Eğitim fakültesi öğrencilerinin öğrenme yaklaşımları tercihleri ve öğrenmeye İlişkin algılarının đncelenmesi

Bu calısmanın amacı, eğitim fakultesi oğrencilerinin oğrenme yaklasımlarını tercih etme duzeylerini ve tercih duzeylerinin bolum, cinsiyet ve sınıf duzeyi değiskenleri acısından anlamlı farklılık gosterip gostermediğini belirlemektir. Arastırma tarama modelinde bir calısmadır. Arastırmanın evreni, 2011-2012 eğitim-oğretim yılı, bahar yarıyılında, Ataturk Universitesi, Kazım Karabekir Eğitim Fakultesi`nde oğrenim goren oğrencilerden olusmaktadır. Arastırmanın orneklemi ise evren icerisinden basit seckisiz ornekleme yontemiyle secilen 393 kisiden olusmaktadır. Verilerin elde edilmesinde Oğrenme Yaklasımları ve Calısma Becerileri Olceği kullanılmıstır. Arastırmanın sonuclarına gore uc oğrenme yaklasımı da yuz uzerinden elli dokuz ortalamanın ustunde tercih edilmektedir. Eğitim fakultesi oğrencilerinin oğrenme yaklasımları tercihleri arasında oğrenim gorulen alan, cinsiyet ve sınıf duzeyi değiskenlerine gore anlamlı farklılık yoktur. Oğrenciler “oğenme” terimini daha cok “Kazandığıı bilgileri kullanabilmek” olarak ifade etmektedirler.

Analysis of approaches to learning preferences and perceptions of learning of students in faculty of education

Purpose of this study is to determine preference levels of approaches to learning and whether there is a significant difference as regards department, gender and class rank ofpreference levels of students in faculty of education. The research is a survey model. Universe of this research is comprised of students studying in Kazım Karabekir Education Faculty of Ataturk University in fall term 2011-2012 education year. Sample of the research is comprised of 393 candidate teachers that were selected randomly. Approaches and Study Skills Inventory for Students – ASSDST has been employed to obtain research data. According to research results each of three approaches to learning is preferred with a percentage of over fifty nine out of a hundred. No significant difference was found between approach to learning preferences of candidate teachers in faculty of education according to field of the study, gender and class rank variables. Students stated to the term "learning" as to " Being able to use the information you’ve acquired".

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