Öğrenmenin Bileşenleri: Okul Öncesi Öğretmen Adaylarının Zihin Alışkanlıklarının İncelenmesi

Year 2023, , 343 - 358, 30.09.2023

Hacer Tekerci , Mustafa Kılınç

https://doi.org/10.38151/akef.2023.58

Abstract

Düşünme kavramına ilişkin son yıllarda okullarda, öğrencilerin nasıl düşündüklerini ya da zihin alışkanlıklarının nasıl oluştuğunu konu alan fikirler ve çalışmalar artmıştır. Öğrenme süreci açısından, zihin alışkanlıklarını etkileyen çeşitli değişkenlerin incelenmesi kişisel açıdan iyi bir düşünür olmak konusunda önem arz etmektedir. Bu düşüncelerden hareketle, bu çalışmada, öğrenmenin bileşenleri ve okul öncesi öğretmen adaylarının zihin alışkanlıkları arasındaki ilişkinin farklı değişkenler açısından incelenmesi amaçlanmıştır. Araştırmanın çalışma grubunu 2021-2022 eğitim-öğretim yılında, Eğitim Fakültesi Okul Öncesi Anabilim Dalı’nda öğrenim gören 182 okul öncesi öğretmen adayı oluşturmuştur. Araştırmada betimsel tarama yöntemi kullanılmıştır. Araştırmada veri toplama aracı olarak ise, ‘Kişisel Bilgi Formu, Öz Değerlendirme Rubriği ve Zihin Alışkanlıkları Envanteri’ kullanılmıştır. Araştırmanın sonucunda öğrenmenin bileşenleri ile zihin alışkanlıkları alt boyutları arasında altboyut 1, 2, 4, 5, 6, 7, 8, 9, 10, 12, 13 boyutları arasında pozitif yönlü düşük kuvvette anlamlı bir ilişki olduğu, 11. ve 16. altboyutlarında ise orta kuvvette pozitif yönlü anlamlı bir ilişki olduğu bulgusuna ulaşılmıştır. Ancak 3, 14 ve 15 boyutlarında ise anlamlı bir ilişki olmadığı tespit edilmiştir.

Keywords

okul öncesi, öğretmen adayı, zihin alışkanlıkları

Components of Learning: Examination of Pre-school Teacher Candidates' Habits of Mind

Abstract

In recent years, ideas and studies on the concept of thinking have increased in schools on how students think, or how habits of mind are formed. In terms of the learning process, examining the various variables that affect the habits of mind is important for being a good thinker personally. Based on these considerations, of this research, it is aimed to examine the relationship between the components of learning and the habits of mind of pre-school teacher candidates in terms of different variables. Of this research, the descriptive survey method was used. The study group of the research consisted of 182 pre-school teacher candidates studying at Education Faculty Preschool Department in the 2021-2022 academic year. As a data collection tool, 'Personal Information Form, Self-Evaluation Rubric and Habits of Minds Inventory' were used. As a result of the research, the components of learning and habits of mind sub-dimensions include 1, 2, 4, 5, 7, 8, 9, 10, 12. It was found that there was a positive low-strength significant relationship between the Z-13 dimensions, and a medium-strength significant positive relationship in the 11 and 16 dimensions. Also it was determined that there was no significant relationship in dimensions 3, 14 and 15.

Keywords

preschool, teacher candidate, habits of mind

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