Ögretmen Adaylarinin Bilissel -Yapilandirici Stratejilere Göre Etkinlik Hazirlama Becerileri

Abstract

Bu arastirmanin amaci,Türkçe dersi ögretmen adaylarinin iki önemli egitim yaklasimina göre ögretim süreci tasarlamabecerilerini desteklemek ve incelemektir. Arastirma süreci, karma arastirma yönteminin asamalarinauygun olarak tasarlanmistir. Arastirmanin ilk asamasinda ögretmen adaylarina Yenilenmis BloomTaksonomisi (YBT) ve 5E modeliyle ilgili egitim verilmistir. Daha sonra bu yaklasimlara göregelistirilen ögretim stratejileri hakkinda bilgi verilmistir. Ikinci asamada ögretmen adaylari, bustratejilerden yararlanarak etkinlik tasarlamislardir. Üçüncü asamada ise hazirlanan etkinlikler,önceden hazirlanan dereceli puanlama anahtari ile incelenmistir. Bu asamada hazirlanan etkinliklerinbasari düzeylerine göre YBT ve 5E modelinin islevi ve bunlardan hareketle bilissel ve yapilandiriciyaklasimlar karsilastirarak degerlendirmislerdir. Çalismanin son asamasinda ögretmen adaylarininYBT ve 5E modeliyle ilgili duygu ve düsünceleri nitel olarak incelenmistir. Bu kapsamda yariyapilandirilmis görüsme gerçeklestirilerek veriler toplanmis ve incelenmistir. Nicel ve nitel verilerüzerinde yapilan incelemeler sonucunda ulasilan bulgular degerlendirilmistir. Bu bulgulara göreögretmen adaylarinin YBT’ye göre hazirladiklari etkinliklerin 5E modeline göre hazirladiklarietkinliklerden genel olarak daha basarili ve yeterli oldugu belirlenmistir. Ulasilan sonuçlara göreögretmen adaylarinin bilissel yapilandirici stratejilerden yaralanarak etkinlik tasarlayabilecekleriönerilmistir.The aim of this study is to support and examine the level of teaching process designingskills of prospective teachers of Turkish based on two main educational approaches. The researchprocess has been designed in accordance with the stages of the mixed research model. In the firststage of the research, prospective teachers were given training on Revised Bloom Taxonomy (RBT)and 5E model. In the first stage of the study, prospective teachers were provided training on cognitiveconstructivism strategies. Then; knowledge was given about the teaching strategies developedaccording to these approaches. In the second stage, prospective teachers designed activities based onthese strategies. In the third stage, the designed activities were assessed through a pre-developedrubric. Based on the achievement levels of the activities designed in this stage, the function of RBTand 5E Model and the cognitive and constructivist approaches were compared and evaluated. In thelast stage of the study, prospective teachers' feelings and thoughts about RBT and 5E model wereexamined qualitatively. In this context, semi-structured interview was conducted and the data werecollected and analyzed. The findings obtained from the examinations on quantitative and qualitativedata were evaluated. According to these findings, it was determined that the activities prepared byprospective teachers according to RBT were generally more successful and sufficient than theactivities prepared according to 5E model. According to the results, it was suggested that prospectiveteachers could design activities by benefiting from cognitive constructive strategies.