Çocuk Haklarının Probleme Dayalı Öğrenme (PDÖ) Yöntemiyle Öğretimi: Bir Eylem Araştırması

Year 2023, Volume: 16 Issue: 1, 163 - 198, 31.01.2023

Esra Sever , Ahmet Akif Erbaş , Tuğçe Günter

https://doi.org/10.30831/akukeg.1125358

Cited By: 1

Abstract

Bu eylem araştırmasının amacı, üniversite öğrencilerinin probleme dayalı öğrenme (PDÖ) yaklaşımına dayalı olarak geliştirilen senaryolar ile çocuk haklarını öğrenmelerini sağlamaktır. Bu kapsamda, katılma hakkı, eğitim hakkı, dinlenme, boş zaman değerlendirme, oyun oynama, kültürel ve sanatsal yaşama katılma hakkı ve bu hakların yasal dayanağı üzerinde gündelik hayata ilişkin üç senaryo geliştirilmiştir. Çalışma grubunu Türkiye'de bir devlet üniversitesinin Çocuk Gelişimi ön lisans programında öğrenim gören kırk ikinci sınıf öğrencisi oluşturmaktadır. Veri toplama aracı olarak “öncesi uygulama soruları” ve “yapılandırılmış görüşme formu” kullanılmıştır. Elde edilen veriler NVivo nitel analiz programı ile içerik analizine tabi tutulmuştur. Yapılan analizler sonucunda, PDÖ yaklaşımına dayalı uygulanan senaryolar neticesinde öğrencilerin çocuk hakları konusundaki bilgilerinin arttığı, daha doğru ve açıklayıcı tanımlamalar yapabildikleri, ulusal ve uluslararası yasal dayanakları açıklayabildikleri tespit edilmiştir.

Keywords

çocuk hakları, probleme dayalı öğrenme, eğitim hakkı, katılım hakkı, boş zaman ve oyun hakkı

Teaching Children’s Rights by Problem-based Learning (PBL) Approach: An Action Research

Abstract

The purpose of this action research was to enable the university students to learn about child’s rights with the scenarios developed based on the problem-based learning (PBL) approach. In this context, three scenarios related to daily life have been developed on the right to participate, the right to education, the right to rest, leisure, play, participate in cultural and artistic life and the legal basis of these rights. The study group consists of forty second-grade students studying in the Child Development associate degree program of a state university in Turkey. ‘Pre-post applications questions’ and ‘structured interview form’ were used as data collection tools. The obtained data were subjected to content analysis with the NVivo qualitative analysis program. As a result of the analysis, it was determined that the students' knowledge about children's rights increased, they could make more accurate and explanatory definitions, and they could explain national and international legal bases.

Keywords

child’s rights, problem-based learning, the right to education, the right to participation, the right to leisure and play.

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