Fen Bilimleri Öğretmenlerinin Okul Dışı Öğrenmeye Yönelik Kaygı Düzeyleri ve Kaygı Düzeylerinin Çeşitli Değişkenler Açısından İncelenmesi

Yıl 2023, , 29 - 44, 04.07.2023

Şükran Utku , Esra Uçak

https://doi.org/10.47215/aji.1260815

Öz

Bu çalışmanın amacı, fen bilimleri öğretmenlerinin okul dışı öğrenme ortamlarına yönelik kaygıları ile kaygı düzeylerini belirlemek ve kaygı düzeylerini çeşitli değişkenler açısından incelemektir. Araştırma modeli olarak nicel araştırma yöntemlerinden tarama modeli seçilmiştir. Araştırma 2021-2022 eğitim-öğretim yılının bahar döneminde yürütülmüş olup çalışmaya 153 (110 kadın, 43 erkek) fen bilimleri öğretmeni katılmıştır. Araştırmanın çalışma grubu gönüllülük esasına dayalı olarak seçilmiş olup, veriler google form aracılığıyla alınmıştır. Veri toplama aracı olarak “Fen Grubu Öğretmenlerinin Okul Dışı Öğrenme Ortamlarına Yönelik Kaygı Düzeyi Değerlendirme Ölçeği” kullanılmıştır. Veri analizinde SPSS 26 paket programından yararlanılmış olup, veriler frekans, yüzde, aritmetik ortalama, standart sapma, bağımsız örneklemler t-testi ve ilişkisiz ölçümler için tek yönlü ANOVA sonuçlarına bakılarak yorumlanmıştır. Araştırma bulguları; ölçekteki her bir maddeye ilişkin yüzde değerleri ile her bir maddeye ve ölçeğin geneline ilişkin kaygı düzeyleri açısından değerlendirilmiş, ölçek genelinde kaygı düzeyleri verilmiş ve öğretmenlerin okul dışı öğrenme ortamlarına yönelik kaygı düzeyleri ortama puanları çeşitli değişkenler açısından incelenmiştir. Fen bilimleri öğretmenlerinin okul dışı öğrenme ortamlarına ilişkin genel kaygı düzeyi ortalama puanının 3,09 olduğu tespit edilmiştir. Katılımcılar okul dışı öğrenme ortamlarının kendilerini kısmen kaygılandırdığını belirtmişlerdir. Katılımcıları en fazla kaygılandıran ise öğrencilerin başına bir şey gelmesi durumunda veli ile yaşanabilecek durumlardır. Fen bilimleri öğretmenlerinin okul dışı öğrenme ortamlarına yönelik kaygıları ile cinsiyet değişkeni arasında istatistiksel olarak anlamlı bir fark bulunmamıştır. Ancak okul dışı öğrenme ortamlarına yönelik eğitim alma, idareci tavrı, okul dışı ortamları ziyaret etme sıklığı, okul dışı ortamları fen öğretiminde kullanma ve okul dışı öğretim için plan hazırlayabilme değişkenleri ile okul dışı öğrenme ortamlarına yönelik kaygı düzeyleri ortalama puanları arasında ilişki olduğu sonucuna ulaşılmıştır.

Anahtar Kelimeler

Okul dışı öğrenme ortamları, Fen bilimleri öğretmenleri, Kaygı

Investigation of Science Teachers’ Level of Anxiety about Out-of-School Learning

Öz

The purpose of the current study is to determine science teachers’ level of anxiety about out-of-school learning environments and to investigate whether this level of anxiety varies significantly depending on different variables. The study employed the survey model, one of the quantitative research methods. The study was conducted in the spring term of the 2021-2022 school year. A total of 153 (110 female and 43 male) science teachers participated in the study. The participation was on a volunteer basis and the data were collected via Google Form. As the data collection tool, the “Science Teachers’ Level of Anxiety about Out-of-School Environments Evaluation Scale” was used. In the analysis of the collected data, a statistical program was used and the data were interpreted by looking at the results of independent samples t-test and one-way analysis of variance (ANOVA). In this way, the participating teachers’ level of anxiety about out-of-school learning environments and the correlations between this level of anxiety and different variables were revealed. The mean score for the science teachers’ general level of anxiety about out-of-school learning environments was found to be 77.22. The participants stated that out-of-school learning environments make them partially concerned. No significant correlation was found between the science teachers’ level of anxiety about out-of-school learning environments and the gender variable. On the other hand, significant correlations were found between the science teachers’ level of anxiety about out-of-school learning environment and the variables of having received training on out-of-school learning environments, administrative attitude, frequency of visiting out-of-school environments, using out-of-school environments in science education and being able to prepare a plan for out-of-school teaching.

Anahtar Kelimeler

Anxiety, out-of-school learning environments, teacher

Kaynakça

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