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

Year 2018, Volume: 18 Issue: 4, 2172 - 2192, 28.12.2018

Perihan Korkut

https://doi.org/10.17240/aibuefd.2018.18.41844-453897

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

References

• Adhikari, N., & Nolan, D. (2002). “But what good came of it at last?”: How to assess the value of undergraduate research. Notices of the AMS, 49(10), 1252 – 1257.
• Auchincloss, L.C., Laursen, S.L., Branchaw, J.L., Eagan, K., Graham, M., Hanauer, D.I., Lawrie, G., McLinn, C.M., Pelaez, N., Rowland, S., Towns, M., Trautmann, N.M., Verma-Nelson, P., Weston, T.J., & Dolan, E.L. (2014). Assessment of course-based undergraduate research experiences: A meeting report. CBE-Life Sciences Education, 13, 29-40.
• Barkhuizen, G., & Feryok, A. (2006). Pre-service teachers’ perceptions of a short-term international experience programme. Asia-Pacific Journal of Teacher Education, 3(1), 115-134. DOI: 10.1080/13598660500479904
• Behar-Horenstein, L.S., Roberts, K.W., & Dix, A.C. (2010). Mentoring undergraduate researchers: An exploratory study of students’ and professors’ perceptions. Mentoring and Tutoring: Partnership in Learning, 18(3), 269-291.
• Çakmak, Z., Taşkıran, C., & Bulut, B. (2015). Examining attitudes of social studies pre-service teachers towards scientific research. Adıyaman University Journal of Educational Sciences, 5(2), 266-287.
• Dimmock, C.(2014). Conceptualizing the research-practice-professional development nexus: Mobilising schools as “research-engaged” Professional learning communities. Professional Development in Education, 42(1), 36-53. DOI: 10.1080/19415257.2014.963884
• Eti, İ., Gündoğdu, S. (2016). Okul öncesi öğretmenliği dördüncü sınıf öğrencilerinin araştırma projesi dersine ilişkin görüş ve önerileri. Abant İzzet Baysal Üniversitesi Eğitim Fakültesi Dergisi, 16(1), 121-139. Doi: 10.17240/aibuefd.2016.16.1-5000182914
• Hamilton, M.L., Loughran, J., & Marcondes, M.I. (2009). Teacher educators and the self-study of teaching practices. In A. Swennen & M. van der Klink (Eds.), Becoming a teacher educator: Theory and practice for teacher educators (pp. 205-218). Springer: Springer.
• Hartmann, J.Q. Winder, S.C., & Carrick, C. (2013). Strong faculty relationships and academic motivation as potential outcomes of undergraduate research. North American Journal of Psychology, 15(1), 215-234.
• Hathaway, R., Nagda, B., & Gregerman, S. (2002). The relationship of undergraduate research participation to graduate and professional educational pursuit: An empirical study. Journal of College Student Development,43(5), 614 – 631.
• Hemsley-Brown, J., & Sharp, C. (2003). The use of research to improve professional practice: A systematic review of the literature. Oxford Review of Education, 29(4), 449-471. DOI: 10.1080/0305498032000153025
• Hunter, A.B., Laursen, S.L., & Seymour, E. (2006). Becoming a scientist: The role of undergraduate research in students’ cognitive, personal, and Professional development. Science Education, 91(1), 36-74. DOI:10.1002/sce.20173
• Ishiyama, J. (2002). Does early participation in undergraduate research benefit social science and humanities students? College Student Journal, 36(3), 381-387.
• Kardash, M.C. (2000). Evaluation of an undergraduate research experience: Perceptions of undergraduate interns and their faculty mentors. Journal of Educational Psychology, 92(1), 191-201. Doi: 10.1037//0022-0663.92.1.191
• Kinkel, D.H., & Henke, S.E. (2006). Impact of undergraduate research on academic performance, educational planning, and career development. Natural Sciences Education, 35(1), 194-201. Doi: 10.2134/jnrlse2006.0194
• Korkut, P., & Şahin, G. (2016, October). An analysis of the pre-service ELT teachers’ grammatical errors in their written exam answers. Paper presented at the International Contemporary Education Research Congress, Muğla/Turkey. Doi: 10.14527/9786053186397
• Korkut, P., Postallı, S., Karayel, H., & Ünlü, R. (2018, April). Pre-service English language teachers' attitudes and their conceptions of research. Paper presented at 2nd International Symposium of Limitless Education and Research, Muğla/Turkey. Retrieved online from http://useas.sead.com.tr/useas/doc/USEAS2018_Ozet.pdf
