Ortaokul matematik dersi öğretim programının uygulanmasında yaşanan sorunlara ilişkin öğretmen görüşleri
Küçük Resim Yok
Tarih
2021
Yazarlar
Dergi Başlığı
Dergi ISSN
Cilt Başlığı
Yayıncı
İnönü Üniversitesi
Erişim Hakkı
info:eu-repo/semantics/openAccess
Özet
Bu çalışmanın amacı, ortaokul matematik dersi öğretim programının Eisner'ın Eğitsel Eleştiri Modeli' ne göre eğitsel değeri ve etkililiği hakkında öğretmen görüşlerinin incelenmesidir. Bu amaç doğrultusunda veriler 2020-2021 eğitim öğretim yılında Muş ili Merkez ilçesinde görev yapan 14 matematik öğretmeninden toplanmıştır. Katılımcıların mesleki deneyimleri 2-15 yıl arasında olup 4'ünün yüksek lisans öğrenimi devam etmektedir. Veriler, araştırmacı tarafından hazırlanan yarı yapılandırılmış görüşme formu ile toplanıp betimsel analiz yöntemiyle analiz edilmiştir. Elde edilen bulgular incelendiğinde öğretmenlerin tüm sınıf kademelerinde uygun görmedikleri kazanımlar olduğu tespit edilmiştir. 8. Sınıf hariç tüm kademelerde eksik görülen kazanım olduğu bulgusuna ulaşılmıştır. Programın hedefleri kazandırma noktasında yeterli-yetersiz görülen faktörler ayrı ayrı kategorize edilmiştir. Katılımcıların tamamı program modelinin uygun olduğunu belirtirken, kazanımların açık ve anlaşılır olduğu 13 öğretmen tarafından belirtilmiştir. Öğretim durumları ve değerlendirme boyutlarında öğretmenlerin geleneksel yöntemleri tercih ettiği bulgusuna ulaşılmıştır. Ders esnasında yaşanan sorunların kaynağı olarak öğrenci, veli, önyargı, imkanlar, LGS, programın kendisi ve öğretmen faktörleri tespit edilmiştir. Son olarak öğretmenlerin programda geliştirmek veya değiştirmek istedikleri önerilere yer verilmiştir.
The aim of this study is to examine the opinions of teachers about the educational value and effectiveness of the secondary school mathematics curriculum according to Eisner's Educational Criticism Model. For this purpose, data were collected from 14 mathematics teachers working in Muş in the 2020-2021 academic year. The years of working in the profession of the participants are between 2-15 and 4 of them are continuing their graduate education. The data were collected with a semi-structured interview form prepared by the researcher and analyzed by descriptive analysis method. When the findings were examined, it was determined that there were gains that the teachers did not find appropriate at all grade levels. It has been found that there is a lack of achievement at all levels except for the 8th grade. The factors that are considered sufficient and insufficient at the point of achieving the goals of the program were categorized separately. While all of the participants stated that the curriculum model was appropriate, 13 teachers stated that the achievements were clear and understandable. It has been found that teachers prefer traditional methods in teaching situations and assessment dimensions. As the source of the problems experienced during the lesson: student, parent, prejudice, opportunities, LGS, program and teacher factors were determined. Finally, suggestions that teachers want to improve or change in the curriculum are included.
The aim of this study is to examine the opinions of teachers about the educational value and effectiveness of the secondary school mathematics curriculum according to Eisner's Educational Criticism Model. For this purpose, data were collected from 14 mathematics teachers working in Muş in the 2020-2021 academic year. The years of working in the profession of the participants are between 2-15 and 4 of them are continuing their graduate education. The data were collected with a semi-structured interview form prepared by the researcher and analyzed by descriptive analysis method. When the findings were examined, it was determined that there were gains that the teachers did not find appropriate at all grade levels. It has been found that there is a lack of achievement at all levels except for the 8th grade. The factors that are considered sufficient and insufficient at the point of achieving the goals of the program were categorized separately. While all of the participants stated that the curriculum model was appropriate, 13 teachers stated that the achievements were clear and understandable. It has been found that teachers prefer traditional methods in teaching situations and assessment dimensions. As the source of the problems experienced during the lesson: student, parent, prejudice, opportunities, LGS, program and teacher factors were determined. Finally, suggestions that teachers want to improve or change in the curriculum are included.
Açıklama
Anahtar Kelimeler
Eğitim ve Öğretim, Education and Training
