İNGİLİZCE ÖĞRETMENLİĞİ BÖLÜMÜ ÖĞRENCİLERİNİN PERSPEKTİFİNDEN BİR DERS TABANLI BİLİMSEL TOPLANTI DENEYİMİ

Günümüzde öğretmenlerin bilimsel araştırma yapmaları ve bilimsel toplantılara katılım sağlamaları yüreklendirilmektedir. Öğretmen eğitiminde bilimsel araştırma yapma deneyimi kazanabilecekleri yaşantılar sıklıkla sunulsa da bilimsel toplantılara katılma deneyimi sağlama açısından daha az örnek bulunmaktadır. Türkiye’deki nadir uygulamalardan biri olarak 2016-2017 bahar döneminde bir eğitim fakültesinin İngilizce öğretmenliği bölümü üçüncü sınıf öğrencileri düzenlenen bir ders tabanlı araştırma toplantısına katılmışlardır. Bir gün süren toplantı kapsamında öğrenciler yapmış oldukları araştırmaları sözlü sunum, poster sunum ya da çalıştay olarak sunmuşlardır. Bu çalışmada öğrencilerin bu toplantıya ilişkin beklentileri, yaşantıları ve algıları araştırılmıştır. Öğrencilerin beklentilerini, yaşantılarını ve algılarını belirlemek amacıyla dönem başında ve toplantıdan sonra anket formları dağıtılmıştır. Ayrıca isteyen öğrenciler sürecin çeşitli basamaklarında yazdıkları günlüklerini teslim etmişlerdir. Elde edilen verilere göre öğrenciler bu çalışmayı alanlarında yapılmakta olan araştırmaları tanımak ve bilimsel süreçlere aşinalık kazanmak açısından faydalı olarak algılamıştır. En zor bulunan unsurlar ise araştırılacak konuyu seçmek ve yoğun toplantı programına etkili bir şekilde katılım sağlamak olmuştur. Öğrencilerin çoğunun ifadelerine göre bu toplantıya katılmak katılımcıları akademik çalışma yapma konusunda heveslendirmiştir. 

UNDERGRADUATE ELT STUDENTS’ PERSPECTIVE ON A COURSE-BASED SCIENTIFIC RESEARCH CONVENTION

Although teacher education has a research methods component to prepare the teachers of the future to engage in research, it rarely provides teacher candidates opportunities for participating in research conventions. One of the scarce attempts to do so was a course-based scientific research convention held in the English Language Teaching department of a university in Turkey. The participants were third-year students who presented their research in one of the forms of oral presentation, poster presentation or workshop during the one-day event. In this study, the students’ expectations, experiences, and perceptions pertaining to the convention were sought. Data were collected through open-ended questionnaires at the beginning of the term and after the convention. In addition, volunteering students kept reflection journals during the process. It was found that the students perceived the event as useful in terms of learning scientific research procedures and the researched subject. The areas which were perceived as the most difficult were finding the right resources and following the program which they found too tight and tiring. According to the findings, participating in this event had a positive effect on their future orientations for most of the students.

Kaynakça

Adhikari, N., & Nolan, D. (2002). “But what good came of it at last?”: How to assess the value of undergraduate research. Notices of the AMS, 49(10), 1252 – 1257.

Auchincloss, L.C., Laursen, S.L., Branchaw, J.L., Eagan, K., Graham, M., Hanauer, D.I., Lawrie, G., McLinn, C.M., Pelaez, N., Rowland, S., Towns, M., Trautmann, N.M., Verma-Nelson, P., Weston, T.J., & Dolan, E.L. (2014). Assessment of course-based undergraduate research experiences: A meeting report. CBE-Life Sciences Education, 13, 29-40.

Barkhuizen, G., & Feryok, A. (2006). Pre-service teachers’ perceptions of a short-term international experience programme. Asia-Pacific Journal of Teacher Education, 3(1), 115-134. DOI: 10.1080/13598660500479904

Behar-Horenstein, L.S., Roberts, K.W., & Dix, A.C. (2010). Mentoring undergraduate researchers: An exploratory study of students’ and professors’ perceptions. Mentoring and Tutoring: Partnership in Learning, 18(3), 269-291.

