Bilissel Koçluk yaklasımının tezsiz yüksek lisans matematik bölümü öğrencilerinin görüsleri açısından incelenmesi

Arastırmada, matematik bölümü tezsiz yüksek lisans öğrencilerinin görüslerine göre, staj yaptıkları okullardaki öğretmenlerin bilissel farkındalık becerilerinin öğretiminde bilissel koçluk yaklasımını ne derece kullandıkları incelenmistir. Arastırma tarama modelinde betimsel bir çalısmadır. Arastırmanın evrenini, 2008–2009 öğretim yılında Çukurova Üniversitesi Eğitim Programları ve Öğretimi Bölümünde Tezsiz Yüksek Lisans yapan matematik bölümü öğrencileri olusturmustur. Arastırma 67 öğrenci ile gerçeklestirilmis ve örnekleme alınan 67 öğrencinin 47’si bayan, 20’si erkektir. Bilissel koçluk yaklasımı temel alınarak; bilissel farkındalık becerilerinin uygulama okullarında öğretmenlerce ne derece uygulandığını belirlemek üzere arastırmacılarca Bilissel Koçluk Anketi olusturulmustur. Bilissel koçluk anketi uzman görüsleri alınıp gerekli güvenirlik çalısması yapıldıktan sonra Tezsiz Yüksek Lisans yapan matematik öğrencilerine uygulanmıstır. Anketten elde edilen veriler SPSS 15.0 istatistik paket programı aracılığıyla çözümlenmistir. Verilerin aritmetik ortalamaları, standart sapmaları betimsel olarak verildikten sonra, tek yönlü varyans analizi (ANOVA) ve bağımsız gruplar t-testi yapılmıstır. Sonuç olarak, Bilissel Koçluk Anketi’nden (BKA) elde edilen veriler doğrultusunda uygulama okullarındaki matematik öğretmenlerinin bilissel koçluğun planlama, düsünme ve değerlendirme boyutlarında yer alan etkinlikleri yeri geldiğince kullandıkları bulunmustur.

Investigation on the cognitive coaching approach in the view of ma students major subject mathematics

The aim of this study is to find out in what extent cognitive skills and cognitive coaching approach is used in teaching mathematics. Mainly graduate students view and experiences were taken as the data source. The research is a descriptive study. The population of the study was 67 MA students taught at Curriculum and Instruction Department of Çukurova University in the 2008-2009 academic years. A Cognitive Couching Questionnaire (CCQ) was formed by the researchers in order to figure out to what extend the teachers apply Cognitive Coaching Approach in their classrooms. The data obtained from the questionnaires were analyzed through the SPSS 15.0 statistical package program. The means and standard deviations were presented descriptively and then, one-way analysis of variance (ANOVA) and independent samples t test were applied. In conclusion, teachers apply planning, thinking and evaluation aspects of the cognitive coaching approach in their activities.

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