Uygulama Temelli Derslerde Aktif Katılımın Öğrenme Çevikliği, Akademik Öz Disiplin, Yansıtıcı Düşünme ve Öz Farkındalıkla İlişkisi: Türk Beden Eğitimi Öğretmen Adayları Üzerine Yarı Deneysel Bir İnceleme

Abstract

Bu çalışmada, öğrenme ortamlarına aktif katılımın beden eğitimi öğretmen adaylarının öğrenme çevikliği, akademik öz disiplin, yansıtıcı düşünme ve öz farkındalıkları üzerindeki etkileri incelenmektedir. Çalışma, ön-son test kontrol gruplu yarı deneysel tasarımla yürütülmüştür. Çalışmanın örneklemi, İstanbul'da 67 (33 deney, 34 kontrol) öğrenim görmekte olan öğretmen adayından oluşmaktadır. Bulgulara göre, deney grubundaki katılımcıların öğrenme çevikliği düzeylerinde anlamlı bir artış gözlemlenmiştir. Öte yandan, akademik öz disiplin, yansıtıcı düşünme eğilimi ve bütünleştirici öz farkındalık açısından gruplar arasında anlamlı bir fark bulunamamıştır. Bulgular, yapılandırmacı öğrenme ortamlarının öğrenme çevikliği gibi bilişsel esneklik gerektiren becerileri geliştirmede etkili olduğunu; ancak öz disiplin, yansıtıcı düşünme ve öz farkındalık gibi bireysel ve duygusal becerileri geliştirmek için daha uzun vadeli, yapılandırılmış ve rehberlik temelli müdahalelere ihtiyaç duyulduğunu göstermektedir.

Keywords

• Aktif Katılım
• Öğrenme Çevikliği
• Akademik Öz Disiplin
• Yansıtıcı Düşünme
• Öz Farkındalık
• Beden Eğitimi ve Spor Öğretmen Adayı

The Relationship between Active Participation in Practice-Based Courses and Learning Agility, Academic Self-Discipline, Reflective Thinking, and Self-Awareness: A Quasi-Experimental Study with Turkish Pre-Service Physical Education Teachers

Abstract

This study examines the effects of active participation in learning environments on learning agility, academic self-discipline, reflective thinking and self-awareness of physical education teacher candidates. The study was conducted with a pre-post-test control group quasi-experimental design. The study sample consists of 67 (33 experimental, 34 control) teacher candidates in Istanbul, Türkiye. According to the findings, a significant increase was observed in the learning agility levels of the participants in the experimental group. On the other hand, no significant difference was found between the groups regarding academic self-discipline, reflective thinking tendency and integrative self-awareness. The findings show that constructivist learning environments are effective in developing skills that require cognitive flexibility, such as learning agility; however, longer-term, structured and guidance-based interventions are needed to develop individual and affective skills, such as self-discipline, reflective thinking and self-awareness.

Keywords

• Active Participation
• Learning Agility
• Academic Self-discipline
• Reflective Thinking
• Self-Awareness
• Physical Education Teacher Candidate

Ethical Statement

Ethics committee approval was received for this study from the ethics committee of Istanbul University-Cerrahpaşa (Date: Sep 15, 2024, Decision Number: 540, Protocol No: E-74555795-050.04-1149651.

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