THE EFFECT OF ORGANIZED SCAFFOLDING TECHNIQUE ON NOTE-TAKING ATTITUDES OF PROSPECTIVE TEACHERS

In the learning and teaching process, note-taking helps learners to focus on the topic to be learned. Note-taking enabling learners to use different senses simultaneously is an important variable in the effective learning process. Learners might have difficulty in keeping up with the pace of teachers or in distinguishing important parts of the new learning materials in the situations where they are not ready. Besides, learners’ attitudes towards note-taking influence their motivation to note-taking in the process. Organized scaffolding note-taking technique provides easiness and meaningful note-taking for learners. Concordantly, the relationship between note-taking styles and note-taking attitudes of the participants was aimed to detect in this experimental study. The working group of the study consisted of prospective teachers attending the pedagogical formation program at the faculty of education at a state university in Turkey. In the study in which 148 prospective teachers were involved, the control group was left to their own preference to take notes in the experimental process while organized scaffolding technique was applied in the experimental group. Depending on the analysis of the data, it was found out that participants in the experimental group had higher level of note-taking attitude, which meant that note-taking via organized scaffolding technique affected the note-taking attitudes of prospective teachers’ in a positive way.

ÖRGÜTLEYİCİ YAPI İSKELESİ TEKNİĞİNİN ÖĞRETMEN ADAYLARININ NOT ALMA TUTUMLARINA ETKİSİ

Öğrenme ve öğretme sürecinde not alma, öğrencilerin öğrenilecek konuya odaklanmalarına yardımcı olur. Öğrencilerin farklı duyuları eşzamanlı olarak kullanmalarını sağlamak, etkin öğrenme sürecinde önemli bir değişkendir. Öğrenciler hazır olmadıkları durumlarda öğretmenlerin hızına ayak uydurmada veya yeni öğrenme materyallerinin önemli bölümlerini ayırt etmede zorluk çekebilirler. Ayrıca, öğrencilerin not almaya yönelik tutumları, süreçte not alma konusundaki motivasyonlarını da etkiler. Örgütleyici yapı iskelesi not alma tekniği, öğrenciler için kolaylık ve anlamlı not tutmayı sağlar. Buna paralel olarak, katılımcıların not alma stilleri ile not alma tutumları arasındaki ilişkinin bu deneysel çalışmada tespit edilmesi amaçlanmıştır. Araştırmanın çalışma grubu, Türkiye'deki bir devlet üniversitesindeki eğitim fakültesindeki pedagojik formasyon programına katılan öğretmen adaylarından oluşmaktadır. 148 öğretmen adayının katıldığı çalışmada, kontrol grubundaki katılımcılar deneysel süreçte kendi not alma tercihlerine bırakılmış, deney grubundaki katılımcılarla ise örgütleyici yapı iskelesi tekniği kullanılmıştır. Verilerin analizine bağlı olarak, deney grubundaki katılımcıların daha yüksek not alma tutumu anketi düzeyine sahip oldukları, bu da örgütleyici yapı iskelesi tekniği ile not almanın öğretmen adaylarının not tutma tutumlarını olumlu etkilediği anlamına gelebilmektedir.

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