Stem eğitimi bağlamında öğretmenlerin el becerilerinin ölçümü ve değerlendirmesi
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Date
2020-06-12
Authors
Özkan, Cem
Journal Title
Journal ISSN
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Publisher
Bursa Uludağ Üniversitesi
Abstract
Bu tezin amacı STEM etkinliklerinde sıklıkla kullanılan el aletlerini öğretmenlerin ne derecede tanıdıklarını belirlemek, bunların kullanımında el beceri düzeylerini ortaya çıkarmak ve elde edilen bulguları değerlendirmektir. Çalışmada betimsel araştırma yöntemlerinden karşılaştırmalı araştırma deseni kullanılmıştır. Hedef kitle öğretmenler olmasına rağmen karşılaştırma yapmak amacı ile teknisyen ve öğrenci grupları da oluşturulmuştur. 4 gruptan oluşan örneklem büyüklüğü toplam 48 kişidir. Öğretmen adayları grubu 10 kişiden, öğretmen grubu 12, MYO öğrenci grubu 15 ve teknisyen grubu 11 kişiden oluşmaktadır. Veri toplamak için araştırmacı tarafından orijinal tanıma/deneyim ve beceri testleri geliştirilmiştir. STEM etkinliklerinde sıklıkla kullanıldığı düşünülen 35 tane el aleti fotoğraflar ile bir soru kitapçı oluşturulmuştur. Soru kitapçığı vasıtası ile katılımcılardan bu aletleri ne derece tanıdıkları ve ne kadar deneyimledikleri sorularak veri toplanmıştır. STEM etkinliklerinde popüler olan araç gereci temsilen benzer boyutlarda, benzer elektronik elemanların olduğu bir devre geliştirilerek beceri testinde kullanılmıştır. El becerisinin ölçümü için katılımcılardan bu devrenin sökülmesi ve yeniden monte edilmesi istenmiştir. Testler sonucu elde edilen veriler her iki test içinde Cronbach's Alfa güvenirlik katsayısı SPSS programı yardımı tahkik edilmiştir. Tanıma/deneyim Testi için 0,981 ve El Beceri Testi için 0,881 gibi yüksek güvenirlik değerleri hesaplanmıştır. El aleti tanıma test bulgularına göre %91 ortalama tanıma yüzdesi ile en başarılı grup teknisyenler olmuştur. MYO öğrencileri %81, öğretmenler %52 iken öğretmen adaylarının tanıma düzeyleri %42 de kalmıştır. Deneyim beyanı testi bulgularına göre teknisyenlerin sorgulanan 35 el aletinden ortalama 30 tanesini deneyimledikleri belirlenmiştir. vii Sırası ile MYO öğrencilerinin 26, öğretmenlerinin 15 ve öğretmen adaylarının ise ortalama 12 el aletini deneyimledikleri anlaşılmıştır. El beceri düzeyleri, her katılımcı için ölçülen 6 farklı beceri öğesinin verileri üzerinde yapılan hesaplamalar ile yüzdelik olarak ifade edilmiştir. Buna göre teknisyenler ortalama %90 ile beceri düzeyi en yüksek grup olmuştur. MYO öğrencilerde %55, öğretmenlerde %56 ve öğretmen adaylarında ise %44 lük beceri düzeyleri bulgularına ulaşılmıştır. Bulgular tanıma/deneyim ve beceri düzeyleri hakkında bilgi vermekle birlikte, bu verilerden hareketle öğretmenlere dair yeterlilik ya da yetersizlik anlamında bir yargıda bulunulması güçtür. Bu amaçla bu pilot çalışmanın birikimi ile güvenirliği daha yüksek testler ve yeterlilik/yetersizliklerin sonuçlarına dair yeni araştırmalar yapılması gerekir. Bununla birlikte bulgulara dayanılarak bazı değerlendirmeler yapılabilir. El aleti tanıma ve deneyim beyanı ile el beceri testlerinde öğretmenlerin teknisyenlere göre oldukça düşük başarı düzeyine sahip olduğunun belirlenmiş olması, olası bir sorun alanına işaret etmesi açısından anlamlıdır. Deneyim beyanı testlerinde 35 tane el aletinden yalnızca 5 tanesini deneyimlemiş olan son sınıf fen bilgisi öğretmen adaylarının varlığı pratik beceri yoksunluğu açısından çok düşündürücü bir sonuçtur. Ters manada diğer önemli bir bulgu da yüksek el becerilerinin henüz farkında olmayan öğretmenlerin varlığıdır. Bu tür testlerle belirlenmesi durumunda, pratik becerileri yüksek öğretmenlere STEM eğitim sisteminde aktif görevler verilebilir. Öte yandan pratik bilgi ve el becerisi seviyesi düşük öğretmenlerin zorluklarla yüzleşmemek için pratik uygulama yönü olan etkinlikler yapmaya direnç gösterme tutumunun önemli bir sorun kaynağı olduğu düşünülmektedir. Literatürde STEM pedagojisi yönünden pratik becerilerin göz ardı edilmiş olduğu söylenebilir. Bu Tezin araştırma konusu olarak el aletlerini tanıma/deneyim ve becerili kullanma hususunun seçilmesinin, STEM eğitim pedagojisi yönünden önemli bir boşluğun gündeme gelmesine vesile olması temenni edilir.
