Tasarım Tabanlı Öğrenme ile Öğretmen Adaylarının Teknolojik Pedagojik Alan Bilgilerinin (TPACK) Geliştirilmesi: Fink Taksonomisi Temelli Bir Çalışma

Bu çalışmada, öğretim sürecinde tasarım tabanlı öğrenme (Learning by Design - LBD) çerçevesi kullanılarak öğretmen adaylarının teknolojik pedagojik alan bilgilerinin (Technological Pedagogical Content Knowledge -TPACK) geliştirilmesi amaçlamıştır. 19 öğretmen adayı, 12 haftalık bir öğretim ve veri toplama sürecine katılarak 10 farklı öğretim materyali oluşturmuştur. TPACK ve TPACK özgüven seviyeleri, ölçeklerden elde edilen nicel veriler ve görüşmelerden elde edilen nitel veriler kullanılarak değerlendirilmiştir. LBD-TPACK öğretim süreci sonunda elde edilen öğrenme çıktılarının anlamlı öğrenme çıktıları olup olmadığını belirlemek için görüşme verileri Fink Taksonomisi kullanılarak analiz edilmiştir. Bulgular, öğretmen adaylarının TPACK puanlarının ve TPACK özgüven puanlarının öğretim sürecinden sonra arttığını göstermiştir (α=0.05, p=0.00). Sonuçların nitel verilerle desteklendiği ve öğretmen adaylarının anlamlı öğrenme çıktılarına sahip oldukları görülmüştür. Gelecekteki benzer çalışmaların; TPACK gelişimine yönelik etkinliklerin öğretmen eğitimi faaliyetlerine etkin entegrasyonunu sağlamak adına farklı öğretmenlik alanları ve daha büyük çalışma grupları ile yürütülmeleri doğrultusunda önerilerde bulunulmuştur.

Anahtar Kelimeler:

Öğretmen yetiştirme, TPACK, tasarım tabanlı öğrenme, fink taksonomisi, öğretim materyali

Enhancing Pre-Service Teachers' Technological Pedagogical Content Knowledge (TPACK) through the Learning by Design Framework: A Fink Taxonomy-based Study

This study aimed to develop Technological Pedagogical Content Knowledge (TPACK) through the use of the Learning by Design (LBD) framework in a teaching process for pre-service teachers. During a 12-week period that included both teaching and data collection, 19 pre-service teachers produced 10 unique instructional materials. TPACK levels and self-confidence were assessed using scales and qualitative data from interviews, with the Fink Taxonomy used to analyze the interviews and determine the significance of the LBD-TPACK teaching process in terms of learning outcomes. The results showed a significant increase in pre-service teachers’ TPACK scores and TPACK self-confidence scores after the teaching process (α=0.05, p=0.00). Qualitative data supported these findings, demonstrating that pre-service teachers had achieved significant learning outcomes by the end of the process. It is recommended that conducting comparable research across diverse teaching fields and larger sample sizes would lead to more robust and generalizable findings.

Keywords:

Teacher training, TPACK, learning by design, fink taxonomy, instructional material,

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