3D yazıcı destekli proje uygulamalarının öğretmen adaylarının bilimsel yaratıcılık düzeyleri ile materyal geliştirmeye yönelik öz-yeterlik inançları üzerindeki etkisi

Abstract

Bu çalışmada fen öğretimi ve laboratuvar uygulamaları 2 dersinde 3D yazıcı destekli proje uygulamalarının fen bilgisi öğretmen adaylarının bilimsel yaratıcılık düzeyleri ile materyal geliştirme öz-yeterlik inanç düzeyleri üzerindeki etkisi araştırılmıştır. Bu bağlamda çalışma, üçüncü sınıf fen öğretimi ve laboratuvar uygulamaları 2 dersinde öğrenim gören katılımcılar ile deney öncesi modellerden tek grup ön test son test desen kullanılarak gerçekleştirilmiştir (n=14). Uygulama bir dönem ve on dört hafta boyunca sürdürülmüştür. Çalışmada Hu ve Adey (2002) tarafından geliştirilen bilimsel yaratıcılık ölçeği kullanılmış ve materyal geliştirmeye yönelik öz-yeterlik inanç ölçeği araştırmacılar tarafından geliştirilmiştir. Söz konusu ölçme araçları çalışma grubuna ön test ve son test olarak uygulanmıştır. Araştırmadan elde edilen sonuçlar doğrultusunda öğretmen adaylarının, bilimsel yaratıcılık (z=2.63; p=0.08<.05) ve materyal geliştirmeye yönelik öz-yeterlik inanç ölçeğinden (z=3.24; p=.001<.05) almış oldukları son test puanlarının ön teste göre anlamlı düzeyde farklılaştığı görülmüştür. Ayrıca bilimsel yaratıcılık ölçeğinden alınan puanlar ölçeğin alt boyutlarına göre değerlendirildiğinde öğretmen adaylarının orijinallik (z=2,26; p=.024<.05), esneklik (z=2,15; p=.032<.05) ve akıcılık (z=2,81; p=.005<.05) alt boyutlarında son test puanlarının ön test puanlarına göre anlamlı düzeyde arttığı, bununla birlikte işlevsellik alt boyutuna yönelik ön test son test puanları arasında anlamlı bir farklılık olmadığı belirlenmiştir (z=1,31; p=.190>.05).

Keywords

• 3D yazıcı
• proje
• bilimsel yaratıcılık ve materyal geliştirmeye yönelik öz yeterlilik

The effect of 3D printer-supported project applications on the scientific creativity levels and material development self-efficacy beliefs of pre-service teachers

Abstract

The current study the effect of 3D printer-supported project applications in the course of Science Teaching and Laboratory Practices 2 on the scientific creativity levels and material development self-efficacy beliefs of pre-service teachers were investigated. The study used a one-group pre-test/post-test design from pre-experimental models (n=14). The implementation lasted for one semester, spanning fourteen weeks. The scientific creativity scale developed by Hu and Adey (2002) and a self-efficacy belief scale for material development developed by the researchers were utilized in the study. These measurement instruments were administered to the study group as pre-tests and post-tests. According to the results obtained from the research, it was observed that the post-test scores of pre-service teachers in scientific creativity (z=2.63; p=0.08<.05) and self-efficacy belief scale for material development (z=3.24; p=.001<.05) were significantly different from the pre-test scores. When the scores from the scientific creativity scale were evaluated according to its sub-dimensions, it was determined that the post-test scores of science teachers significantly increased compared to the pre-test scores in the sub-dimensions of originality (z=2.26; p=.024<.05), flexibility (z=2.15; p=.032<.05), and fluency (z=2.81; p=.005<.05), while there was no significant difference between pre-test and post-test scores for the functionality sub-dimension (z=1.31; p=.190>.05).

Keywords

• 3D printer
• scientific creativity
• self-efficacy belief of material development

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