[Öğretmen adaylarının sınıf ortamındaki tartışma kültürüne ilişkin görüşleri]

Year 2015, Volume: 5 Issue: 2, 119 - 142, 01.10.2015

Senar Alkın , Nihan Demirkasımoğlu

Abstract

Tartışma etkinliği demokrasinin, entelektüel ve toplumsal yaşamın gelişmesinde
merkezi bir öneme sahiptir. Bu bağlamda öğrencilerin, toplumsal, politik ve ekonomik
konuları tartışabilen katılımcı yurttaşlar olabilmeleri için tartışma becerisini kazanabilmeleri
önemlidir (Harwood & Hahn, 1990; Graff, 2003). Yeşil’e göre (2004) öğrencilerin etkili birer
tartışmacı olabilmesi; tartışmanın anlamını ve nasıl olması gerektiğini bilmeleri, tartışmaya
karşı olumlu bir tutum geliştirmeleri ve eğitim ortamlarında bu becerileri gözleyerek ve
uygulayarak öğrenmeleri ile mümkündür. Rowland (1995), öğrencilerin akademik tartışma
becerilerinin geliştirilmesinde eleştirel sorular sormanın önemli olduğunu ileri sürmektedir.
Sınıf içinde aktif öğrenme etkinliklerinin uygulanmasının eleştirel düşünmeyi ve dolayısıyla
tartışma becerilerini geliştirdiği kabul edilmektedir (Browne & Freeman, 2000).

Keywords

Tartışma, Tartışma kültürü, Sınıf ortamı, Öğretmen adayları

Prospective teachers’ opinions of argument culture in the classroom environment

Abstract

This paper focuses on the opinions of prospective teachers’ related to argument culture in
the classroom environment. The data stems from a phenomenological study including 12
prospective teachers attending the education faculty of a Turkish state university for the
2013-2014 academic year. Data collected from focus group interviews were thematically
analyzed. Findings indicated that prospective teachers were aware of the pedagogical value
of the argument culture. Argument culture was mostly associated with democratic
environment, effective listening, and critical thinking skills, respect and tolerance.
Nevertheless, prospective teachers did not characterize their classroom environment as open
to argument. These perceptions stem from being silenced, suppressed or negatively criticized
when opposing thoughts were presented. Results revealed that political, philosophical and
sexual topics were avoided in classroom settings. Additionally, valued people and evolution
are among the most avoided subjects. Students’ prejudices and taboos related to specific
subjects were found to be barriers to the argument culture. Teacher training programs and
social culture were seen to be the other factors negatively affecting argument culture.
Overall, argument culture in the classroom environment seems to be problematic in several
ways. Especially, the question of how to build an argument culture is worth thinking about.

Keywords

Argument, Argument culture, Classroom environment, Prospective teachers

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