Kahramanmaraş depremleri sonrası (6 Şubat 2023) nakil olan öğrencilerin okula uyum süreçlerine ilişkin öğretmen görüşleri
Küçük Resim Yok
Tarih
2024
Yazarlar
Dergi Başlığı
Dergi ISSN
Cilt Başlığı
Yayıncı
İnönü Üniversitesi
Erişim Hakkı
info:eu-repo/semantics/openAccess
Özet
Bu araştırmanın amacı Türkiye' de 6 Şubat 2023 tarihinde yaşanan merkez üssü Kahramanmaraş olan depremlerin sonrasında Malatya il merkezine köy ve mahallelerinden ve diğer illerden nakil gelen öğrencilerin yeni okullarında uyum sürecinde yaşadıkları sorunlar, bu sorunların kaynakları ve giderilmesine yönelik bu süreci deneyimleyen öğretmenlerin görüş ve önerilerini sunmaktır. Bu amaç doğrultusunda yapılan çalışma, nitel araştırma kapsamında olgu bilim olarak desenlenmiş ve veri toplama aracı olarak görüşme tekniği kullanılmıştır. Elde edilen verilerin analizinde araştırmaya veri sunan öğretmen görüşmelerinin daha önce belirlenen temalara göre özetlenip yorumlanmasında ve neden-sonuç ilişkisi kurulmasında betimsel analiz ve elde edilen verilerin kod, kategorilere ayrılmasında, bulguların analizi ve yorumlanmasında içerik analizi tekniği kullanılmıştır. Yapılan araştırma sonucunda depremin çocuklar üzerinde fiziksel yıkımlarla yaşattığı duygusal sorunların yanı sıra yer değişikliği yaşatması yönüyle sosyolojik etkilerinin olduğu görülmüştür. Bu zincirleme reaksiyonların küçük ölçekte çocukta korku, kaygı, saldırganlık, derse odaklanamama gibi risk faktörlerini doğurduğu belirlenmiştir. Büyük ölçekte ise aile ve eğitim sisteminin bileşenlerinde yaşanan kayıplar, değişimler gibi okula uyumu zorlaştıran risk faktörlerini doğurduğu belirlenmiştir. Bununla birlikte sosyal destek ağları (aile, öğretmen, arkadaş ve benzeri), öz güven, duygudaşlık, akademik başarı gibi kişisel yetkinlikler ve okul sistemi içinde sunulan sportif etkinlikler, düzenlenen eğlenceler, öğrenme kayıplarını giderme çalışmaları gibi koruyucu destek sistemlerinin deprem, göç gibi travmatik durumların yıpratıcı etkilerini azalttığı ve öğrencilerin iyi oluşunu artırarak okula uyumunu desteklediği görülmüştür. Anahtar Sözcükler: Deprem, zorunlu göç, okula uyum, koruyucu ve risk faktörleri
The purpose of this research is to present the problems experienced by students who were transferred to schools in the Malatya city center from villages, neighborhoods, and other provinces after the earthquakes that occurred in Kahramanmaraş on February 6, 2023, the sources of these problems, and the views and suggestions of the teachers who have experienced this process regarding the resolution of these issues. The study conducted for this purpose was designed as a phenomenology within the scope of qualitative research and the interview method was used as a data collection tool. In the analysis of the data obtained, descriptive analysis was used to summarize and interpret the teacher interviews that provided data for the research according to previously determined themes and to establish a cause-effect relationship and content analysis technique was used to divide the obtained data into codes and categories and to analyze and interpret the findings. As a result of the research, it was seen that the earthquake had sociological effects on children in terms of displacement, as well as emotional problems caused by physical destruction. It has been determined that these chain reactions, on a small scale, cause risk factors such as fear, anxiety, aggression, and inability to focus on the lesson in the child. On a large scale, it has been determined that it creates risk factors that make adaptation to school difficult, such as losses and changes in the components of the family and education system. In addition, social support networks (family, teachers, friends, etc.), personal competencies such as self-confidence, empathy, academic success, and protective support systems such as sports activities offered within the school system, organized entertainments, studies to compensate for learning losses, are effective in preventing traumatic situations such as earthquakes and migration. It has been observed that it reduces the corrosive effects and supports students' adaptation to school by increasing their well-being. Key Words: Earthquake, forced migration, adaptation to school, protective and risk factors.
The purpose of this research is to present the problems experienced by students who were transferred to schools in the Malatya city center from villages, neighborhoods, and other provinces after the earthquakes that occurred in Kahramanmaraş on February 6, 2023, the sources of these problems, and the views and suggestions of the teachers who have experienced this process regarding the resolution of these issues. The study conducted for this purpose was designed as a phenomenology within the scope of qualitative research and the interview method was used as a data collection tool. In the analysis of the data obtained, descriptive analysis was used to summarize and interpret the teacher interviews that provided data for the research according to previously determined themes and to establish a cause-effect relationship and content analysis technique was used to divide the obtained data into codes and categories and to analyze and interpret the findings. As a result of the research, it was seen that the earthquake had sociological effects on children in terms of displacement, as well as emotional problems caused by physical destruction. It has been determined that these chain reactions, on a small scale, cause risk factors such as fear, anxiety, aggression, and inability to focus on the lesson in the child. On a large scale, it has been determined that it creates risk factors that make adaptation to school difficult, such as losses and changes in the components of the family and education system. In addition, social support networks (family, teachers, friends, etc.), personal competencies such as self-confidence, empathy, academic success, and protective support systems such as sports activities offered within the school system, organized entertainments, studies to compensate for learning losses, are effective in preventing traumatic situations such as earthquakes and migration. It has been observed that it reduces the corrosive effects and supports students' adaptation to school by increasing their well-being. Key Words: Earthquake, forced migration, adaptation to school, protective and risk factors.
Açıklama
Eğitim Bilimleri Enstitüsü, Temel Eğitim Ana Bilim Dalı, Sınıf Eğitimi Bilim Dalı
Anahtar Kelimeler
Eğitim ve Öğretim, Education and Training
