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Ortaokul Öğrencilerinin Yenilikçilik Algıları ve Yenilikçi Düşünme Eğilimleri: Bir Keşfedici Ardışık Desen

Year 2020, Volume: 8 Issue: 1, 346 - 378, 30.01.2020

İsa Deveci Sümeyye Kavak

https://doi.org/10.14689/issn.2148-2624.1.8c.1s.15m

Abstract

Bu araştırmanın amacı; ortaokul öğrencilerinin “yenilikçilik” kavramına ilişkin algılarını belirlemek, belirlenen algılara bağlı olarak ölçme aracı geliştirmek ve geliştirilen ölçme aracı ile genel eğilimlerini incelemektir. Araştırma, karma yöntem temel desenlerinden biri olan keşfedici ardışık desene göre tasarlanmıştır. Araştırmaya toplam 1300 ortaokul (5-8. sınıf) öğrencisi dahil edilmiştir. Nitel veriler, öğrenciler tarafından yazılan kompozisyonlar, doldurulan açık uçlu anket formları ve yarı-yapılandırılmış görüşmeler aracılığıyla elde edilmiştir. Nicel veriler ise nitel bulgulara ve ilgili alanyazına bağlı olarak geliştirilen “Ortaokul Öğrencilerine Yönelik Yenilikçi Düşünme Eğilimi Ölçeği” kullanılarak elde edilmiştir. Nitel verilerin analizi sonucunda oluşturulan kodlardan; yeniliğe açık olma, yenilikçi grup liderliği, yenilikçi problem çözme, yenilikçi öz-yeterlik, yenilikçi risk alma, bireysel yenilikçilik ve yenilikçi azim kategorilerine ulaşılmıştır. Nicel verilerin analizi sonucunda beş faktörlü bir yapıda (yeniliğe açık olma, yenilikçi problem çözme, yenilikçi öz-yeterlik, yenilikçi grup liderliği ve yenilikçi azim) 25 maddeden oluşan bir ölçme aracı geliştirilmiştir. Öğrencilerin genel yenilikçi düşünme eğilimlerine bakıldığında yaklaşık olarak %35’inin düşük, %19’unun orta %46’sının ise yüksek yenilikçi düşünme eğilimine sahip olduğu belirlenmiştir.

Keywords

Yenilikçi düşünme yenilikçilik algıları karma yöntem keşfedici ardışık desen ölçek geliştirme

References

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Innovativeness Perceptions and Innovative Thinking Tendencies of Middle School Students: An Exploratory Sequential Design

Year 2020, Volume: 8 Issue: 1, 346 - 378, 30.01.2020

İsa Deveci Sümeyye Kavak

https://doi.org/10.14689/issn.2148-2624.1.8c.1s.15m

Abstract

The aim of this study is firstly to determine the perceptions of middle school students with regard to innovativeness, secondly it is to develop a measurement tool based on the perceptions that have been identified, and thirdly it is to examine the general tendencies with the use of the developed measurement tool. This research was designed according to an exploratory sequential design, which is one of the mixed method research approaches. A total of 1300 middle school (5-8th grade) students participated in the study. In this study, seven categories were identified through the use of codes generated from the analysis of the qualitative data: openness to innovation, innovative group leadership, innovative problem solving, innovative self-efficacy, innovative risk taking, individual innovation, and innovative perseverance. It was determined that this instrument has 25 items and five factor structures (openness to innovation, innovative problem solving, innovative self-efficacy, innovative group leadership, innovative perseverance). Considering the general innovative thinking tendencies of the students, it was determined that approximately 35% was low, 19% was medium and 46% was high.

