunity for individuals to learn at their own pace and in line with their own interests. In this study, it was investigated whether there was a significant difference between the Out-of-School Learning Environments of Science and Art Center Teachers and their Attitude, Effectiveness, Competence and Behavior Levels towards these environments according to gender, age, branch and the higher education institution they graduated from. The study was conducted with science, chemistry, physics and biology teachers working at Science and Art Centers. 277 teachers participated in the study voluntarily. Data were collected using the out-of-school learning environments scale, which consists of 24 items and is arranged in a 5-point Likert type. The data obtained were analyzed with statistical methods such as percentage, frequency, mean, standard deviation, Kolmogorov-Smirnov Test, Mann-Whitney U Test and Kruskal Wallis Test using the SPSS program. According to the analysis results, it can be stated that the skills of Science and Art Center teachers regarding "attitude towards out-of-school learning environments" and "effectiveness towards out-of-school learning environments" are high, while "competence towards out-of-school learning environments" and "behavior towards out-of-school learning averages" are high. It was concluded that their skills were at a medium level compared to others. As a result of the analysis of the effectiveness of the variables of branch, gender and graduated faculty on the teachers' out-of-school learning environments scale score, it was seen that there was no significant difference between the teachers' levels of use of out-of-school learning environments. When examined in terms of the age variable, there was no significant difference in the competence, effectiveness and attitude sub-dimensions, but a significant difference was seen in the behavior sub-dimension. It was concluded that as teachers' ages progressed from 36-45 to 46-55, their behavior levels towards using out-of-school learning environments increased
Teachers are one of the important elements of the education that will take place in out-of-school learning environments that provide students with the opportunity to provide rich educational content and the opportunity for individuals to learn at their own pace and in line with their own interests. In this study, it was investigated whether there was a significant difference between the Out-of-School Learning Environments of Science and Art Center Teachers and their Attitude, Effectiveness, Competence and Behavior Levels towards these environments according to gender, age, branch and the higher education institution they graduated from. The study was conducted with science, chemistry, physics and biology teachers working at Science and Art Centers. 277 teachers participated in the study voluntarily. Data were collected using the out-of-school learning environments scale, which consists of 24 items and is arranged in a 5-point Likert type. The data obtained were analyzed with statistical methods such as percentage, frequency, mean, standard deviation, Kolmogorov-Smirnov Test, Mann-Whitney U Test and Kruskal Wallis Test using the SPSS program. According to the analysis results, it can be stated that the skills of Science and Art Center teachers regarding "attitude towards out-of-school learning environments" and "effectiveness towards out-of-school learning environments" are high, while "competence towards out-of-school learning environments" and "behavior towards out-of-school learning averages" are high. It was concluded that their skills were at a medium level compared to others. As a result of the analysis of the effectiveness of the variables of branch, gender and graduated faculty on the teachers' out-of-school learning environments scale score, it was seen that there was no significant difference between the teachers' levels of use of out-of-school learning environments. When examined in terms of the age variable, there was no significant difference in the competence, effectiveness and attitude sub-dimensions, but a significant difference was seen in the behavior sub-dimension. It was concluded that as teachers' ages progressed from 36-45 to 46-55, their behavior levels towards using out-of-school learning environments increased
Açıklama
Anahtar Kelimeler
Eğitim ve Öğretim, Education and Training