The aim of this thesis is to determine to what extent teachers familiar with hand tools, which are frequently used in STEM activities, to reveal hand skill levels in their use and to evaluate the findings obtained. Comparative research design, which is one of the descriptive research methods, was used in the study. Although the target audience is teachers, technicians and student groups have also been created for comparison. The sample size consisting of 4 groups is 48 people in total. The teacher candidates group consists of 10 people, the teacher group 12, the Vocational School student group 15 and the technician group 11 people. Original recognition / experience and skill tests were developed by the researcher to collect data. A question bookshop was created with 35 hand-held photographs, which are thought to be used frequently in STEM events. Data were collected by asking the participants how much they knew and experienced these tools through the question booklet. A circuit with similar dimensions and similar electronic components was developed and used in skill testing to represent the tools that are popular in STEM activities. The participants were asked to disassemble and reassemble this circuit for measurement of dexterity. Cronbach's Alpha reliability coefficient SPSS program has been verified in both tests. High reliability values such as 0,981 for Recognition / Experience Test and 0,881 for Hand Skill Test were calculated. According to the handpiece recognition test findings, the most successful group was technicians with 91% average recognition percentage. While Vocational School students were 81% and teachers 52%, the teacher candidates' recognition levels remained at 42%. According to the experience declaration test findings, it was determined that technicians experienced an average of 30 of the 35 hand tools questioned. It was understood that Vocational School students experienced 26 hand tools, 15 teachers and 15 pre-service teachers experienced tools. Hand skill levels are expressed as a ix percentage with the calculations made on the data of 6 different skill items measured for each participant. Accordingly, technicians were the group with the highest skill level with an average of 90%. Skill levels of 55% in vocational high school students, 56% in teachers and 44% in teacher candidates were found. Although the findings provide information about recognition / experience and skill levels, it is difficult to judge teachers in terms of competence or inadequacy. For this purpose, it is necessary to conduct more research on the accumulation and reliability of this pilot study and the results of the qualifications / deficiencies. However, some evaluations can be made based on the findings. It is meaningful that hand teachers recognition and experience declaration and hand skill tests show that teachers have a very low level of success compared to technicians in terms of pointing to a possible problem area. The presence of senior pre-service science teachers who have experienced only 5 of the 35 hand tools in the experience statement tests is a very thought-provoking result in terms of practical skill deprivation. Another important finding in the reverse sense is the presence of teachers who are not yet aware of high hand skills. If determined by such tests, teachers with high practical skills can be assigned active tasks in the STEM education system. On the other hand, the attitude of teachers with low level of practical knowledge and dexterity to resist doing activities with practical application in order not to face difficulties is an important source of problem. In the literature, it can be said that practical skills have been ignored in terms of STEM pedagogy. It is hoped that the selection of hand tools to know / experience and skillful use as the subject of this thesis will be an important gap in terms of STEM education pedagogy.