Keywords

Innovative thinking innovativeness perceptions mixed method research exploratory sequential design scale development

References

  • Abernathy, W.J., & Clark, K.B. (1985). Innovation: Mapping the winds of creative destruction. Research Policy, 14(1), 3-22.
  • Adams, R., Bessant, J., & Phelps, R. (2006). Innovation management measurement: A review. International Journal of Management Reviews, 8, 21-47.
  • Adıgüzel, A., Kaya, A., Balay, R. ve Göçen, A. (2014). Öğretmen adaylarının bireysel yenilikçilik özellikleri ile öğrenmeye ilişkin tutum düzeyleri. Millî Eğitim Dergisi, 44(204), 135-154.
  • Akgün, F. (2017). Öğretim elemanlarının bireysel yenilikçilik özellikleri ve öğretim teknolojilerine yönelik kabulleri. Turkish Online Journal of Qualitative Inquiry, 8(3), 291-322.
  • Alacapinar, F. G. (2013). Grade level and creativity. Eurasian Journal of Educational Research, 50, 247-266.
  • Alamolhodaei, H. (1996). A study in higher education calculus and students’ learning styles (Unpublished doctoral dissertation). University of Glasgow, Glasgow.
  • Ali, A., Krapfel-JR, R., & LaBahn, D. (1995). Product innovativeness and entry strategy: Impact on cycle time and break-even time. Journal of Product Innovation Management: An International Publication of the Product Development & Management Association, 12(1), 54-69.
  • Alpar, R. (2011). Uygulamalı çok değişkenli istatistiksel yöntemler (Üçüncü Baskı). Ankara: Detay Yayıncılık.
  • Aslan, H. ve Kesik, F. (2016). Yenilikçi okul ölçeğinin geliştirilmesi: Geçerlik ve güvenirlik çalışması. Kuram ve Uygulamada Eğitim Yönetimi, 22(4), 463-482.
  • Azizah, S. N., Dafik, D., & Susanto, S. (2018). The effectiveness of discovery based learning implementation through improving students’ innovative thinking skills in solving open-ended task of pattern generalization. International Journal of Advanced Engineering Research and Science, 5(8), 74-82.
  • Barak, M., Morad, S., & Ragonis, N. (2013). Students’ innovative thinking and their perceptions about the ideal learning environment. Proceedings of the 8th International Conference on Knowledge Management in Organizations, 111–125.
  • Başaran, S.D. ve Keleş, S. (2015). Yenilikçi kimdir? Öğretmenlerin yenilikçilik düzeylerinin incelenmesi. Hacettepe Üniversitesi Eğitim Fakültesi Dergisi, 30(4), 106-118.
  • Beavers, A. S., Lounsbury, J. W., Richards, J. K., Huck, S. W., Skolits, G. J., & Esquivel, S. L. (2013). Practical considerations for using exploratory factor analysis in educational research. Practical Assessment, Research & Evaluation, 18(6), 1–13.
  • Beghetto, R. (2010). Creativity in the classroom. In J. C. Kaufman & R. J. Sternberg (Eds.), The Cambridge handbook of creativity (pp. 447–459). New York: Cambridge University Press.
  • Berne, R.W., & Raviv, D. (2004). Eight-dimensional methodology for innovative thinking about the case and ethics of the mount graham, large binocular telescope project. Science and Engineering Ethics, 10(2), 235-242.
  • Binkley, M., Erstad, O., Herman, J., Raizen, S., Ripley, M., Miller-Ricci, M., et al. (2012). Defining twenty-first century skills. In P. Griffin, B. McGaw, & E. Care (Eds.), Assessment and teaching of 21st century skills: Methods and approach (pp. 17e66). Dordrecht: Springer.
  • Bitan-Friedlander, N., Dreyfus, A., & Milgrom, Z. (2004). Types of “teachers in training”: The reactions of primary school science teachers when confronted with the task of implementing an innovation. Teaching and Teacher Education, 20(6), 607-619.
  • Bryman, A., & Cramer, D. (2001). Quantitative data analysis with SPSS release 10 for windows. USA and Canada: Routledge is an imprint of the Taylor and Francis Group.
  • Büyüköztürk, Ş. (2019). Sosyal bilimler için veri analizi el kitabı (25. Baskı). Ankara: Pegem Yayıncılık.
  • Byrne, B.M. (1998), Structural equation modeling with LISREL, PRELIS and SIMPLIS: Basic concepts, applications and programming. Mahwah, New Jersey: Lawrence Erlbaum Associates.
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There are 95 citations in total.

