Öğretmen adaylarıyla uzaktan eğitimle mühendislik tasarım temelli fen öğretimi
Date
2023-09-14
Authors
Özünlü, Özgür
Journal Title
Journal ISSN
Volume Title
Publisher
Bursa Uludağ Üniversitesi
Abstract
Bu araştırma mühendislik tasarım temelli fen öğretimi (MTTFÖ) yaklaşımının öğretmen adaylarının karar verme becerisi ve mühendislik tasarım temelli süreç becerisine etkisini incelemek amacıyla gerçekleştirilmiştir. Araştırma, nicel ve nitel yöntemi barındıran karma desenli bir araştırmadır. Çalışma 2020-2021 akademik yılında bir devlet üniversitesinde öğrenim gören 65 fen bilimleri öğretmenliği lisans programı öğrencisi ile gerçekleştirilmiştir. Çalışmada, fen bilimleri dersi öğretim programından 6.sınıftan “Ses ve Akustik”, 7. sınıftan “Isı ve Işık” ve 8. sınıftan ise “Sürdürülebilir Kalkınma” konuları için MTTFÖ’ne göre araştırmacı tarafından hazırlanan mühendislik tasarım temelli uygulamalar yürütülmüştür. Çalışmada öğretmen adaylarının mühendislik tasarım temelli öğretim yöntemini iyi kanıksamış olmaları, ileride kendi sınıflarında da bu yöntemi kullanmaları, mühendislik ve tasarım becerilerinin ve karar verme becerilerinin artması hedeflenmiştir. Uygulama süreci toplamda bir öğretim dönemi 14 hafta sürmüştür. Araştırmacı ilk hafta öğretmen adaylarına bir eğitim vermiş ve mühendislik tasarım temelli uygulamaları sürecine dair bilgiler aktarmıştır. Uygulama sürecinde fen bilimleri öğretmeni adaylarının karar verme becerilerini ölçmek için Ercan ve Bozkurt (2013) tarafından geliştirilen ve Bozkurt (2014) tarafından öğretmen adayları için yeniden tasarlanan “Karar Verme Beceri Testi (KVBT)” ve mühendislik ve tasarım becerilerini saptamak için araştırmacı tarafından tasarlanan “Mühendislik Tasarım Föyleri (MTF)” ve yine araştırmacı tarafından hazırlanan yarı yapılandırılmış odak görüşme formları ve araştırmacı günlükleri kullanılmıştır. Fen bilimleri öğretmen adaylarının mühendislik tasarım föyleri ve tasarladıkları prototipleri değerlendirildiğinde öğretmen adaylarının mühendislik ve tasarım becerilerinde ilk tasarımdan son tasarıma doğru bir artış olduğu, tek yönlü ANOVA testi ile ortalama puanlar arası farkın da istatiksel olarak anlamlı olduğu (p<0,05) görülmüştür. Karar verme becerilerinde de (Ön test: X̄ =6,65, ss= ± 2,199, son test: X̄ =7,37, ss= ± 2,059) anlamlı bir artış (p=0,002<0,01) bulunmuştur. Çalışmanın sonucu olarak uzaktan eğitimle fen bilimleri öğretmen adaylarına uygulanan mühendislik tasarım temelli öğretim yaklaşımının öğretmen adaylarının karar verme becerileri ile mühendislik ve tasarım becerilerinin olumlu düzeyde arttırdığı tespit edilmiştir. Mühendislik tasarım döngüsü basamaklarının her birindeki mühendislik ve tasarım becerilerinin gelişimlerinin ise öğretmen adaylarının odak grup görüşmelerindeki sonuçlar ile desteklendiği görülmüştür. Bu çalışmanın sonucunda, öğretmen adaylarının mühendislik tasarım sürecinin sonunda karar verme becerileri ile mühendislik ve tasarım becerilerinde olumlu yönde gelişmeler olmuştur. Çalışmanın nitel kısmında, MTTFÖ sürecinin öğretmen adaylarına olumlu yansımaları araştırmacı günlüklerinden görülürken, karar verme becerileri ile mühendislik ve tasarım becerilerinin gelişimine yarar sağladığı da odak grup görüşmeleri ile görülmüştür. Ayrıca öğretmen adaylarının MTTFÖ sürecinde 21. yüzyıl becerilerinin arasında yer alan; öğrenme ve yenilenme becerilerinden iletişim ve işbirliği, eleştirel düşünme ve problem çözme, yaşam ve meslek becerilerinden liderlik ve sorumluluk, girişimcilik ve öz-yönetim ve bilgi, medya ve teknoloji becerilerinden bilgi ve iletişim teknolojisini aktif olarak kullanmış oldukları da odak grup görüşmeleri ve araştırmacıgünlüklerinden görülmüştür. MTTFÖ’nin eğitim fakültelerine entegre edilebilmesi, öğretmenlerin sınıflarında kullanabilmesi hususunda hizmetiçi eğitimlerin verilebilmesi vegelecekte bu konuyla ilgili çalışma yapacak araştırmacılara öneriler sunulmuştur.
