Düşünme Becerilerini Destekleyici Sınıf Ortamı için Öğretmen Desteği: Ortaokul Öğrencilerinin Akademik Başarıları Boyutunda İncelenmesi

Year 2019, Volume: 48 Issue: 2, 1429 - 1454, 30.10.2019

Sevda Dolapçıoğlu

Abstract

Çalışmada,
düşünme becerilerini destekleyici sınıf ortamı için öğretmen desteği, öğrenci
algısına dayalı olarak iki temel bileşen içerisinde değerlendirilmiştir.
Bunlardan ilki, öğretmenlerinin bilgi, duygu desteği ve yakınlık boyutlarından
oluşan öğretmen-öğrenci ilişkisi (ÖÖİ), diğeri ise öğretmenin düşünmeyi destekleyici
sınıf ortamı (DDS) oluşturma çabasına yöneliktir. Her iki bileşende
öğrencilerin not ortalamalarına göre kendilerini başarılı ve başarısız
buldukları iki ders için de ayrı ayrı değerlendirilmiştir. Çalışma grubu
beşinci sınıfa devam eden toplam 206 ortaokul öğrencisidir. Öğrencilerin
akademik not ortalamalarına göre en başarılı olduğu ders Türkçe, en başarısız
olduğu ders ise Matematik olduğu sonucuna ulaşılmıştır. Öğrencilerin başarılı
olduğu derslerdeki sınıf ortamının başarısız oldukları derslere göre daha
düşünme dostu olduğu elde edilen diğer bir bulgudur. Ayrıca öğrencilerin
başarılı oldukları derslerde ÖÖİ puan ortalamaları daha yüksektir. Ancak gerek
başarılı gerekse başarısız olunan derslerde düşünmeyi destekleyen sınıf ortamı
akademik başarıyı anlamlı şekilde yordarken ÖÖİ’nin akademik başarı üzerinde
anlamlı bir yordayıcı olmadığı bulgusuna ulaşılmıştır. Diğer bir bulgu ise DDS
puanları arttıkça ÖÖİ düzeyi de yükselmektedir.

Keywords

Öğretmen-öğrenci ilişkisi, düşünme dostu sınıflar, ortaokul öğrencileri, akademik başarı düzeyleri, düşünen sınıflar

Teacher Support for a Classroom Setting that Promotes Thinking Skills: An Analysis on the Level of Academic Achievement of Middle School Students

Abstract

In this study, teacher support for classroom
setting that promotes thinking skills was comprised of two basic components
based on student perception. The first one is teacher-student relationship
(TSR) consisting of the dimensions of teacher subject matter knowledge,
affective support and closeness, while the other is the teacher’s effort to
create thinking friendly classes (TFC). Both components were examined
separately in two subjects in which students viewed themselves successful and
unsuccessful in accordance with their GPAs. The study group consisted of 206
5th graders. Regarding the students’ grade point averages, their best subject
was Turkish while their worst course was Mathematics. The results revealed that
the classroom setting of the subjects in which the students were more
successful were more thinking friendly than of the subjects in which they were
not successful. Additionally, TSR mean scores were higher in the subjects in
which the students were successful. However, thinking-friendly classroom
predicted academic achievement significantly either in their best or worst
subjects, but teacher-student relationship was not a significant predictor for
academic achievement. Another finding was that TSR level rose as TFC
environment scores increased. 

Keywords

Teachers-student relationship, thinking friendly classes, middle school students, thinking class, academic success levels

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