SINIF ÖĞRETMENLERİNİN EĞİTİM-ÖĞRETİM SÜRECİNDE MİZAHIN KULLANIMINA YÖNELİK GÖRÜŞLERİ

Mizah, insan varlığının önemli bir yapısını, daha özelde ise insanın trajikomik bir varlık olduğunu ifade eder (Geybels & Herck, 2011). Mizahın eğitimin farklı kademelerinde eğitim ve öğretim sürecinde etkili bir araç olarak kullanıldığı birçok çalışmada ortaya konmuştur. Bu çalışmada ise, sınıf öğretmenlerinin mizahın ilköğretimde kullanımına ilişkin görüşleri ile bu konuda cinsiyet ve mesleki kıdem yönünden farklılaşıp farklılaşmadıklarının ortaya çıkarılması amaçlanmıştır. Çalışmada, araştırmanın amacı doğrultusunda, nicel araştırma yöntemini esas alan tarama modeli kullanılmıştır. Çalışmanın katılımcı grubunu, Kahramanmaraş ilinde devlet ilkokullarında görev yapmakta olan ve amaçlı örnekleme yöntemiyle belirlenen 221 sınıf öğretmeni oluşturmuştur. Katılımcıların mizahın ilköğretimde kullanımına ilişkin görüşleri, araştırmacılar tarafından geliştirilen 22 Likert türü ifade ve bir açık uçlu sorunun yer aldığı ölçek yardımıyla toplanarak istatistiksel olarak çözümlenmiştir. Araştırma bulguları, katılımcı 221 öğretmenden yalnızca 2’sinin mizahın ilköğretimde kullanımına yönelik olumsuz görüş bildirdiğini, bu konuda %77’sinin olumlu ve %22’sinin ise koşullu-olumlu görüşe sahip olduğunu ortaya çıkarmıştır. Çalışma ayrıca, mizahın öğretim sürecine yönelik sınıf iklimini iyileştirme, öğrencilere özgüven aşılama, öğrencilerin okula ve derslere yönelik olumlu tutum geliştirmelerine yardımcı olma, öğretim aracı olarak kullanılma ve öğretmen-öğrenci ve öğrenciler arasındaki iletişimi kolaylaştırma gibi katkılar sağladığını göstermiştir. Çalışma, bu bulgulara ve mevcut alan yazına dayalı olarak geliştirilen uygulama önerileri ve ileride yapılacak çalışmalara önerilerile son bulmuştur.

CLASSROOM TEACHERS’ VIEWS ON THE USE OF HUMOUR IN EDUCATION PROCESS

Humour refers to an essential structure of human existence, morespecifically to the fact that man is a tragi-comic being (Geybels & Herck,2011). A great deal of research has documented that it is an effectivetool in teaching and learning process at various levels of education. Thisstudy was motivated to probe classroom teachers' views on the use ofhumour in primary education and whether they differ in this concernwith respect to gender and length of professional experience. Based onthe research objective, the screening model was used in this particularresearch which was grounded on the quantitative research approach.The participants of the study were 221 classroom teachers who wereworking at state primary school in the province of Kahramanmaraş andwho were selected through the purposive sampling method. Their viewson the use of humour in primary education were collected through ascale comprising 22 Likert-type items and an open ended questiondeveloped by the researchers and statistically analysed. The researchfindings revealed that only 2 out of 221 participant teachers heldnegative views on the use of humour in primary education while 77%and 22% held positive views and conditionally positive views on thisconcern, respectively. The findings also indicated that humour makescontributions to teaching and learning process such as improvingclassroom atmosphere, inspiring self-confidence in students, helpingstudents develop positive attitudes toward courses/ school, functioningas an instructional tool, and facilitating communication betweenteacher and students and among students. The study concludes withpractical implications based on these findings and the existingliterature, and offers a few suggestions for future research.

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Turkish Studies - Educational Sciences-Cover

ISSN: 2667-5609
Yayın Aralığı: Yılda 6 Sayı
Başlangıç: 2006
Yayıncı: ASOS Eğitim Bilişim Danışmanlık Otomasyon Yayıncılık Reklam Sanayi ve Ticaret LTD ŞTİ