Matematik Öğretmen Adaylarının Akış Deneyimi: Liseden Üniversiteye

Öznel bir deneyim olarak akış, bir etkinliği gerçekleştirirken amacın yalnızca etkinliğin kendisinin olduğu, keyifle tamamen kendini kaptırdığı, etkinlikle bütünleştiği ve odaklandığı bir durumdur. Araştırmacılar akış deneyiminin öğrnme ve öğretme süreçleri üzerinde etkili olduğunu tespit etmişlerdir. Bu nedenle, bu araştırmanın amacı matematik öğretmen adaylarının üniversitede aldıkları alan derslerinde akış yaşama durumlarını incelemek ve liseden üniversiteye akış deneyimlerinde değişiklik olup olmadığını tespit etmektir. Ayrıca, değişikliğin olduğu ve olmadığı durumları etkileyen faktörlerin ne olduğunu belirlemek araştrımanın amaçlarındandır. 36 katılımcı ile gerçekleştirilen uzun süreli çalışmanın araştırma deseni betimsel ve çoklu durum çalışmalarını içeren karma araştırma yöntemi olarak belirlenmiştir. Veri toplama araçları olarak lisedeki akış durumlarını belirlemek amacıyla YGS 2017 sorularının zorluk derecelerinin puanlandırılması için bir form, Rheinberg, Vollmeyer ve Engeser (2003) tarafından oluşturulan ve İşigüzel ve Çam (2014) tarafından Türkçe’ye uyarlanan Akış Kısa Ölçeği ve yarı yapılandırılmış mülakatlar kullanılmıştır. Bulgular, az sayıda öğretmen adayının bu dersler kapsamında akış yaşadıkları, çoğunluğun rahatlama kanalında olduğunu göstermiştir. Ayrıca, öğretmen faktörünün, akademik çabanın, hedef yöneliminin ve hazırbulunuşluğun öğretmen adaylarının akış yaşama durumları üzerinde etkili olduğu görülmüştür.

Anahtar Kelimeler:

Motivasyon, Akış Deneyimi, Öğrenme Faktörü, Hedef Yönelimi

Prospective Mathematics Teachers’ Flow Experiences: From High School to University

Flow is a subjective experience that is a state of being totally involved, absorbed by activity and focused while enjoying doing the activity for its own sake. Researchers found out flow experience is effective in learning and teaching process. Therefore, the purpose of the research was to investigate the flow status of prospective mathematics teachers at major courses in university and whether their flow status is changed from high school to university, or not. It is also determined the factors affecting their flow experiences. The design of the longitudinal research conducted with 36 participants is a mixed study including descriptive study and multiple case study. Data collection tools are the form for the degree of difficulty of YGS 2017 questions in order to get information students’ flow experience in high school, Flow Short Scale developed by Rheinberg, Vollmeyer, and Engeser (2003) and semi-structured interviews are used. Results show a few numbers of student teachers experience flow; the majority feel at ease. Moreover, instructor factor, academic effort, goal orientation, and preparedness have impacts on student teachers’ flow status.

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