Mustafa Serdar KÖKSAL, Pınar KÖSEOĞLU

3710

Intellectual Risk Taking When Learning about Technology: Case of Prospective Science Teachers

Sınıf ortamında teknolojiyi öğrenmek, zihinsel risk almayı gerektirdiğinden, öğrenme sürecine aktif katılım gerektirir. Bu nedenle, fen bilgisi öğretmenleri, öğrenmeye katılımlarını geliştirmek için teknoloji hakkında bilgi alırken, yüksek zihinsel risk almayı benimsemelidir. Zihinsel risk alma düzeylerini ve bu tür riskleri almanın yollarını belirleyerek, öğretmen adaylarının zihinzel risk alma derecesine ve zihinzel risk alma süreçlerini hangi yollarla geliştireceğine karar verebiliriz. Bu çalışma, fen bilgisi öğretmenlerinin zihinzel risk alma düzeyleri araştırılmıştır. Katılımcıları Türkiye'deki üniversitelerde fen eğitimi bölümlerinden 207 öğretmen adayı oluşturdu. Veri toplama için “öğrenme teknolojisine ilişkin zihinzel risk alma anketleri” ve “kişisel bilgi formları” kullanılmıştır. Verileri analiz etmek için tümevarımcı içerik analizi kullanıldı. Bulgular, öğretmen adaylarının zihinsel risk alma düzeylerinin zihinzel risk almalarından daha yüksek olduğunu ortaya çıkarmıştır. Bulgular ayrıca, zihinzel risk alma koşullarının, teknolojiyi öğrenirken zihinzel risklerin alınmasında önemli bir faktör olduğunu göstermiştir. Bu çalışma, öğretmen eğitimi programlarında teknoloji hakkında bilgi sahibi olmak için gerekli zihinzel risk düzeyini yakalayabilecek ve zihinzel risk alma örneklerini sunacak bir ortamın şekillendirilmesi için anlamlar sunmaktadır.
Anahtar Kelimeler:

Intellectual risk taking, Learning about technology, Prospective science teachers

Intellectual Risk Taking When Learning about Technology: Case of Prospective Science Teachers

Learning about technology in a classroom environment necessitates intellectual risk taking because intellectual risk taking involves active participation in learning. Hence prospective science teachers should adopt high intellectual risk-taking levels when learning about technology to improve their participation in learning. By determining their level of intellectual risk taking and ways of promoting such risk taking, we can decide on the degree of intellectual risk taking of prospective teachers and which ways of increasing intellectual risk taking are effective in learning about technology. Accordingly, this study explores the intellectual risk-taking levels of prospective science teachers when learning about technology and ways of increasing intellectual risk taking during their learning. The participants comprised 207 prospective science teachers from departments of science education at universities in Turkey. For the data collection, three “intellectual risk-taking questionnaires about learning technology” and “personal information forms” were utilized. For analysing data, inductive content analysis was used. The findings revealed that the intellectual risk-taking level of prospective teachers was higher than their avoidance of taking intellectual risks. The findings also showed that conditions of intellectual risk taking are an important factor in taking intellectual risks when learning about technology. This study provides implications for shaping an environment in which to take the required level of intellectual risk in learning about technology in teacher education programmes and presents examples of intellectual risk taking.
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Gazi Üniversitesi Gazi Eğitim Fakültesi Dergisi-Cover
  • ISSN: 1301-9058
  • Yayın Aralığı: Yılda 3 Sayı
  • Başlangıç: 1985
  • Yayıncı: Gazi Üniversitesi
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