Sınıf Öğretmeni Adaylarının Rutin ve Gerçek Yaşam Problemlerine Yönelik Başarı Düzeylerinin ve Görüşlerinin İncelenmesi

Bu çalışmanın amacı sınıf öğretmeni adaylarının rutin problemlerin ve gerçek yaşam problemlerinin çözümündeki başarılarını incelemek ve bu konuda görüşlerini belirlemektir. Araştırmada nicel ve nitel araştırma yöntemlerinin bir arada kullanıldığı karma araştırma yöntemine göre desenlenmiştir. Araştırmada bir devlet üniversitesinin Eğitim Fakültesi İlköğretim Bölümü Sınıf Öğretmenliği Ana Bilim Dalı’nda üçüncü sınıfa devam eden 106 öğretmen adayı ile çalışılmıştır. Araştırmanın veri toplama aracı “Problem Testi" ve yarı yapılandırılmış görüşme formudur. Araştırmanın sonucunda sınıf öğretmeni adaylarının rutin problemlerin çözümü aşamasında oldukça başarılı olmalarına rağmen gerçek yaşam problemlerinin çözümünde yeterince başarılı olamadıkları sonucuna ulaşılmıştır. Araştırmada ayrıca olarak gerçek yaşam problemlerinin öğretmen adaylarının yorumlama becerilerini geliştirdiği, onları düşünmeye sevk ettiği, öğrenmelerini kolaylaştırdığı ve günlük yaşamla matematiği ilişkilendirme süreçlerinde önemli bir unsur olduğu ortaya çıkmıştır. Ayrıca çalışmada öğretmen adaylarına gerçek yaşam problemlerinin meslek yaşantılarındaki yerine ilişkin görüşleri sorulmuştur. Bu kapsamda, öğretmen adaylarının çoğunluğunun eğlenceli olması, günlük yaşamla ilişkili olması, üst düzey düşünme becerilerini geliştirmesi nedeni ile bu tür problemleri derslerinde sürekli kullanabileceklerini ifade etmişlerdir.

Examination of Teacher Candidates' Achievement Levels and Views Towards The Routine and Real Life Problems

The aim of this study is to examine teacher candidates’ success in solving the routine problems and real life problems, and also to state their opinion concerning to this subject. It is a research which is designed in accordance with the mixed research method in which quantitative and qualitative research techniques are used together. The research handles 106 third grade teacher candidates who continue their education at Primary Education Department. While collecting the data, a ten item Problem Test and semi structured interview form were used. Research results reveal that although teacher candidates are quite successful in the stage of solving the routine problems, they are not successful enough to solve real life problems. Moreover, the findings acquired in the second sub-problem put forth clearly that the real life problems develop the interpretation technique of teacher candidates, lead them to think, facilitate their learning and are important elements for the period binding daily life to mathematics. At the third last sub-problem, it was asked the teacher candidates for their opinions concerning to place of real life problems in their occupational life. The teacher candidates stated that they may use such problems in their lessons constantly because most of them are enjoyable, related to daily life, develop high-level thinking skills.

Kaynakça

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