Öğretmen inançları perspektifinden fen bilimleri öğretmenlerinin teknoloji entegrasyonu
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Date
2018-02-16
Authors
Demirbağ, Mehmet
Journal Title
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Publisher
Uludağ Üniversitesi
Abstract
Bu araştırmada literatürde sıkça çalışılan Teknolojik Pedagojik Alan Bilgisi (TPAB) modeli değerlendirilerek teknoloji entegrasyonuna inanç sistemini temel alan alternatif bir model üretmek amaçlanmıştır. Bu amaçla yapılan araştırmada çoklu durum çalışmasından yararlanılmıştır. Araştırmanın başlangıcında amaca uygun şekilde seçilen bir devlet okulunda görev yapmakta olan bir fen bilgisi öğretmeni ile iletişime geçilmiş ve bu öğretmenin önerisi ile aynı okulda görev yapan ve çalışmayı kabul eden diğer iki öğretmene ulaşılmıştır. Seçilen bu üç fen bilimleri öğretmenin sınıf içi pratikleri gözlemlenmiştir. Sınıf içi pratikler noktasında pedagojik açıdan birbirinden farklılık gösteren öğretmenlerle çalışmaya devam edilmiştir. Bu bağlamda örneklem seçiminde mini bir kartopu örneklemin gerçekleştiği söylenebilir. Çünkü TPAİ sistemi modeli, oryantasyon açısından birbirinden farklı olan üç öğretmen için de uyumlu sonuçlar vermiştir. Örneklem grubunu oluşturan üç öğretmenin Teknolojik, Pedagojik Alan İnanç (TPAİ) sistemlerini ortaya çıkarma amacıyla yarı yapılandırılmış görüşmeler gerçekleştirilmiştir. Ayrıca bu üç öğretmenin inanç sistemlerinin teknoloji entegrasyonuna nasıl etki ettiğini anlamak amacıyla öğretmenlerden teknolojiyi entegre ettikleri bir ders saatini kamera kaydına almaları istenmiştir. Gözlem ve görüşme sonrasında elde edilen verilerin analizleri Çoklu Kuram Oluşturma (Multi Grounded Theory) felsefesine uygun şekilde gerçekleştirilmiş ve bu analizler sonrasında TPAİ sistemi modeli ortaya çıkmıştır. TPAİ sistemi modeline göre öğretmenlerin TPAİ sistemi ve bu inanç sistemi arasındaki etkileşimlerin, planlama aşamasında teknolojinin kendisinin ve içeriğinin seçimini, uygulama aşamasında ise konunun öğretimi için teknolojiyi entegre etme sürecini etkilediği sonucuna varılmıştır. Bununla birlikte bu sonuç sonrasında TPAİ sistemi modeli ile ilgili program yapıcılara, araştırmacılara ve öğretmenlere önerilerde bulunulmuştur.
In this research, it was aimed to produce an alternative model based on the belief system for technology integration by evaluating the Technological Pedagogical Content Knowledge (TPACK) model which is frequently studied in the literature. The research, conducted for this purpose, was designed as a multiple case study. At the beginning of the research, a science teacher who was working in a public school was selected and communicated. Subsequently, two other teachers who worked in the same school and agreed to participate with this teacher's recommendation were reached. In-class practices of the three selected science teachers were observed. The study was continued with these teachers having different pedagogical aspects. The first analysis of the interview and observation results of this sampling group was started and then a mini sample of snowballs was set up. Semi-structured interviews were conducted in order to reveal the Technological Pedagogical Content Belief (TPCB) systems of the three teachers. In addition, in order to understand how belief systems of the teachers influenced their technology integration, they were asked to video record a lesson time, in which they integrated the technology. Analysis of the data obtained after the observation and the interview were carried out in accordance with the philosophy of Multi-Grounded Theory. The TPCB system model emerged after this stage. According to the TPCB system model, the interactions between the TPCB system and this belief system influenced the selection of the technology itself and the content in the planning phase, and the process of integrating the technology for teaching the subject in the application phase. Suggestions were made to program developers, researchers and teachers about TPCB system model in accordance with the results.
In this research, it was aimed to produce an alternative model based on the belief system for technology integration by evaluating the Technological Pedagogical Content Knowledge (TPACK) model which is frequently studied in the literature. The research, conducted for this purpose, was designed as a multiple case study. At the beginning of the research, a science teacher who was working in a public school was selected and communicated. Subsequently, two other teachers who worked in the same school and agreed to participate with this teacher's recommendation were reached. In-class practices of the three selected science teachers were observed. The study was continued with these teachers having different pedagogical aspects. The first analysis of the interview and observation results of this sampling group was started and then a mini sample of snowballs was set up. Semi-structured interviews were conducted in order to reveal the Technological Pedagogical Content Belief (TPCB) systems of the three teachers. In addition, in order to understand how belief systems of the teachers influenced their technology integration, they were asked to video record a lesson time, in which they integrated the technology. Analysis of the data obtained after the observation and the interview were carried out in accordance with the philosophy of Multi-Grounded Theory. The TPCB system model emerged after this stage. According to the TPCB system model, the interactions between the TPCB system and this belief system influenced the selection of the technology itself and the content in the planning phase, and the process of integrating the technology for teaching the subject in the application phase. Suggestions were made to program developers, researchers and teachers about TPCB system model in accordance with the results.
Description
Keywords
Çoklu kuram oluşturma, Öğretmen inançları, Teknoloji entegrasyonu, TPAB modeli, TPAİ sistemi, Multi-grounded theory, Teacher beliefs, Technology integration, TPCK model, TPCB system
Citation
Demirbağ, M. (2018). Öğretmen inançları perspektifinden fen bilimleri öğretmenlerinin teknoloji entegrasyonu. Yayınlanmamış doktora tezi. Uludağ Üniversitesi Eğitim Bilimleri Enstitüsü.