Fen Bilimleri Öğretmen Adaylarının Kalibrasyon Becerisinin Öğrenme Stratejileri ve Öz Yeterlikle İlişkisinin İncelenmesi

Year 2021, Volume: 18 Issue: 2, 437 - 462, 15.12.2021

Dekant Kıran

https://doi.org/10.33711/yyuefd.1029057

Cited By: 1

Abstract

Tutarlı öz değerlendirmeler yapabilmek öğrenme açısından kritik bir öneme sahiptir. Öz değerlendirmelerin yapılmasında ise kalibrasyon kavramı öne çıkmaktadır. Kalibrasyon, kişinin sergileyeceğini düşündüğü performans ile gerçek performansı arasındaki farktır. Bu açıdan kalibrasyon kişinin kendi becerilerini tartması bakımından önem taşımaktadır. Bu çalışmanın amacı fen bilimleri öğretmen adaylarının organik kimya dersi başarı kalibrasyonlarının öz düzenleme stratejilerinden olan çaba düzenlemesi, bilişüstü stratejiler ve öz yeterlikleriyle ilişkisinin incelenmesidir. Nicel yöntemin kullanıldığı çalışma tarama deseninde gerçekleştirilmiştir. Çalışmaya 76 fen bilimleri öğretmen adayı katılmıştır. Çalışmanın verilerini organik kimya dersi yarıyıl sonu sınav notları, yarıyıl sonu sınavı öncesinde öğrencilerin almayı bekledikleri not tahminleri ve Öğrenmede Güdüsel Stratejiler Ölçeği’nin çaba düzenlemesi, biliş üstü stratejiler ve öz yeterlik alt boyutlarının uygulanması ile elde edilen veriler oluşturmaktadır. Toplanan veriler betimleyici ve çıkarımsal istatistik yöntemleri ile analiz edilmiştir. Grup karşılaştırmaları için varyans analizleri, değişkenler arası ilişkilerin tespiti için korelasyon analizleri yapılmıştır. Analizler sonucunda fen bilimleri öğretmen adaylarının organik kimya dersi yarıyıl sonu sınavında başarı kalibrasyonunun yüksek başarılı öğrenciler lehine olduğu, düşük başarılı öğrencilerin kalibrasyonlarının da düşük olduğu belirlenmiştir. Benzer şekilde çaba düzenlemesi ve biliş üstü stratejilerde yüksek başarılı öğrenciler lehine anlamlı farklılıklar ortaya çıkmış, öz yeterlikte ise yüksek başarılı öğrencilerin orta ve düşük başarılı öğrencilerle anlamlı şekilde farklılaştıkları tespit edilmiştir. Kalibrasyon becerisinin çaba düzenlemesi ve öz yeterlik ile negatif yönde zayıf bir ilişkisinin olduğu, ancak biliş üstü stratejilerle ilişkili olmadığı bulunmuştur. Çalışma bulguları ilgili alan yazın ışığında tartışılmıştır.

Keywords

Biliş üstü stratejiler, Çaba düzenlemesi, Fen bilimleri öğretmen adayları, Kalibrasyon, Öz yeterlik, Biliş üstü stratejiler, Çaba düzenlemesi, Fen bilimleri öğretmen adayları, Kalibrasyon, Öz yeterlik

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