The aim of this thesis is to determine to what extent teachers familiar with hand tools, which are frequently used in STEM activities, to reveal hand skill levels in their use and to evaluate the findings obtained. Comparative research design, which is one of the descriptive research methods, was used in the study. Although the target audience is teachers, technicians and student groups have also been created for comparison. The sample size consisting of 4 groups is 48 people in total. The teacher candidates group consists of 10 people, the teacher group 12, the Vocational School student group 15 and the technician group 11 people. Original recognition / experience and skill tests were developed by the researcher to collect data. A question bookshop was created with 35 hand-held photographs, which are thought to be used frequently in STEM events. Data were collected by asking the participants how much they knew and experienced these tools through the question booklet. A circuit with similar dimensions and similar electronic components was developed and used in skill testing to represent the tools that are popular in STEM activities. The participants were asked to disassemble and reassemble this circuit for measurement of dexterity. Cronbach's Alpha reliability coefficient SPSS program has been verified in both tests. High reliability values such as 0,981 for Recognition / Experience Test and 0,881 for Hand Skill Test were calculated. According to the handpiece recognition test findings, the most successful group was technicians with 91% average recognition percentage. While Vocational School students were 81% and teachers 52%, the teacher candidates' recognition levels remained at 42%. According to the experience declaration test findings, it was determined that technicians experienced an average of 30 of the 35 hand tools questioned. It was understood that Vocational School students experienced 26 hand tools, 15 teachers and 15 pre-service teachers experienced tools. Hand skill levels are expressed as a ix percentage with the calculations made on the data of 6 different skill items measured for each participant. Accordingly, technicians were the group with the highest skill level with an average of 90%. Skill levels of 55% in vocational high school students, 56% in teachers and 44% in teacher candidates were found. Although the findings provide information about recognition / experience and skill levels, it is difficult to judge teachers in terms of competence or inadequacy. For this purpose, it is necessary to conduct more research on the accumulation and reliability of this pilot study and the results of the qualifications / deficiencies. However, some evaluations can be made based on the findings. It is meaningful that hand teachers recognition and experience declaration and hand skill tests show that teachers have a very low level of success compared to technicians in terms of pointing to a possible problem area. The presence of senior pre-service science teachers who have experienced only 5 of the 35 hand tools in the experience statement tests is a very thought-provoking result in terms of practical skill deprivation. Another important finding in the reverse sense is the presence of teachers who are not yet aware of high hand skills. If determined by such tests, teachers with high practical skills can be assigned active tasks in the STEM education system. On the other hand, the attitude of teachers with low level of practical knowledge and dexterity to resist doing activities with practical application in order not to face difficulties is an important source of problem. In the literature, it can be said that practical skills have been ignored in terms of STEM pedagogy. It is hoped that the selection of hand tools to know / experience and skillful use as the subject of this thesis will be an important gap in terms of STEM education pedagogy.
Description
Keywords
Pratik beceriler, Öğretmen el becerisi, STEM el aletleri, STEM öğretmeni, Teknisyen el becerisi, Practical skills, STEM hand tools, STEM teacher, Teacher hand skill, Technician hand skill
Citation
Özkan, C. (2020). Stem eğitimi bağlamında öğretmenlerin el becerilerinin ölçümü ve değerlendirmesi. Yayınlanmamış yüksek lisans tezi. Bursa Uludağ Üniversitesi Eğitim Bilimleri Enstitüsü.