Çakmak, Z., Taşkıran, C., & Bulut, B. (2015). Examining attitudes of social studies pre-service teachers towards scientific research. Adıyaman University Journal of Educational Sciences, 5(2), 266-287.

Dimmock, C.(2014). Conceptualizing the research-practice-professional development nexus: Mobilising schools as “research-engaged” Professional learning communities. Professional Development in Education, 42(1), 36-53. DOI: 10.1080/19415257.2014.963884

Eti, İ., Gündoğdu, S. (2016). Okul öncesi öğretmenliği dördüncü sınıf öğrencilerinin araştırma projesi dersine ilişkin görüş ve önerileri. Abant İzzet Baysal Üniversitesi Eğitim Fakültesi Dergisi, 16(1), 121-139. Doi: 10.17240/aibuefd.2016.16.1-5000182914

Hamilton, M.L., Loughran, J., & Marcondes, M.I. (2009). Teacher educators and the self-study of teaching practices. In A. Swennen & M. van der Klink (Eds.), Becoming a teacher educator: Theory and practice for teacher educators (pp. 205-218). Springer: Springer.

Hartmann, J.Q. Winder, S.C., & Carrick, C. (2013). Strong faculty relationships and academic motivation as potential outcomes of undergraduate research. North American Journal of Psychology, 15(1), 215-234.

Hathaway, R., Nagda, B., & Gregerman, S. (2002). The relationship of undergraduate research participation to graduate and professional educational pursuit: An empirical study. Journal of College Student Development,43(5), 614 – 631.

Hemsley-Brown, J., & Sharp, C. (2003). The use of research to improve professional practice: A systematic review of the literature. Oxford Review of Education, 29(4), 449-471. DOI: 10.1080/0305498032000153025

Hunter, A.B., Laursen, S.L., & Seymour, E. (2006). Becoming a scientist: The role of undergraduate research in students’ cognitive, personal, and Professional development. Science Education, 91(1), 36-74. DOI:10.1002/sce.20173

Ishiyama, J. (2002). Does early participation in undergraduate research benefit social science and humanities students? College Student Journal, 36(3), 381-387.

Kardash, M.C. (2000). Evaluation of an undergraduate research experience: Perceptions of undergraduate interns and their faculty mentors. Journal of Educational Psychology, 92(1), 191-201. Doi: 10.1037//0022-0663.92.1.191

Kinkel, D.H., & Henke, S.E. (2006). Impact of undergraduate research on academic performance, educational planning, and career development. Natural Sciences Education, 35(1), 194-201. Doi: 10.2134/jnrlse2006.0194

Korkut, P., & Şahin, G. (2016, October). An analysis of the pre-service ELT teachers’ grammatical errors in their written exam answers. Paper presented at the International Contemporary Education Research Congress, Muğla/Turkey. Doi: 10.14527/9786053186397

Korkut, P., Postallı, S., Karayel, H., & Ünlü, R. (2018, April). Pre-service English language teachers' attitudes and their conceptions of research. Paper presented at 2nd International Symposium of Limitless Education and Research, Muğla/Turkey. Retrieved online from http://useas.sead.com.tr/useas/doc/USEAS2018_Ozet.pdf

Küçükoğlu, A., Taşgın, A., Çelik, N. (2013). Öğretmen adaylarının bilimsel araştırma sürecine ilişkin görüşleri üzerine bir inceleme: Eğitim bilimleri örneği. TSA, 17(3), 11-24.

Lassonde, C.A. (2008). Looking beneath the surface: Authenticating research and inquiry for undergraduate teacher candidates. Teacher Education and Practice, 21(1), 33-46.

