Okul öncesi öğretmenlerinin inovatif düşünme eğilimleri ile problem çözme becerileri arasındaki ilişkinin incelenmesi
Küçük Resim Yok
Tarih
2023
Yazarlar
Dergi Başlığı
Dergi ISSN
Cilt Başlığı
Yayıncı
İnönü Üniversitesi
Erişim Hakkı
info:eu-repo/semantics/openAccess
Özet
Bu çalışmanın temel amacı birer 21. yy. öğreteni ve aynı zamanda öğreneni olan okul öncesi öğretmenlerin inovatif düşünme eğilimleri ile problem çözme becerileri arasındaki ilişkiyi incelemektir. Yaşadığımız yüzyılda toplumsal hayat ve iş hayatındaki beklentileri bireylerin karşılayabilmesi için ihtiyaç duyulan beceriler olarak nitelendirilen 21. yy. becerilerinin sınıflandırılmasında, vurgu yapılan alanlardan biri de problem çözme becerisidir. İnovatif düşünme ile problem çözmenin bağlantılı olduğu varsayılarak konuyu daha derinlemesine inceleyebilmek için nicel araştırma yöntemi tercih edilmiştir. İlişkisel tarama modelinin kullanıldığı bu araştırma amaçlı örnekleme yöntemiyle belirlenen İstanbul ili Milli Eğitim Müdürlüğü'ne bağlı Zeytinburnu, Güngören ve Bakırköy ilçelerinde görev yapmakta olan 349 okul öncesi öğretmeni ile yürütülmüştür. Araştırma kapsamında kullanılan veri toplama araçları ''Okul Öncesi Öğretmenlerine Yönelik İnovatif Düşünme Eğilimi Ölçeği'', ''Öğretmen Problem Çözme Becerisi Kazandırma Yeterliği Ölçeği'' ve ''Kişisel Bilgi Formu'' ndan oluşmaktadır. Toplanan verilerin analizinde frekans, yüzde, bağımsız örneklem t-testi, Mann Whitney U testi ve korelasyon analizi kullanılmıştır. Araştırma sonucunda okul öncesi öğretmenlerinin inovatif düşünme eğilimleri ile problem çözme becerileri düzeylerinin yüksek olduğu, iki yeterlilik arasında anlamlı bir ilişki olduğu görülmüştür. Mesleki kıdemin inovatif düşünme eğilimi ve problem becerisi kazandırmada farklılık oluştururken diğer demografik değişkenlere göre anlamlı bir farklılık göstermediği sonucuna ulaşılmıştır.
The main purpose of this study is to analyze the 21st century. To examine the relationship between innovative thinking tendencies and problem-solving skills of preschool teachers, who are both teachers and learners. 21st century skills are defined as the skills needed for individuals to meet the expectations in social and business life in the century we live in. One of the areas emphasized in the classification of skills is problem solving skills. Assuming that innovative thinking and problem solving are linked, quantitative research method was preferred in order to examine the subject in more depth. This research, in which the relational scanning model was used, was conducted with 349 pre-school teachers working in Zeytinburnu, Güngören and Bakırköy districts of the Istanbul Provincial Directorate of National Education, determined by the purposeful sampling method. The data collection tools used within the scope of the research consist of "Innovative Thinking Tendency Scale for Preschool Teachers", "Teacher Ability to Acquire Problem Solving Skills Scale" and "Personal Information Form". Frequency, percentage, independent samples t-test, Mann Whitney U test and correlation analysis were used in the analysis of the collected data. As a result of the research, it was seen that preschool teachers' innovative thinking tendencies and problem-solving skills levels were high, and there was a significant relationship between the two competencies. It was concluded that while professional seniority makes a difference in gaining innovative thinking tendency and problem skills, it does not show a significant difference compared to other demographic variables.
The main purpose of this study is to analyze the 21st century. To examine the relationship between innovative thinking tendencies and problem-solving skills of preschool teachers, who are both teachers and learners. 21st century skills are defined as the skills needed for individuals to meet the expectations in social and business life in the century we live in. One of the areas emphasized in the classification of skills is problem solving skills. Assuming that innovative thinking and problem solving are linked, quantitative research method was preferred in order to examine the subject in more depth. This research, in which the relational scanning model was used, was conducted with 349 pre-school teachers working in Zeytinburnu, Güngören and Bakırköy districts of the Istanbul Provincial Directorate of National Education, determined by the purposeful sampling method. The data collection tools used within the scope of the research consist of "Innovative Thinking Tendency Scale for Preschool Teachers", "Teacher Ability to Acquire Problem Solving Skills Scale" and "Personal Information Form". Frequency, percentage, independent samples t-test, Mann Whitney U test and correlation analysis were used in the analysis of the collected data. As a result of the research, it was seen that preschool teachers' innovative thinking tendencies and problem-solving skills levels were high, and there was a significant relationship between the two competencies. It was concluded that while professional seniority makes a difference in gaining innovative thinking tendency and problem skills, it does not show a significant difference compared to other demographic variables.
Açıklama
Anahtar Kelimeler
Eğitim ve Öğretim, Education and Training
