Video-durumlarda yansıma noktalarının ve tartışma gruplarında öğretmen katılımının yansıtıcı düşünmeye etkisi

Bu araştırma, video-durumlarm uzman yorumlarıyla zenginleştirilmesinin ve video-durumlarm tartışılması için oluşturulan çevrimiçi tartışma gruplarında öğretmen adayları ile öğretmenlerin birlikte bulunmalarının, öğretmen adaylarının yansıtıcı düşünme düzeylerine etkisini belirlemek amacıyla yapılmıştır. Araştırma, 2x2 faktöryel desende yürütülmüştür. Araştırmanın bağımsız değişkenleri, video-durumlara yansıma noktaları eklenmesi ve tartışma gruplarında öğretmen katılımından oluşmaktadır. Araştırmanın bağımlı değişkeni ise, yansıtıcı düşünme düzeyidir. Çalışma, 2008-2009 öğretim yılında güz döneminde Ankara Üniversitesi ve Hacettepe Üniversitesi Bilgisayar ve Öğretim Teknolojileri Eğitimi Bölümü III. sınıfında öğrenim gören toplam 74 öğrenci ile yürütülmüştür. Araştırmanın ortaya koyduğu sonuçlara göre, video-durumlara yansıma noktaları eklenmesi, yansıtıcı düşünme düzeyini anlamlı olarak arttırmış, çevrimiçi tartışma gruplarındaki öğretmen katılımı ise, yansıtıcı düşünme düzeyi üzerinde anlamlı bir etki yaratmamıştır.

The effects of reflection points in video-cases and teacher participation in online discussion groups on reflective thinking

The aim of this study was to find out the effects of reflection points in the video-cases and teacher participation in the online discussion groups on student teachers’ reflective thinking skills. The research was carried out in 2x2 factorial design. The independent variables of the study were adding reflection points to the video-cases and teacher participation in the online discussion groups. The dependent variable was the student teachers’ reflective thinking. Participants were 74 student ICT teachers from two large universities’ departments of Computer and Instructional Technologies Education. Study results revealed that adding reflection points to the video-cases significantly increased the student teachers’ reflective thinking. However, teacher participation in the online discussion groups did not affect the student teachers’ reflective thinking.

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