Bilim ve sanat merkezinde görev yapan öğretmenlerin proje tabanlı öğretim yapabilmelerine ilişkin öz yeterlilikleri
Yükleniyor...
Dosyalar
Tarih
2018
Yazarlar
Dergi Başlığı
Dergi ISSN
Cilt Başlığı
Yayıncı
İnönü üniversitesi Eğitim Fakültesi
Erişim Hakkı
info:eu-repo/semantics/openAccess
Özet
Bu çalışmada, Malatya Bilim ve Sanat Merkezi’nde görev alan öğretmenlerin proje tabanlı öğretim uygulamalarına ait öz yeterliliklerinin belirlenmesi amaçlanmıştır. Çalışmada nicel araştırma yöntemi desenlerinden tarama deseni tercih edilmiştir. Çalışma grubunu 2018-2019 yılı Malatya ili Bilim ve Sanat Merkezi’nde görevli 51 öğretmen oluşturmaktadır. Bu amaçla araştırmada, veri toplama aracı olarak Mutlu ve Yıldız-Fidan (2018) tarafından geliştirilen 5 alt boyuttan ve 24 maddeden oluşan “proje tabanlı öğretim uygulama öz yeterlilik ölçeği” kullanılmıştır. Kullanılan ölçeğe yönelik gerekli geçerlik ve güvenirlik çalışmaları yapılmış ve Cronbach alfa güvenirlik katsayısı 0.86 olarak bulunmuştur. Araştırmaya katılan öğretmenlerin proje tabanlı öğretim uygulamalarına yönelik öz yeterlilik düzeylerinin 3.69 ortalama ile iyi düzeyde olduğu; 3 öğretmenin çok az yeterli, 34 öğretmenin biraz yeterli, 14 öğretmenin ise oldukça yeterli olduğu belirlenmiştir. Ölçeğin boyutları incelendiğinde en düşük ortalamaya sahip oldukları boyutun “Uygulama ve Değerlendirme”, en yüksek ortalamaya sahip oldukları boyutun ise “Proje sürecine hakimiyet ve rehberlik etme” olduğu görülmektedir. Diğer taraftan PTÖ uygulamasına yönelik öz yeterlilik inanç düzeylerinin cinsiyet ve mesleki deneyim açısından anlamlı farklılık göstermediği de tespit edilmiştir. Bununla birlikte elde edilen diğer sonuçlar çerçevesinde önerilerde bulunulmuştur.
The aim of this study was to determine the self-efficacies of the teachers, working in the Malatya Science and Art Center, for project-based learning practices. In the study, the survey design among quantitative research method designs was preferred. The sample group was composed of 51 teachers working in Malatya Province Science and Art Center between 2018 and 2019. For this purpose, “project-based learning self-efficacy scale” developed by Mutlu and Yıldız-Fidan (2018) and including 5 subscales and 24 items was used as the data collection tool in the study. The validity and reliability studies for the scale were conducted and the Cronbach’s alpha reliability coefficient was found to be 0.86. It was determined that the self-efficacy levels of the teachers participating in the study for the project-based learning practices was at good level with the mean score of 3.69; 3 teachers were barely competent, 34 teachers were slightly competent, and 14 teachers were quite competent. When the subscales of the scale were examined, it was observed that while the subscale with the lowest mean score was “Practice and Evaluation”, the subscale having the highest mean score was “Commanding and Guiding for Project Process”. On the other hand, it was also determined that the self-efficacy belief levels towards PBL practice did not show any significant difference in terms of gender and professional experience. Besides, recommendations were made within the framework of other obtained results.
The aim of this study was to determine the self-efficacies of the teachers, working in the Malatya Science and Art Center, for project-based learning practices. In the study, the survey design among quantitative research method designs was preferred. The sample group was composed of 51 teachers working in Malatya Province Science and Art Center between 2018 and 2019. For this purpose, “project-based learning self-efficacy scale” developed by Mutlu and Yıldız-Fidan (2018) and including 5 subscales and 24 items was used as the data collection tool in the study. The validity and reliability studies for the scale were conducted and the Cronbach’s alpha reliability coefficient was found to be 0.86. It was determined that the self-efficacy levels of the teachers participating in the study for the project-based learning practices was at good level with the mean score of 3.69; 3 teachers were barely competent, 34 teachers were slightly competent, and 14 teachers were quite competent. When the subscales of the scale were examined, it was observed that while the subscale with the lowest mean score was “Practice and Evaluation”, the subscale having the highest mean score was “Commanding and Guiding for Project Process”. On the other hand, it was also determined that the self-efficacy belief levels towards PBL practice did not show any significant difference in terms of gender and professional experience. Besides, recommendations were made within the framework of other obtained results.
Açıklama
Anahtar Kelimeler
Bilim ve Sanat Merkezi, Proje Tabanlı Öğretim, Öz Yeterlilik, Science and Art Center, Project-Based Learning, Self-Efficacy
Kaynak
İnönü Üniversitesi Eğitim Fakültesi Dergisi
WoS Q Değeri
Scopus Q Değeri
Cilt
19
Sayı
3
Künye
Mutlu, F. Nacaroğlu, O. (2018). Bilim ve sanat merkezinde görev yapan öğretmenlerin proje tabanlı öğretim yapabilmelerine ilişkin öz yeterlilikleri. Cilt:19 Sayı:3, 310-326 ss.
