TY - JOUR T1 - İlkokulda Montessori Modeli : Bir Meta-Sentez Çalışması TT - Montessori Model in Primary Education: A Meta- Synthesis Study AU - Kartal, Aygül AU - Çelik, Serkan PY - 2022 DA - August DO - 10.17152/gefad.976284 JF - Gazi Eğitim Fakültesi Dergisi JO - GUJGEF PB - Gazi University WT - DergiPark SN - 1301-9058 SP - 1109 EP - 1142 VL - 42 IS - 2 LA - tr AB - Bu araştırmada ilkokulda Montessori modelini inceleyen çalışmaların mevcut durumununanalizinin ortaya konulması amaçlanmıştır. Araştırmada çalışmaların nitel bulgularınınyorumlanması, değerlendirilmesi, benzer, farklı yönlerinin ortaya koyulup yeni çıkarımlarınyapılmasını amaçlayan meta-sentez yöntemi kullanılmıştır. Verilerin toplanmasına 1 Ağustos2020 tarihinde başlanmış, 30 Mayıs 2021'de veri toplama süreci tamamlanmıştır. 16 çalışma verianaliz sürecine dahil edilmiştir. Veri çözümlemesi için tümevarımsal içerik analiz yöntemibelirlenmiş, çalışmalar konu alanları, yöntem, veri analizi, elde edilen sonuçlar ve elde edilensonuçlara yönelik öneriler başlıkları altında özetlenmiştir. Araştırmanın sonucunda ilkokuldayapılan Montessori temelli çalışmaların konu alanlarında Montessori modelinin derinleştirilmesi,okul atmosferinin incelenmesi, öğrenme ortamının detaylandırılması ve diğer alanlarlakıyaslandığı görülmüştür. Çalışmalarda inanırlık ve tutarlılığın yüksek tutulması için veriüçlemesine önem verildiği, çalışma gruplarının ise ilkokul 1. sınıf öğrencileri, öğretmenleri vedokümanın olduğu saptanmıştır. Araştırmada Montessori modelinin diğer alternatif yöntemlerleortak yanının “Dünya Vatandaşlığı” kavramı olması, bireysel değerlendirmelere önem verişiyleön planda olduğu görülmüştür. Elde edilen bulgular literatür ışığında tartışılmış ve çeşitliönerilerde bulunulmuştur. KW - Montessori KW - Montessori Modeli KW - İlkokul KW - Meta-sentez KW - Montessori ilkokulu N2 - This paper is aimed to present the analysis of the current situation of the studies on theMontessori Method in primary schools. This study adopted a meta-synthesis design to interpretand evaluate the qualitative findings of the studies and to point out their similarities anddifferences to make further interpretations. Data collection started on August 1, 2020 wascompleted May 30, 2021. The sample consisted of 16 studies.The data were analyzed usinginductive content analysis. The studies were summarized under the headings of subject matter,design, data collection tools, objective/significance, results and recommendations. As for subjectmatters, the studies did an in-depth analysis of the Montessori Method, examined schoolatmosphere, provided detailed information on learning environments, and compared theMontessori Method to other models. The studies employed data triangulation to ensure credibilityand consistency. The samples of the studies consisted of first-grade students, teachers, anddocuments. The studies did not address the Montessori Method in different branches. TheMontessori Method has something in common with other methods, which is “World Citizenship.”The Montessori Method is based on individual assessment. The findings were discussed throughlyliterature and various suggestions were made. CR - Aljabreen, H. (2020). Montessori, waldorf, and reggio emilia: a comparative analysis of alternative models of early childhood education. International Journal of Early Childhood, 52, 337–353. CR - Ashrafi, A. (2021). The educational evolution in germany, the study case: Primary education (grundschule). Propósitos y Representaciones, 9, 1–7. CR - Association Montessori Internationale (AMI). (2021). 01.12.2020 tarihinde https://montessori-ami.org/countries/ adresinden alındı. CR - Bagby, J., & Sulak, T. (2011). 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