DİJİTAL VE HİBRİT ÖĞRENME ORTAMLARINDA ARAŞTIRMA YÖNTEMLERİ DERSİNİN DEĞERLENDİRİLMESİ: BİR EYLEM ARAŞTIRMASI

Abstract

Eğitimde araştırma temelli bir kültürün geliştirilmesi, öğretmen adaylarının araştırma becerilerini etkili bir şekilde kazanmalarını gerektirmektedir. Bu çalışma, araştırma yöntemleri dersinin öğretmen adaylarına dijital ve hibrit ortamlarda daha etkili nasıl öğretilebileceğini incelemektedir. Eylem araştırması olarak tasarlanan çalışma, üç dönem boyunca sırasıyla 14, 27 ve 32 öğretmen adayıyla yürütülmüştür. Veriler, Padlet aracılığıyla toplanan açık uçlu sorular ve araştırmacının saha notlarıyla elde edilmiş, içerik analiziyle analiz edilmiştir. Bulgular, öğrenci merkezli ve etkileşimli öğretim uygulamalarının, sürekli geri bildirimin ve çeşitli örneklerin kullanımının dersin en etkili yönleri olarak algılandığını göstermiştir. Bununla birlikte, öğretmen adayları içerik yoğunluğu, konu sayısının fazlalığı ve temel kavramların anlaşılmasındaki güçlükleri tüm döngülerde tutarlı biçimde dile getirmiştir. Yapılan revizyonlara rağmen bu durumun devam etmesi, bazı güçlüklerin dersin doğasından kaynaklanabileceğini göstermektedir. Bulgular içerik, öğretim süreci ve değerlendirme uygulamaları bağlamında tartışılmıştır.

Keywords

• Araştırma yöntemleri dersi
• eylem araştırması
• öğrenci merkezli öğrenme
• hibrit öğrenme
• öğretmen adayları

Ethical Statement

Erciyes Üniversitesi Sosyal ve Beşeri Bilimler Etik Kurulu'ndan etik kurul onayı alınmıştır (Tarih: 19.02.2022, Numara: 13/57).

EVALUATION OF A RESEARCH METHODS COURSE IN DIGITAL AND HYBRID LEARNING ENVIRONMENTS: AN ACTION RESEARCH STUDY

Abstract

Developing a research-based culture in education requires preservice teachers to acquire strong research competencies through effective research methods instruction. This study examines how a research methods course can be taught more effectively to preservice teachers through a student-centered approach in digital and hybrid environments. Designed as an action research study, it was conducted across three semesters with 14, 27, and 32 participants, respectively. Data were collected through open-ended questions via Padlet and researcher field notes and analyzed using content analysis. Findings revealed that student-centered and interactive teaching practices, continuous feedback, and the use of diverse examples were perceived as the most effective aspects of the course. However, preservice teachers consistently reported challenges related to content density, the high number of topics, and difficulties in understanding key concepts across all cycles. Despite iterative revisions, these challenges persisted, suggesting that some difficulties may be inherent to research methods education. The findings are discussed in terms of course content, instructional processes, and evaluation practices.

Keywords

• Research methods course
• action research
• student-centered learning
• blended learning
• preservice teachers

Ethical Statement

Ethics committee approval was obtained from Erciyes University Social and Humanitarian Ethics Committee (Date: 19.02.2022, Number: 13/57)

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