Öğretmen adaylarının anlamaya dayalı tasarım konusundaki yeterlilik ve farkındalıklarının geliştirilmesi
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Dosyalar
Tarih
2022
Yazarlar
Dergi Başlığı
Dergi ISSN
Cilt Başlığı
Yayıncı
Kırıkkale Üniversitesi
Erişim Hakkı
info:eu-repo/semantics/openAccess
Özet
Bu araştırmanın amacı, öğretmen adaylarının anlamaya dayalı tasarım (UbD/ Understanding by Design) konusundaki yeterlilik ve farkındalıklarının geliştirilmesidir. Bu çalışma Kırıkkale Üniversitesi Eğitim Fakültesi'nde 4.sınıfta öğretim gören 17 öğretmen adayının katılımı ile yapılmıştır. Öğretmen adayları gönüllülük esasına bağlı olarak belirlenmiştir. Anlamaya dayalı tasarımda kullanılan geriye doğru tasarımın teorisini, aşamalarını içeren (30 ders saati) bir kurs tasarlanmış ve 16-19 Mayıs 2022 tarihleri arasında uygulanmıştır. Nitel araştırma deseninde tasarlanan bu çalışma bir durum çalışmasıdır. Veri toplama aracı olarak çalışmadan önce ve sonra uygulanan açık uçlu soruları içeren form, çalışma devam ederken her gün sonunda yazılan yansıtıcı günlükler ve eğitim etkinliğinde performans görevi olarak verilen ders tasarımları kullanılmıştır. Eğitim sonrasında yapılan değerlendirmelerde öğretmen adaylarının, geriye doğru tasarım, anlama, büyük fikir, transfer, istenilen sonuçlar, değerlendirme kanıtları, performans görevleri, öğretim tasarımı gibi anahtar kavramları sıklıkla kullandıkları görülmüştür. Katılımcılar derslerinde ve bazı projelerinde anlamaya dayalı tasarım konusunu kullanacaklarını ve tüm öğretmenlerin bu şekilde öğretim tasarımı yapması gerektiğini ifade etmişlerdir. Bunların yanında ders tasarımlarının alan uzmanları ve akranlar tarafından değerlendirilmesi sonucu ortalamanın üzerinde puanların alındığı tespit edilmiştir. Bu bağlamda kurs sonunda katılımcıların anlamaya dayalı tasarım konusunda yeterliliklerinin ve farkındalıklarının arttığı görülmüştür.
The aim of this research is to develop pre-service teachers competence and awareness about understanding by design (UbD). This study was carried out with the participation of 17 teacher can did ates studying at Kırıkkale University, Faculty of Education, in the 4th grade. Teacher can did ates were determined on a voluntary basis. A course covering the oryand stages of back ward design used in understanding by design (30 course hours) was designed and implemented between 16-19 May 2022. This study, which was designed in a qualitative research design, is a case study. Form with open-ended questions applied before and after the study, reflective diaries written during the study, and lesson designs given as performance tasks in the training activity were used as data collection tools. In the evaluations made after the training, it was observed that. In the evaluations made after the training, the pre-service teachers frequently used key concepts such as back ward design, understanding, big idea, transfer, desired results, assessment evidences, performance tasks, instructional design. The participants stated that they would use the concept of understanding-based design in their lessons and some of their project sand that all teachers should design instruction in this way. In addition, it was determined that the scores were above the average of the evaluation of the course designs by the field experts and peers. In this context, it was observed that at the end of the course, the competence and awareness of the participants on understanding-based design in creased.
The aim of this research is to develop pre-service teachers competence and awareness about understanding by design (UbD). This study was carried out with the participation of 17 teacher can did ates studying at Kırıkkale University, Faculty of Education, in the 4th grade. Teacher can did ates were determined on a voluntary basis. A course covering the oryand stages of back ward design used in understanding by design (30 course hours) was designed and implemented between 16-19 May 2022. This study, which was designed in a qualitative research design, is a case study. Form with open-ended questions applied before and after the study, reflective diaries written during the study, and lesson designs given as performance tasks in the training activity were used as data collection tools. In the evaluations made after the training, it was observed that. In the evaluations made after the training, the pre-service teachers frequently used key concepts such as back ward design, understanding, big idea, transfer, desired results, assessment evidences, performance tasks, instructional design. The participants stated that they would use the concept of understanding-based design in their lessons and some of their project sand that all teachers should design instruction in this way. In addition, it was determined that the scores were above the average of the evaluation of the course designs by the field experts and peers. In this context, it was observed that at the end of the course, the competence and awareness of the participants on understanding-based design in creased.
Açıklama
Anahtar Kelimeler
Eğitim ve Öğretim, Education and Training