Laursen, S.L. (2015). Challenges and opportunities for measuring student outcomes of undergraduate research. In A.D. Churukian, D.L. Jones, & L. Ding (Eds.), Critical examination of laboratory-centred instruction and experimental research in physics education, pp.18-21, 2015 PERC Proceedings [College Park, MD, July, 29-30, 2015] Maryland: American Association of Physics Teachers

Lopatto, D. (2004). What undergraduate research can tell us about research on learning. Retrieved from http://www.pkal.org/template2.cfm?c id=1002Mabrouk, P.A. (2009). Survey study investigating the significance of conference participation to undergraduate research students. Journal of Chemical Education, 86(11), 1335. Doi: 10.1021/ed086p1335

Manak, J.A., & Young, G. (2014). Incorporating undergraduate research into teacher education: Preparing thoughtful teachers through inquiry-based learning. Council on Undergraduate Research (CUR) Quarterly, 35(2), 35-38.

Milli Eğitim Bakanlığı (MEB) (2017). Öğretmenlik mesleği genel yeterlilikleri. Ankara: Öğretmen Yetiştirme ve Geliştirme Genel Müdürlüğü.

Mishler, E. (1990). Validation in inquiry-guided research: The role of exemplars in narrative studies. Harvard Educational Review, 60, 415–442.

Myers, J., Sawyer, A.G., Dredger, K., Barnes, S.K., & Wilson, R. (2018). Examining perspectives of faculty and students engaging in undergraduate research. Journal of the Scholarship of Teaching and Learning, 18(1), 136-149. Doi: 10.14434/josotl.v18il.22348

Polat, M. (2014). Eğitim fakültesi öğrencilerinin bilimsel araştırmaya yönelik tutumları. Pamukkale Üniversitesi Sasyal Bilimler Enstitüsü Dergisi, 18, 77-90.

Ross, D.D. (1987). Action research for preservice teachers: A description of why and how. Peabody Journal of Education, 64(3), 131-150. Retrieved from http://www.jstor.org/stable/1492596

Russell, S.H., Hancock, M.P., McCullough, J. (2007). Benefits of undergraduate research experiences. SCIENCE, 316, 548-549.

Seymour, E., Hunter, A.B., Laursen, S.L., & DeAntoni, T. (2004). Establishing the benefits of research experiences for undergraduates in the sciences: First findings from a three-year study. Science Education, 88(4), 493-534. DOI: 101002/sce.10131

Slobodzian, J.T., & Pancsofar, N. (2014). Integrating undergraduate research into teacher training: Supporting the transition from learner to educator. Council on Undergraduate Research (CUR) Quarterly, 34(3), 43-47.

Strand, K. (2006). Learning to inquire: Teacher research in undergraduate teacher training. Journal of Music Education, 15(2), 29-42.Strauss, A., Corbin, J. (1998). Basics of qualitative research: Techniques and procedures for developing grounded theory. Thousand Oaks: SAGE.

Thiry, H., Laursen, S.L., & Hunter, A.B. (2011). What experiences help students become scientists? A comparative study of research and other sources of personal and professional gains from STEM undergraduates. The Journal of Higher Education, 82(4), 357-388. Retrieved from http://www.jstor.org/stable/29789531

Vanassche, E., & Kelchtermans, G. (2015). The state of the art in self-study of teacher education practices: A systematic review. Journal of Curriculum Studies, 47(4), 508-528. DOI: 10.1080/00220272.2014.995712

Wang, Q., & Zhang, H. (2014). Promoting teacher autonomy through university-school collaborative action research. Language Teaching Research, 18(2), 222-241. Doi: 10.1177/1362168813505942

Ward, C., Bennett, J., & Bauer, K. (2002). Content analysis of undergraduate research student evaluations. Retrieved from http://www.udel.edu/RAIRE

Wayment, H.A., & Dickson, K.L. (2008). Increasing student participation in undergraduate research benefits students, faculty, and department. Teaching of Psychology, 35, 194-197. Doi: 10.1080/00986280802189213