Details

Primary Language Turkish
Journal Section Articles
Authors

İsa Deveci This is me 0000-0003-0191-1212

Sümeyye Kavak This is me 0000-0002-8543-9973

Publication Date January 30, 2020
Published in Issue Year 2020 Volume: 8 Issue: 1

Cite

APA Deveci, İ., & Kavak, S. (2020). Ortaokul Öğrencilerinin Yenilikçilik Algıları ve Yenilikçi Düşünme Eğilimleri: Bir Keşfedici Ardışık Desen. Eğitimde Nitel Araştırmalar Dergisi, 8(1), 346-378. https://doi.org/10.14689/issn.2148-2624.1.8c.1s.15m
AMA Deveci İ, Kavak S. Ortaokul Öğrencilerinin Yenilikçilik Algıları ve Yenilikçi Düşünme Eğilimleri: Bir Keşfedici Ardışık Desen. Derginin Amacı ve Kapsamı. January 2020;8(1):346-378. doi:10.14689/issn.2148-2624.1.8c.1s.15m
Chicago Deveci, İsa, and Sümeyye Kavak. “Ortaokul Öğrencilerinin Yenilikçilik Algıları Ve Yenilikçi Düşünme Eğilimleri: Bir Keşfedici Ardışık Desen”. Eğitimde Nitel Araştırmalar Dergisi 8, no. 1 (January 2020): 346-78. https://doi.org/10.14689/issn.2148-2624.1.8c.1s.15m.
EndNote Deveci İ, Kavak S (January 1, 2020) Ortaokul Öğrencilerinin Yenilikçilik Algıları ve Yenilikçi Düşünme Eğilimleri: Bir Keşfedici Ardışık Desen. Eğitimde Nitel Araştırmalar Dergisi 8 1 346–378.
IEEE İ. Deveci and S. Kavak, “Ortaokul Öğrencilerinin Yenilikçilik Algıları ve Yenilikçi Düşünme Eğilimleri: Bir Keşfedici Ardışık Desen”, Derginin Amacı ve Kapsamı, vol. 8, no. 1, pp. 346–378, 2020, doi: 10.14689/issn.2148-2624.1.8c.1s.15m.
ISNAD Deveci, İsa - Kavak, Sümeyye. “Ortaokul Öğrencilerinin Yenilikçilik Algıları Ve Yenilikçi Düşünme Eğilimleri: Bir Keşfedici Ardışık Desen”. Eğitimde Nitel Araştırmalar Dergisi 8/1 (January 2020), 346-378. https://doi.org/10.14689/issn.2148-2624.1.8c.1s.15m.
JAMA Deveci İ, Kavak S. Ortaokul Öğrencilerinin Yenilikçilik Algıları ve Yenilikçi Düşünme Eğilimleri: Bir Keşfedici Ardışık Desen. Derginin Amacı ve Kapsamı. 2020;8:346–378.
MLA Deveci, İsa and Sümeyye Kavak. “Ortaokul Öğrencilerinin Yenilikçilik Algıları Ve Yenilikçi Düşünme Eğilimleri: Bir Keşfedici Ardışık Desen”. Eğitimde Nitel Araştırmalar Dergisi, vol. 8, no. 1, 2020, pp. 346-78, doi:10.14689/issn.2148-2624.1.8c.1s.15m.
Vancouver Deveci İ, Kavak S. Ortaokul Öğrencilerinin Yenilikçilik Algıları ve Yenilikçi Düşünme Eğilimleri: Bir Keşfedici Ardışık Desen. Derginin Amacı ve Kapsamı. 2020;8(1):346-78.
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