Sosyal Bilgiler öğretmen adaylarının uzaktan eğitime yönelik tutumlarının incelenmesi
Küçük Resim Yok
Tarih
2022
Yazarlar
Dergi Başlığı
Dergi ISSN
Cilt Başlığı
Yayıncı
Niğde Ömer Halisdemir Üniversitesi
Erişim Hakkı
info:eu-repo/semantics/openAccess
Özet
Bu araştırmada, sosyal bilgiler öğretmen adaylarının uzaktan eğitime yönelik tutumları ile çeşitli değişkenlerin öğretmen adaylarının tutumlarına etkisinin incelenmesi amaçlanmıştır. Kolay ulaşılabilir örnekleme yöntemi ile belirlenen araştırmanın çalışma grubunu 2021-2022 eğitim-öğretim yılı Niğde Ömer Halisdemir Üniversitesi Türkçe ve Sosyal Bilimler Eğitimi Bölümü Sosyal Bilgiler Eğitimi Anabilim Dalı'nda 1-4. sınıflarda öğrenim görmekte olan en az 1 kez uzaktan eğitim ile ders almış 201 öğretmen adayı oluşturmuştur. Araştırma nicel araştırma yöntemlerinden tarama modeli kullanılarak gerçekleştirilmiştir. Araştırmada veri toplama aracı olarak araştırmacı tarafından geliştirilen "Kişisel Bilgi Formu" ile Kışla (2016) tarafından geliştirilen "Uzaktan Eğitime Yönelik Tutum Ölçeği" (UEYTÖ) kullanılmıştır. Araştırmadan elde edilen veriler SPSS (Statistical Package of Social Science) ve AMOS (Analysis of Moment Structures) paket programları kullanılarak analiz edilmiştir. Uzaktan eğitime yönelik tutum ölçeğinin yapı geçerliliğini ve faktör yapısını tespit etmek amacıyla Açımlayıcı Faktör Analizi (AFA), faktörler arasındaki ilişkinin yeterli düzeyde olup olmadığını tespit etmek amacı ile Doğrulayıcı Faktör Analizi (DFA) yapılmıştır. Ölçeğin güvenilirliğini belirlemek için hesaplanan Cronbach Alpha güvenirlik katsayısı 0.96 bulunmuştur. Yapılan istatistiksel analizler sonucunda sosyal bilgiler öğretmen adaylarının uzaktan eğitime yönelik tutumlarının orta düzeyde olduğu sonucuna ulaşılmıştır. Araştırmada yapılan t-Testi sonucunda teknolojik araç türü, kişisel bilgisayara sahip olma ve tablete sahip olma değişkenleri ile uzaktan eğitime yönelik tutum ölçeğinden elde edilen toplam puan arasında göre istatistiksel açıdan anlamlı bir farklılık tespit edilmemiştir. Cinsiyet değişkeni ile uzaktan eğitime yönelik tutum ölçeğinden elde edilen toplam puan arasında erkek öğretmen adayları lehine istatistiksel açıdan anlamlı bir farklılığın olduğu sonucuna ulaşılmıştır. Yapılan One-Way ANOVA analizinde ise sınıf düzeyi, öğretmen adaylarının mezun oldukları lise türü, internet bağlantısı kullanma, derslere katılım esnasında internet bağlantısında sorun yaşama durumları değişkenleri ile uzaktan eğitime yönelik tutum ölçeğinden elde edilen toplam puan arasında istatistiksel açıdan anlamlı bir farklılık olmadığı tespit edilmiştir. Anahtar Kelimeler: Sosyal Bilgiler, Uzaktan Eğitim, Tutum, İnternet, Öğretmen Adayları.
In this study, it was aimed to examine the attitudes of social studies teacher candidates towards distance education and the effects of various variables on the attitudes of teacher candidates. The study group of the research, which was determined by convenience sampling method, consisted of 201 teacher candidates who were studying in grades 1-4 at the Niğde Ömer Halisdemir University, Department of Turkish and Social Sciences Education, Department of Social Studies Education in the 2021-2022 academic year, and who have taken at least one distance education course. The research was carried out using the survey model, one of the quantitative research methods. In the research, "Personal Information Form" developed by the researcher and "Attitude Scale Towards Distance Education" developed by Kışla (2016) were used as data collection tools. The data obtained from the research were analyzed using SPSS (Statistical Package of Social Science) and AMOS (Analysis of Moment Structures) package programs. Exploratory factor analysis was used to determine the construct validity and factor structure of the Attitude Scale Towards Distance Education and confirmatory factor analysis was used to determine whether the relationship between the factors was sufficient. The Cronbach Alpha reliability coefficient calculated to determine the reliability of the scale was found to be 0.96. As a result of the statistical analyzes, it was concluded that the attitudes of social studies teacher candidates towards distance education are at a moderate level. As a result of the t-Test conducted in the research, no statistically significant difference was found between the variables of the type of technological tool, having a personal computer and having a tablet, and the total score obtained from the attitude scale towards distance education. It was concluded that there is a statistically significant difference in favor of male teacher candidates between the gender variable and the total score obtained from the attitude scale towards distance education. In the One-Way ANOVA analysis, it was determined that there was no statistically significant difference between the variables of grade level, type of high school from which the teacher candidates graduated, using internet connection, having problems with internet connection while attending classes and the total score obtained from the attitude scale towards distance education. Keywords: Social Studies, Distance Education, Attitude, Internet, Teacher Candidates.
In this study, it was aimed to examine the attitudes of social studies teacher candidates towards distance education and the effects of various variables on the attitudes of teacher candidates. The study group of the research, which was determined by convenience sampling method, consisted of 201 teacher candidates who were studying in grades 1-4 at the Niğde Ömer Halisdemir University, Department of Turkish and Social Sciences Education, Department of Social Studies Education in the 2021-2022 academic year, and who have taken at least one distance education course. The research was carried out using the survey model, one of the quantitative research methods. In the research, "Personal Information Form" developed by the researcher and "Attitude Scale Towards Distance Education" developed by Kışla (2016) were used as data collection tools. The data obtained from the research were analyzed using SPSS (Statistical Package of Social Science) and AMOS (Analysis of Moment Structures) package programs. Exploratory factor analysis was used to determine the construct validity and factor structure of the Attitude Scale Towards Distance Education and confirmatory factor analysis was used to determine whether the relationship between the factors was sufficient. The Cronbach Alpha reliability coefficient calculated to determine the reliability of the scale was found to be 0.96. As a result of the statistical analyzes, it was concluded that the attitudes of social studies teacher candidates towards distance education are at a moderate level. As a result of the t-Test conducted in the research, no statistically significant difference was found between the variables of the type of technological tool, having a personal computer and having a tablet, and the total score obtained from the attitude scale towards distance education. It was concluded that there is a statistically significant difference in favor of male teacher candidates between the gender variable and the total score obtained from the attitude scale towards distance education. In the One-Way ANOVA analysis, it was determined that there was no statistically significant difference between the variables of grade level, type of high school from which the teacher candidates graduated, using internet connection, having problems with internet connection while attending classes and the total score obtained from the attitude scale towards distance education. Keywords: Social Studies, Distance Education, Attitude, Internet, Teacher Candidates.
Açıklama
Eğitim Bilimleri Enstitüsü, Türkçe ve Sosyal Bilimler Eğitimi Ana Bilim Dalı, Sosyal Bilgiler Eğitimi Bilim Dalı
Anahtar Kelimeler
Eğitim ve Öğretim, Education and Training
