21. YÜZYILIN ÖĞRENME DENEYİMİ: ÖĞRETMENLERİN TASARIM ODAKLI DÜŞÜNME EĞİTİMİNE İLİŞKİN GÖRÜŞLERİ

Abstract

 Bu araştırmada günümüz eğitim yaklaşımlarından biri olan ta- sarım odaklı düşünme yapısına ilişkin farklı branşlardaki öğretmenlerin görüşlerinin incelenmesi amaçlanmıştır. Bu amaç çerçevesinde araştırmada nitel araştırma yöntemlerinden biri olan durum çalışması yöntemi kullanılmıştır. Araştırmanın çalışma grubunu ilkokul, ortaokul ve liselerde görev yapan 15 farklı branştan 32 öğretmen oluşturmaktadır. Araştırmanın uygulama süreci 2018-2019 eğitim-öğretim yılı güz döneminde 3 gün (günde 4 saat) olmak üzere 12 saat sürmüştür. Araştırma kapsamında öğretmenlerle tasarım odaklı düşünme eğitimine ilişkin yarı-yapılandırılmış görüşmeler yapılmıştır. Araştırmanın güvenirliği Miles ve Huberman’ın (2015) formülünden yararlanılarak yapılmış ve araştırmacı ve uzman görüşleri arasındaki uzlaşma (güvenirlik) %92 ve %95 olarak bulunmuştur. Araştırma sonucunda öğretmenlerin mesleki gelişimlerine katkı sağlamak ve tasarım sürecini öğrenmek istedikleri için eğitime katıldıkları tespit edilmiştir. Öğretmenler eğitim sonunda derslerde öğrencilerine tasarım düşüncesi yaklaşımını nasıl uygulaya- caklarını, tasarım odaklı düşünme aşamalarını, sürecini ve tasarım man- tığını öğrendiklerini ifade ederken; en çok empati kurma, fikir üretme aşamalarında ve zaman planlaması konusunda zorlandıklarını belirtmişlerdir.

Keywords

• Tasarım odaklı düşünme,öğretmen eğitimi,21. yy öğrenme deneyimi,durum çalışması

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