This research was carried out to examine the effect of the engineering design-based science teaching (EDBST) approach on the decision-making skills and engineering design-based process skills of prospective teachers. The research is a mixed-design research that includes quantitative and qualitative methods. The study was conducted with 65 science-teaching undergraduate program students studying at a state university in the 2020-2021 academic year. In the study, engineering design-based applications prepared by the researcher according to EDBST were carried out for the subjects "Sound and Acoustics" in the 6th grade, "Heat and Light" in the 7th grade, and "Sustainable Development" in the 8th grade in the science curriculum. The aim of the study is to ensure that prospective teachers become accustomed to the engineering design-based teaching method, use this method in their own classes in the future, and increase their engineering and design skills and decision-making skills. The implementation process lasted a total of 14 weeks in one academic semester. In the first week, the researcher gave training to the prospective teachers and provided information about the engineering design-based applications process. During the application process, the "Decision-Making Skills Test" was developed by Ercan and Bozkurt (2013) to measure the decision-making skills of science teacher candidates and redesigned by Bozkurt (2014) for teacher candidates, and the "Decision-Making Skills Test" was designed by the researcher to determine engineering and design skills. Engineering Design Papers, semi-structured focus interview forms, and researcher diaries prepared by the researcher were used. When the engineering design sheets and the prototypes designed by the science teacher candidates were evaluated, it was seen that there was an increase in the engineering and design skills of the science teacher candidates from the first design to the final design, and the difference between the average scores was statistically significant (p <0.05) with the one-way ANOVA test. A significant increase (Pre-test: X̄ =6,65, ss= ± 2,199, son test: X̄ =7,37, ss= ± 2,059, p=0.002<0.01) was also found in decision-making skills. As a result of the study, it was determined that the engineering design-based teaching approach applied to science teacher candidates through distance education positively increased their decision-making skills and engineering and design skills. It was observed that the development of engineering and design skills in each of the engineering design cycle steps was supported by the results of the focus group interviews of the teacher candidates. As a result of this study, there were positive developments in the decision-making skills and engineering and design skills of prospective teachers at the end of the engineering design process. In the qualitative part of the study, while the positive reflections of the EDBST process on prospective teachers were seen from the researcher's diaries, it was also seen through focus group interviews that it benefited the development of decision-making skills and engineering and design skills. In addition, among the 21st-century skills of teacher candidates in the EDBST process; Learning and innovation skills include communication and cooperation, critical thinking and problem-solving, life and professional skills such as leadership and responsibility, entrepreneurship and self-management, information, media and technology skills, and that they have actively used information and communication technology, according to focus group interviews and researcher diaries. has been seen. Suggestions have been made to integrate EDBST into education faculties, to provide in-service training for teachers to use it in their classrooms, and to researchers who will study this subject in the future.
This research was carried out to examine the effect of the engineering design-based science teaching (EDBST) approach on the decision-making skills and engineering design-based process skills of prospective teachers. The research is a mixed-design research that includes quantitative and qualitative methods. The study was conducted with 65 science-teaching undergraduate program students studying at a state university in the 2020-2021 academic year. In the study, engineering design-based applications prepared by the researcher according to EDBST were carried out for the subjects "Sound and Acoustics" in the 6th grade, "Heat and Light" in the 7th grade, and "Sustainable Development" in the 8th grade in the science curriculum. The aim of the study is to ensure that prospective teachers become accustomed to the engineering design-based teaching method, use this method in their own classes in the future, and increase their engineering and design skills and decision-making skills. The implementation process lasted a total of 14 weeks in one academic semester. In the first week, the researcher gave training to the prospective teachers and provided information about the engineering design-based applications process. During the application process, the "Decision-Making Skills Test" was developed by Ercan and Bozkurt (2013) to measure the decision-making skills of science teacher candidates and redesigned by Bozkurt (2014) for teacher candidates, and the "Decision-Making Skills Test" was designed by the researcher to determine engineering and design skills. Engineering Design Papers, semi-structured focus interview forms, and researcher diaries prepared by the researcher were used. When the engineering design sheets and the prototypes designed by the science teacher candidates were evaluated, it was seen that there was an increase in the engineering and design skills of the science teacher candidates from the first design to the final design, and the difference between the average scores was statistically significant (p <0.05) with the one-way ANOVA test. A significant increase (Pre-test: X̄ =6,65, ss= ± 2,199, son test: X̄ =7,37, ss= ± 2,059, p=0.002<0.01) was also found in decision-making skills. As a result of the study, it was determined that the engineering design-based teaching approach applied to science teacher candidates through distance education positively increased their decision-making skills and engineering and design skills. It was observed that the development of engineering and design skills in each of the engineering design cycle steps was supported by the results of the focus group interviews of the teacher candidates. As a result of this study, there were positive developments in the decision-making skills and engineering and design skills of prospective teachers at the end of the engineering design process. In the qualitative part of the study, while the positive reflections of the EDBST process on prospective teachers were seen from the researcher's diaries, it was also seen through focus group interviews that it benefited the development of decision-making skills and engineering and design skills. In addition, among the 21st-century skills of teacher candidates in the EDBST process; Learning and innovation skills include communication and cooperation, critical thinking and problem-solving, life and professional skills such as leadership and responsibility, entrepreneurship and self-management, information, media and technology skills, and that they have actively used information and communication technology, according to focus group interviews and researcher diaries. has been seen. Suggestions have been made to integrate EDBST into education faculties, to provide in-service training for teachers to use it in their classrooms, and to researchers who will study this subject in the future.
Description
Keywords
Fen eğitimi, Mühendislik tasarım temelli öğretim, Uzaktan eğitim, Distance education, Engineering design-based education, Science education
Citation
Özünlü, Ö. (2023). Öğretmen adaylarıyla uzaktan eğitimle mühendislik tasarım temelli fen öğretimi. Yayınlanmamış doktora tezi. Bursa Uludağ Üniversitesi Eğitim Bilimleri Enstitüsü.