UNDERGRADUATE ELT STUDENTS’ PERSPECTIVE ON A COURSE-BASED SCIENTIFIC RESEARCH CONVENTION

Abstract

Although teacher education has a research methods component to prepare the teachers of the future to engage in research, it rarely provides teacher candidates opportunities for participating in research conventions. One of the scarce attempts to do so was a course-based scientific research convention held in the English Language Teaching department of a university in Turkey. The participants were third-year students who presented their research in one of the forms of oral presentation, poster presentation or workshop during the one-day event. In this study, the students’ expectations, experiences, and perceptions pertaining to the convention were sought. Data were collected through open-ended questionnaires at the beginning of the term and after the convention. In addition, volunteering students kept reflection journals during the process. It was found that the students perceived the event as useful in terms of learning scientific research procedures and the researched subject. The areas which were perceived as the most difficult were finding the right resources and following the program which they found too tight and tiring. According to the findings, participating in this event had a positive effect on their future orientations for most of the students.

Keywords

• teacher education,undergraduate research,course-based research experience,participation in scientific meetings

İNGİLİZCE ÖĞRETMENLİĞİ BÖLÜMÜ ÖĞRENCİLERİNİN PERSPEKTİFİNDEN BİR DERS TABANLI BİLİMSEL TOPLANTI DENEYİMİ

Abstract

Günümüzde öğretmenlerin bilimsel araştırma yapmaları ve bilimsel toplantılara katılım sağlamaları yüreklendirilmektedir. Öğretmen eğitiminde bilimsel araştırma yapma deneyimi kazanabilecekleri yaşantılar sıklıkla sunulsa da bilimsel toplantılara katılma deneyimi sağlama açısından daha az örnek bulunmaktadır. Türkiye’deki nadir uygulamalardan biri olarak 2016-2017 bahar döneminde bir eğitim fakültesinin İngilizce öğretmenliği bölümü üçüncü sınıf öğrencileri düzenlenen bir ders tabanlı araştırma toplantısına katılmışlardır. Bir gün süren toplantı kapsamında öğrenciler yapmış oldukları araştırmaları sözlü sunum, poster sunum ya da çalıştay olarak sunmuşlardır. Bu çalışmada öğrencilerin bu toplantıya ilişkin beklentileri, yaşantıları ve algıları araştırılmıştır. Öğrencilerin beklentilerini, yaşantılarını ve algılarını belirlemek amacıyla dönem başında ve toplantıdan sonra anket formları dağıtılmıştır. Ayrıca isteyen öğrenciler sürecin çeşitli basamaklarında yazdıkları günlüklerini teslim etmişlerdir. Elde edilen verilere göre öğrenciler bu çalışmayı alanlarında yapılmakta olan araştırmaları tanımak ve bilimsel süreçlere aşinalık kazanmak açısından faydalı olarak algılamıştır. En zor bulunan unsurlar ise araştırılacak konuyu seçmek ve yoğun toplantı programına etkili bir şekilde katılım sağlamak olmuştur. Öğrencilerin çoğunun ifadelerine göre bu toplantıya katılmak katılımcıları akademik çalışma yapma konusunda heveslendirmiştir. 

Keywords

• öğretmen eğitimi,araştırma becerileri,ders-tabanlı araştırma deneyimi,bilimsel toplantılara katılım

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