USING REAL LIFE PROBLEMS FOR DEVELOPING PROSPECTIVE TEACHERS’ CLASSROOM MANAGEMENT SKILLS

Abstract

The purpose of the present study is to try out an education program designed in accordance with a problem based learning (PBL) approach in a classroom management (CM) lesson and to determine student opinion on the exercise. An action research method was applied in the present research. The exercise was conducted in the fall term of the 2010-2011 academic year. The study group was composed of prospective teachers from six branches of the Atatürk Faculty of Education, Marmara University. For the program design, firstly the topics of the CM lesson were determined and learning goals were created. Then, scenarios including the problems concerning CM were developed. The subjects were learned through the solutions found for these problems. In the research, open-ended questions were used as the data collecting instrument. According to the answers, the prospective teachers found this exercise more useful than other way of presentation since it offered more lasting learning; it offered the opportunity to learn by experience; it was enjoyable and motivating as well as being student oriented. The prospective teachers stated that they learned well the problems presented by the groups and the solutions for them; they felt themselves to be more competent in terms of CM; and they would be able to find solutions should they encounter similar problems in the future. Consequently, it can be said that the PBL approach can be used with the aim of developing CM skills in prospective teachers.

Keywords

• Teacher education, Problem based learning, Classroom management

References

1. Bakioğlu, A. (2009). Çağdaş sınıf yönetimi [Modern classroom management]. Ankara: Nobel publishing.
2. Barrows H.S. & Tamblyn RM. (1980). Problem based learning: An approach to medical education. New York: Springer Publising Company.
3. Bassey, M. (1998). Action research for improving practice. In Halsall, R. (Ed.) Teacher research and school improvement: Opening doors from the inside. Buckingham: Open University Press.
4. Bowe, B. & Cowan J. (2004). A comparative evaluation of problem-based learning in physics: A lecture-based course and a problem-based course. In M. Savin-Baden and K. Wilkie (Eds), Challenging research into problem-based learning (pp. 161-173). London: Society for Research into Higher Education/Open University Press.
5. Cantürk-Günhan, B. (2006). İlköğretim II. kademede matematik dersinde probleme dayalı öğrenmenin uygulanabilirliği üzerine bir araştırma [An investigation on applicability of problem based learning in the mathematics lesson at the second stage in the elementary education]. Unpublished doctoral dissertation, Dokuz Eylül University, İzmir.
6. Celep, C. (2008). Sınıf yönetiminde kuram ve uygulama [Classroom management teory and practice]. Ankara: Pegem Akademi.
7. Choi I. & Lee K. (2009). Designing and implementing a case-based learning environment for enhancing ill-structured problem solving: Classroom management problems for prospective teachers. Educational Technology: Research and Development, 57, 99–129.
8. Çiftçi, S., Meydan, A. & Ektem, I.S. (2007). Sosyal bilgiler öğretiminde probleme dayalı öğrenmeyi kullanmanın öğrencilerin başarısına ve tutumlarına etkisi [The effect of Problem -based Learning to the student’s level of achievement and attitude]. Selçuk Üniversitesi Sosyal Bilimler Enstitüsü Dergisi [Selcuk University Journal of Institute of Social Sciences], 17, 179-190

