Gökçen BAKAN, Mehmet Akif BİRCAN, Emrah AKMAN

Sınıf Öğretmenlerinin Uzaktan Eğitime İlişkin Görüşleri ve Matematik Eğitiminde Bilgisayar Kullanımına İlişkin İnançları arasındaki ilişkinin İncelenmesi

Bu araştırmada sınıf öğretmenlerinin uzaktan eğitime ilişkin görüşleri ve matematik eğitiminde bilgisayar kullanımına ilişkin inançları ortaya çıkarılmaya çalışılmıştır. Araştırmada nicel araştırma desenlerinden ilişkisel tarama modeli kullanılmıştır. Araştırmanın çalışma grubunu 163 sınıf öğretmeni oluşturmaktadır. Araştırmada veri toplama aracı olarak Kurnaz, Kaynar, Şentürk Barışık ve Doğrukök (2020) geliştirilen Uzaktan eğitime ilişkin görüş ölçeği ve Çakıroğlu, Güven ve Akkan (2008) tarafından geliştirilen Matematik Eğitiminde Bilgisayar Kullanımına İlişkin İnanç ölçeği kullanılmıştır. Araştırma verileri betimsel istatistikler, bağımsız gruplar t-testi, Anova testi ve pearson korelasyon testi kullanılarak analiz edilmiştir. Araştırma sonuçlarına göre sınıf öğretmenlerinin uzaktan eğitime ilişkin görüşleri ile matematik eğitiminde bilgisayar kullanımına ilişkin ortalama puanları arasında pozitif yönde anlamlı bir ilişki vardır. Sınıf öğretmenlerinin uzaktan eğitime ilişkin görüş ve matematik eğitiminde bilgisayar kullanımına ilişkin inanç ortalama puanlarının orta düzeye yakın olduğu sonucu elde edilmiştir. Ayrıca sınıf öğretmenlerinin uzaktan eğitime ilişkin görüş ortalama puanları; cinsiyet ve eğitim düzeyi değişkenine göre anlamlı farklılık göstermezken mesleki kıdem değişkenine göre anlamlı farklılık göstermektedir. Bununla birlikte sınıf öğretmenlerinin matematik eğitiminde bilgisayar kullanımına ilişkin inanç ortalama puanları; cinsiyet ve mesleki kıdem değişkenine göre anlamlı farklılık göstermezken eğitim düzeyi değişkenine göre anlamlı farklılık göstermektedir.

Anahtar Kelimeler:

Uzaktan Eğitim, Görüş, Matematik Eğitimi, Bilgisayar, İnanç

The Investigation of the Relationship Between Classroom Teachers' Views on Distance Education and Beliefs about Computer Use in Mathematics Education

In this study, we sought to investigate the opinions of classroom teachers about distance education and their beliefs about the use of computers in mathematics education. We used a relational survey model, one of the quantitative research designs, to collect data from 163 classroom teachers. The Opinion Scale on Distance Education developed by Kurnaz, Kaynar, Şentürk Barışık, and Doğrukök (2020) and the Belief Scale on Computer Use in Mathematics Education developed by Çakıroğlu, Güven, and Akkan (2008) were used as data collection tools. We analysed the data using descriptive statistics, independent samples t-test, ANOVA, and Pearson correlation. A significant positive relationship was found between classroom teachers' views on distance education and their mean scores on computer use in mathematics education. The results of the study showed that the mean scores of classroom teachers' opinions about distance education and beliefs about the use of computers in mathematics education were both close to the middle level. Additionally, the mean scores of classroom teachers' opinions about distance education did not differ significantly by gender or education level, but they did differ significantly by professional seniority. Similarly, the mean scores of classroom teachers' beliefs about the use of computers in mathematics education did not differ significantly by gender or professional seniority, but they did differ significantly by education level.

Keywords:

Distance Education, Opinion, Mathematics Education, Computer, Belief,

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