A Study on The Deep (Meaningful) Learning Perceptions of The Teacher Candıdates in The Philosophy of Education Course Carried Out With Blended Learning

Year 2022, Volume: 10 Issue: 2, 769 - 779, 30.08.2022

Bülent Uğur Koca Cemal Tatlı

https://doi.org/10.18506/anemon.1096710

Abstract

Bu çalışmada, öğretmen adaylarının harmanlanmış öğrenme ile yürütülen eğitim felsefesi dersindeki derin (anlamlı) öğrenme algı düzeylerinin belirlenmesi amaçlanmıştır. Bu amaç çerçevesinde öğrenme ve öğretme etkinlikleri tersdüz öğrenme yöntemine dayalı geliştirilen öğrenme ortamında gerçekleştirilmiştir. Araştırmada öğretmen adaylarının derin öğrenme algı düzeyleri çeşitli değişkenler açısından incelenmiştir. Yarı deneysel desenle gerçekleştirilen araştırma Matematik ve Fen bilimleri Eğitimi, Türkçe ve Sosyal Bilimler Eğitimi ve Temel Eğitim olmak üzere üç grup üzerinde yürütülmüştür. Araştırmaya Matematik ve Fen bilimleri Eğitimi bölümünde 42 (%33.3), Türkçe ve Sosyal Bilimler Eğitimi bölümünden 40 (%31.7) ve Temel Eğitim bölümünden ise 44 (%34.9) öğretmen adayı katılmıştır. Araştırma verilerini elde etmek için Tatli (2022) tarafından geliştirilen “Deep (Meaningful) Learning Perception Scale” kullanılmıştır. Araştırma sonucunda, öğretmen adaylarının derin öğrenme algı düzeyleri ile cinsiyet, bölüm, teorik ve uygulamalı ders tercihi, internet erişiminde kullandığı teknolojiler ve öğrenme kaynakları tercihi arasında anlamlı bir farklılık olmadığı tespit edilmiştir. Araştırmada çalışma gruplarındaki öğretmen adaylarının derin öğrenme algı düzeylerinin yüksek ve birbirlerine yakın olduğu sonucuna varılmıştır. Araştırmanın Etik Kurul Raporu; Muş Alparslan Üniversitesi, Bilimsel Araştırma ve Yayın Etiği Kurulu’ndan 11.05.2022 tarih, 07 nolu toplantı sayısı ve 59 nolu kararıyla alınmıştır.

Keywords

Harmanlanmış Öğrenme, Derin Öğrenme, Tersdüz Öğrenme, Öğrenme Algısı, Öğretmen Adayları

A Study on The Deep (Meaningful) Learning Perceptions of The Teacher Candıdates in The Philosophy of Education Course Carried Out With Distance Education

Abstract

In this study, it was aimed to determine the deep (meaningful) learning perception levels of teacher candidates in the philosophy of education course conducted with blended learning. Within the framework of this purpose, learning and teaching activities were carried out in a learning environment developed based on the flipped learning method. In the study, the deep learning perception levels of teacher candidates were examined in terms of various variables. The research, which was carried out with a quasi-experimental design, was carried out on three groups: mathematics and science education, Turkish and social sciences education, and basic education. 42 (%) teacher candidates from the mathematics and science education department, 40 (33.3%) from the Turkish and social sciences education department, and 44 (%34.9) teacher candidates from the basic education department participated in the research. “Deep (Meaningful) Learning Perception Scale” developed by Tatli (2022) was used to obtain research data. As a result of the research, it has been determined that there is no significant difference between the deep learning perception levels of teacher candidates and their gender, department, theoretical and applied course preferences, technologies used in internet access and learning resources. In the study, it was concluded that the deep learning perception levels of the teacher candidates in the study groups were high and close to each other.

Keywords

Distance education, deep learning, flipped learning, learning perception, learning

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