Bilgi Yapılandırma Sürecine ve Yol Göstericilere Yönelik Öğrenci Yansımaları

Year 2022, Volume: 51 Issue: 3, 1487 - 1517, 30.12.2022

Ümmühan Avcı

https://doi.org/10.14812/cufej.855455

Abstract

Yeni teknolojilerin eğitim öğretim sürecine dâhil olmasıyla eğitimde “bilgi yapılandırma topluluğu” ve “çevrim içi öğrenme topluluğu” gibi iş birlikli öğrenme ortamları önem kazanmaya başlamıştır. Bu öğrenme ortamlarında beklenen aktif katılımın sağlanması için öğrencilerin bilgi yapılandırma süreçlerini desteklemek, yön vermek ve zenginleştirmek amacıyla cümle başlatıcı ve rol atama gibi bazı yol göstericilere başvurulmaktadır. Bu çalışmada öğretmen adayı öğrencilerin çevrim içi iş birlikli bilgi yapılandırma sürecine ve bu süreçte kullanılan yol göstericilere ilişkin görüşlerini incelemek amaçlanmaktadır. Araştırmaya katılan 77 öğretmen adayı, farklı yol göstericileri kullanarak ve hiçbir yol göstericiyi kullanmayarak dört farklı grup hâlinde bilgi yapılandırma sürecine katılmışlardır. Öğrencilerden bu süreçte kendi deneyimlerini yansıtan beşli likert tipi 12 sorudan oluşan bilgi yapılandırma anketini ve 10 sorudan oluşan yarı yapılandırılmış görüşme formunu doldurmaları istenmiştir. Araştırmada nitel araştırma yöntemi kullanılmış ve veriler içerik analizi ile analiz edilmiştir. Ayrıca yüzde ve frekans gibi bazı betimsel istatistiklere yer verilmiştir. Öğrencilerin iş birlikli bilgi yapılandırma sürecindeki deneyimlerine yönelik görüşlerinin büyük oranda olumlu olduğu görülmüştür. Öğrenciler en çok “Hedeflerimizi belirlemek ve ilerlememizi planlamak önemlidir” görüşünde bulunmuşlardır. Öğrenciler bilgi yapılandırma sürecindeki katkılarını en fazla “görüş çeşitliliği sağlayan” olarak tanımlamışlardır. Ayrıca öğretmen adaylarının çevrim içi iş birlikli bilgi yapılandırma sürecinde kullandıkları yol göstericilere ve daha kaliteli bilgi yapılandırma sürecine yönelik yansımalarına yer verilmiş ve teknoloji destekli eğitim bağlamında yorumlanmıştır.

Keywords

Çevrim Içi Iş Birlikli Öğrenme, Dijital Teknolojiler, Bilgi Yapılandırma, Yol Göstericiler, Öğretmen Adayları

Students’ Reflections on Knowledge Building Process and Scaffolding

Abstract

Collaborative learning environments such as “knowledge building community” and “online learning community” have gained importance with the inclusion of new technologies in the education process. In order to provide active participation expected in these learning environments, scaffolds such as sentence openers and role assignments are used in order to support, guide and enrich students' knowledge building processes. In this study, it is aimed to examine the pre-service teachers' opinions about online collaborative knowledge building process and the scaffolds used in this process. Seventy-seven pre-service teachers participating in the study participated in the knowledge building process in four different groups, using different scaffolds and no scaffolds. In this process, students were asked to complete the knowledge building questionnaire consisting of 12 questions of five likert types and a semi-structured interview form consisting of 10 questions reflecting their own experiences. Qualitative research method was used in the research and the data were analyzed by content analysis. In addition, some descriptive statistics such as percentage frequency are included. It was observed that the opinions of the students about their experiences in the collaborative knowledge building process were mostly positive. The students mostly stated that “it is important to determine our goals and to plan our progress”. The students defined their contributions in the knowledge building process as the most “providing diversity of opinions”. In addition, the scaffolds used by pre-service teachers in the online collaborative knowledge building process and their reflections on the better quality knowledge building process were included and interpreted in the context of technology-supported education.

Keywords

Online Collaborative Learning, Digital Technologies, Knowledge Building, Scaffolds, Pre-Service Teachers

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