Sınıf öğretmenlerinin matematik derslerinde yapı iskelesine yatkın olma düzeylerinin incelenmesi
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Tarih
2018
Yazarlar
Dergi Başlığı
Dergi ISSN
Cilt Başlığı
Yayıncı
Kırıkkale Üniversitesi
Erişim Hakkı
info:eu-repo/semantics/closedAccess
Özet
Bu araştırma, sınıf öğretmenlerinin matematik derslerinde yapı iskelesi boyutlarına yatkınlıklarının çeşitli değişkenlere göre anlamlı farklılaşıp farklılaşmadığını belirlemek amacıyla yapılmıştır. Bu amaca yönelik olarak, sınıf öğretmenlerinin matematik derslerinde yapı iskelesine yatkın olma düzeyleri, öğretmenin cinsiyetine, eğitim düzeyine, kıdemine ve okutmakta olduğu sınıfın mevcuduna göre incelenmiştir. Nicel araştırma desenlerinden tarama modeli temel alınarak oluşturulan bu çalışma, 2016-2017 eğitim-öğretim yılı bahar döneminde Kırıkkale il merkezindeki ilkokullarda görev yapan ve gönüllülük esasına göre katılım sağlayan sınıf öğretmenlerinin katılımıyla gerçekleştirilmiştir. Veriler araştırmacı tarafından geliştirilen ölçekle toplanmıştır. Elde edilen veriler nicel çalışmalar için uygun görülen istatistik paket programı aracılığıyla analiz edilmiştir. Varılan sonuçlara göre, sınıf öğretmenlerinin matematik derslerinde yapı iskelesine yatkınlık düzeylerinin, eğitim düzeyi ve sınıf mevcuduna göre anlamlı bir şekilde farklılaşmadığı tespit edilmiştir ancak, cinsiyet ve kıdem değişkenleri ele alındığında anlamlı farklılıklar ortaya çıkmıştır. Kadın sınıf öğretmenlerinin ve şimdiye kadar yalnızca yapılandırmacı yaklaşım ışığında hazırlanmış öğretim programlarıyla eğitim-öğretim faaliyetlerinde bulunan öğretmenlerin matematik derslerinde yapı iskelesine yatkın olma düzeylerinin daha yüksek olduğu sonucuna varılmıştır. Elde edilen bu sonuçlar tartışılmış ve araştırmanın sonunda önerilerde bulunulmuştur.
This research was carried out to detect whether the elementary school teachers` tendencies to scaffolding ways in math class become different significantly according to various variable. For this purpose, the elementary school teachers` levels of tendency to scaffolding were examined with regard to the gender of the teacher, the level of education, the seniority and the presence of the class. This study, which is based on the screening model of quantitative research designs was carried out with the classroom teachers who participated in primary schools in Kırıkkale city center and participated on the basis of volunteerism in the spring semester of 2016-2017 academic year. The data were collected with the scale developed by the researcher. The obtained data were analyzed by means of statistical package program which is suitable for quantitative studies. According to the results, it was determined that the level of the teachers' tendency to scaffolding in math class did not differ significantly according to the level of education and class size. However, when gender and seniority variables were considered, significant differences have emerged. It was concluded that female teachers and the teachers who are in education and training activities with the curriculum prepared in the light of the constructivist approach were more likely to be prone to building scaffolding in math classes. These obtained results were discussed and suggestions were made at the end of the research.
This research was carried out to detect whether the elementary school teachers` tendencies to scaffolding ways in math class become different significantly according to various variable. For this purpose, the elementary school teachers` levels of tendency to scaffolding were examined with regard to the gender of the teacher, the level of education, the seniority and the presence of the class. This study, which is based on the screening model of quantitative research designs was carried out with the classroom teachers who participated in primary schools in Kırıkkale city center and participated on the basis of volunteerism in the spring semester of 2016-2017 academic year. The data were collected with the scale developed by the researcher. The obtained data were analyzed by means of statistical package program which is suitable for quantitative studies. According to the results, it was determined that the level of the teachers' tendency to scaffolding in math class did not differ significantly according to the level of education and class size. However, when gender and seniority variables were considered, significant differences have emerged. It was concluded that female teachers and the teachers who are in education and training activities with the curriculum prepared in the light of the constructivist approach were more likely to be prone to building scaffolding in math classes. These obtained results were discussed and suggestions were made at the end of the research.
Açıklama
Anahtar Kelimeler
Eğitim ve Öğretim, Education and Training