• Küçükoğlu, A., Taşgın, A., Çelik, N. (2013). Öğretmen adaylarının bilimsel araştırma sürecine ilişkin görüşleri üzerine bir inceleme: Eğitim bilimleri örneği. TSA, 17(3), 11-24.
• Lassonde, C.A. (2008). Looking beneath the surface: Authenticating research and inquiry for undergraduate teacher candidates. Teacher Education and Practice, 21(1), 33-46.
• Laursen, S.L. (2015). Challenges and opportunities for measuring student outcomes of undergraduate research. In A.D. Churukian, D.L. Jones, & L. Ding (Eds.), Critical examination of laboratory-centred instruction and experimental research in physics education, pp.18-21, 2015 PERC Proceedings [College Park, MD, July, 29-30, 2015] Maryland: American Association of Physics Teachers
• Lopatto, D. (2004). What undergraduate research can tell us about research on learning. Retrieved from http://www.pkal.org/template2.cfm?c id=1002Mabrouk, P.A. (2009). Survey study investigating the significance of conference participation to undergraduate research students. Journal of Chemical Education, 86(11), 1335. Doi: 10.1021/ed086p1335
• Manak, J.A., & Young, G. (2014). Incorporating undergraduate research into teacher education: Preparing thoughtful teachers through inquiry-based learning. Council on Undergraduate Research (CUR) Quarterly, 35(2), 35-38.
• Milli Eğitim Bakanlığı (MEB) (2017). Öğretmenlik mesleği genel yeterlilikleri. Ankara: Öğretmen Yetiştirme ve Geliştirme Genel Müdürlüğü.
• Mishler, E. (1990). Validation in inquiry-guided research: The role of exemplars in narrative studies. Harvard Educational Review, 60, 415–442.
• Myers, J., Sawyer, A.G., Dredger, K., Barnes, S.K., & Wilson, R. (2018). Examining perspectives of faculty and students engaging in undergraduate research. Journal of the Scholarship of Teaching and Learning, 18(1), 136-149. Doi: 10.14434/josotl.v18il.22348
• Polat, M. (2014). Eğitim fakültesi öğrencilerinin bilimsel araştırmaya yönelik tutumları. Pamukkale Üniversitesi Sasyal Bilimler Enstitüsü Dergisi, 18, 77-90.
• Ross, D.D. (1987). Action research for preservice teachers: A description of why and how. Peabody Journal of Education, 64(3), 131-150. Retrieved from http://www.jstor.org/stable/1492596
• Russell, S.H., Hancock, M.P., McCullough, J. (2007). Benefits of undergraduate research experiences. SCIENCE, 316, 548-549.
• Seymour, E., Hunter, A.B., Laursen, S.L., & DeAntoni, T. (2004). Establishing the benefits of research experiences for undergraduates in the sciences: First findings from a three-year study. Science Education, 88(4), 493-534. DOI: 101002/sce.10131
• Slobodzian, J.T., & Pancsofar, N. (2014). Integrating undergraduate research into teacher training: Supporting the transition from learner to educator. Council on Undergraduate Research (CUR) Quarterly, 34(3), 43-47.
• Strand, K. (2006). Learning to inquire: Teacher research in undergraduate teacher training. Journal of Music Education, 15(2), 29-42.Strauss, A., Corbin, J. (1998). Basics of qualitative research: Techniques and procedures for developing grounded theory. Thousand Oaks: SAGE.
• Thiry, H., Laursen, S.L., & Hunter, A.B. (2011). What experiences help students become scientists? A comparative study of research and other sources of personal and professional gains from STEM undergraduates. The Journal of Higher Education, 82(4), 357-388. Retrieved from http://www.jstor.org/stable/29789531
• Vanassche, E., & Kelchtermans, G. (2015). The state of the art in self-study of teacher education practices: A systematic review. Journal of Curriculum Studies, 47(4), 508-528. DOI: 10.1080/00220272.2014.995712
• Wang, Q., & Zhang, H. (2014). Promoting teacher autonomy through university-school collaborative action research. Language Teaching Research, 18(2), 222-241. Doi: 10.1177/1362168813505942
• Ward, C., Bennett, J., & Bauer, K. (2002). Content analysis of undergraduate research student evaluations. Retrieved from http://www.udel.edu/RAIRE
• Wayment, H.A., & Dickson, K.L. (2008). Increasing student participation in undergraduate research benefits students, faculty, and department. Teaching of Psychology, 35, 194-197. Doi: 10.1080/00986280802189213