9. Deveci, H. (2002). Sosyal bilgiler dersinde probleme dayalı öğrenmenin öğrencilerin derse ilişkin tutumlarına, akademik başarılarına ve hatırlama düzeylerine etkisi [The Effect of problem based learning to attitudes, success and retention in social studies]. Unpublished doctoral dissertation, Anadolu University, Eskişehir.
10. Duman, Z.Ç. & Akbaş, H. (2010). Hemşirelik öğrencilerinin probleme dayalı öğrenmeye yönelik tutumları [Nursing Students’ Attitudes Towards Problem-Based Learning]. Dokuz Eylül Üniversitesi Hemşirelik Yüksekokulu Elektronik Dergisi [Dokuz Eylul University School of Nursing Electronic Journal], 3(3), 146-152.
11. Edwards, S. & Hammer M. (2004b). Laura's story: Using problem based learning in early childhood and primary teacher education. Teaching and Teacher Education, 22(4), 465-477.
12. Edwards, S. & Hammer, M. (2004a). Teacher education and problem based learning: Exploring the issues and identifying the benefits. Proceedings of the Australian Association for Research in Education, Melbourne.
13. Graaff, E. (2004). The impact of assessment on the problem-based learning process. In Savin-Baden, M., Wilkie, K. (Eds.) Challenging research in problem based learning (26-36). Berkshire, GBR: McGraw-Hill Education.
14. Gürpınar E., Zayim N, Başarıcı, İ.,Gündüz F., Asar M. & Oğuz, N. (2009). Kardiyoloji eğitiminde e-öğrenme ve probleme dayalı öğrenme entegrasyonu. Anadolu Kardiyoloji Dergisi, 2009(9), 158-164.
15. Janesick, V.J. (2004). Assessment Debate: A Reference Handbook. Santa Barbara, California: ABC-CLIO.
16. Kaptan, F. & Korkmaz, H. (2002). Probleme dayalı öğrenme yaklaşımının hizmet öncesi fen öğretmenlerinin problem çözme becerileri ve öz yeterlilik inanç düzeylerine etkisi. Proceedings of 5th National Congress Of Science And Mathematics Eduation, Middle East Technical University, Ankara.
17. Karip, E. (2007). Sınıf Yönetimib[Classroom Management]. Ankara: Pegema Publishing.
18. Koshy, V. (2005). Action research for improving practice: A practical guide. London: Paul Chapman Publishing.
19. Kuzu, A. (2009). Öğretmen yetiştirme ve mesleki gelişimde eylem araştırması [Action research in teacher education and professional development]. Uluslararası Sosyal Araştırmalar Dergisi [The Journal of International Social Research], 2(6), 425-433.
20. McPhee, A.D. (2002). Problem-based learning in initial teacher education: Taking the agenda forward. Journal of Educational Enquiry, 3(1), 60-78.
21. Okutan, M. (2008). Sınıf yönetiminde örnek olaylar [Case studies in classroom management]. Ankara: Pegem Akademi.
22. Özgen, K. & Pesen, C. (2008). Probleme dayalı öğrenme yaklaşımı ve öğrencilerin matematiğe yönelik tutumları [Problem-based learning approach and students’ attitudes towards to mathematics]. D.Ü.Ziya Gökalp Eğitim Fakültesi Dergisi [Dicle University Journal of Ziya Gökalp Faculty of Education], 11, 69-83.
23. Özvarış, S.B. & Demirel, Ö (2002). Öğrenen merkezli tıp eğitimi [Learner-centered medical education]. Ankara:Türk Tabipler Birliği Yayınları.
24. Reynolds, J.M. & Hancock, D.R. (2010). Problem-based learning in a higher education environmental biotechnology course. Innovations in Education and Teaching International, 47(2), 175–186.
25. Roger, T. & Johnson, D.W. (2009). An overview of cooperative learning. Retrived Jenuary 15 2011 from www.clearspecs.com.
26. Savin-Baden, M. & Howell, C. (2004). Foundations of problem based learning. London: Open University Press.
27. Schmidt, H.G. & Moust, J.H.C. (2000). Factors affecting small-group tutorial learning: a review of research. In D.H. Evensen and C.E. Hmelo (Eds.) Problem-based learning. A research perspective on learning interactions (pp. 19-52). Mahwah, NJ: Lawrence Erlbaum Associates, Inc.
28. Şendağ, S. (2008). Çevrimiçi probleme dayalı öğrenmenin öğretmen adaylarının eleştirel düşünme becerilerine ve akademik başarılarına etkisi [The effect of online problem based learning on the pre-service teachers’ critical thinking skills and academic achievement]. Unpublished doctoral dissertation, Anadolu University, Eskişehir.
29. Tan, O.S., Teo,C.T. & Chye S. (2009). Problems and creativity. In O.S.Tan (Ed.). Problem-based learning and creativity (pp.1-14). Singapore: Engage Learning.
30. Tan, O.S., Chye S. & Teo C.T.(2009). Problem-based learning and creativity: A review of the literature. In O.S. Tan (Ed.) Problem-based learning and creativity (pp. 15-38). Singapore: Engage Learning.
31. Turan, S. (2009). Probleme dayalı öğrenmeye ilişkin tutumlar, öğrenme becerileri ve başarı arasındaki ilişkiler [The relationship between attitudes to problem-based learning, learning skills and achievement]. Unpublished doctoral dissertation, Hacettepe University, Ankara.
32. Tüysüz, C., Tatar, E. & Kuşdemir, M. (2010). Probleme dayalı öğrenmenin kimya dersinde öğrencilerin başarı ve tutumlarına etkisinin incelenmesi [Effect of the problem based learning on students’ achievement and attitude in chemistry]. Mustafa Kemal Üniversitesi Sosyal Bilimler Enstitüsü Dergisi [Mustafa Kemal University Journal of Social Sciences Institute], 7 (13), 48 – 55.
33. Ünal, Z.O. (2008). Probleme dayalı öğrenme modelinin piyano ve öğretimi alanındaki yeterlilik algısına etkisi [The effect of problem based learning on competence perception in piano and its teaching]. Unpublished doctoral dissertation, Marmara University, İstanbul.
34. Yassin, S.F.M., Rahman, S. & Yamat, H. (2010). Interdisciplinary integration through problem-based learning with ICT in pre-service teacher education. Proceedings of EABR & ETLC Conferenc, Dublin, Ireland, 377-385.