Investigating Preschool Teacher Candidates’ Spatial Thinking Skills

Year 2020, , 191 - 204, 09.01.2020

Halil İbrahim Korkmaz , Birol Tekin

https://doi.org/10.30831/akukeg.561847

Cited By: 2

Abstract

The aim of this study was to investigate prospective preschool teachers’ spatial thinking skills in terms of gender, class standings, type of high school they previously graduated from and whether they attend a course on early mathematics education or not. Survey Method was used in this study. A total of 132 prospective preschool teachers who were attending a preschool teacher training program at a state university in Turkey participated in this study. Santa Barbara Sense of Direction Scale (SBSOD) and Spatial Ability Self-Report Scale (SASRS) were used as the data collection tools. Correlation Analysis was used to investigate correlation between the scores of two scales. ANOVA, Independent-Samples T-Test, Kruskal Wallis-H Test and Mann Whitney-U Test were used according to the assumptions of parametric tests. A positive correlation was found between the scores of two different scales. Differences between the mean scores of participants in terms of gender, class standings, high school types and whether they attended a course on early mathematics education or not, were not statistically significant for each assessment scale, as other results of this study.

Keywords

preschool education, teacher candidate, spatial thinking skills, early math education

Okul Öncesi Öğretmen Adaylarının Uzamsal Düşünme Becerilerinin İncelenmesi

Abstract

Bu araştırmanın amacı, okul öncesi öğretmen
adaylarının uzamsal düşünme becerilerinin cinsiyet, sınıf düzeyi, mezun olunan
lise türü ve erken çocukluk matematik eğitimi dersini alıp almama durumları
açısından incelemektir. Araştırmada Tarama Yöntemi kullanılmıştır. Araştırmaya
Türkiye’de bir devlet üniversitesindeki okul öncesi öğretmen eğitimine yönelik bir
programa devam eden 132 okul öncesi öğretmen adayı katılmıştır. Veri toplama
araçları olarak Santa Barbara Yön Hissi Ölçeği (SBSOD) ve Uzamsal Beceri Öz-Değerlendirme
Ölçeği (SASRS) kullanılmıştır. İki ölçeğin sonuçları arasındaki ilişkinin incelenmesi
için Korelasyon Analizi, parametrik testlerin varsayımlarını karşılama
durumlarına göre ANOVA, T-testi, Kruskal Wallis-H Testi ve Mann Whitney-U testi
uygulanmıştır. Araştırmanın bir sonucu olarak, kullanılan iki ölçme aracı
puanları arasından pozitif yönde bir ilişki bulunmuştur. Araştırmanın diğer
sonuçları olarak her iki ölçme aracı için, katılımcıların cinsiyet, sınıf
düzeyi, lise türü ve erken matematik eğitimi dersini alma durumları açısından
ortalama puanları arasında istatistiksel olarak anlamlı bir farklılığın
olmadığı ortaya çıkmıştır.

Keywords

okul öncesi eğitimi, öğretmen adayı, uzamsal düşünme becerileri, erken matematik eğitimi

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