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Year 2015, Volume: 19 Issue: 2, 245 - 260, 10.11.2015

M. Bayram Yılar Ufuk Şimşek Yavuz Topkaya

Abstract

The purpose of this study is making a descriptive evaluation of the social studies teachers’ and prospective teachers’ views on the application of seven principles for good practice in education, proposed by Gamson and Chickering, in educational settings. In the study, the first three of the seven principles which are directly related to the constructivism, were dealt with. 98 students of 2nd and 4th grades of social studies teaching department and 30 social studies teachers from the city center of Erzurum participated in the study. As a result of the study in which survey and descriptive research methods were used, it has been concluded that students of 2nd and 4th grades of social studies teaching department as prospective teachers are more positive about Seven Principles than Social Studies teachers. Moreover, the study shows that women are more positive about seven principles for good practice in education than men

Keywords

Seven principles social studies teachers prospective teachers

References

  • Aydoğdu, S. (2012). Üniversite Öğretim Elemanlarının Chickering ve Gamson’un Öğren- me İlkelerini Kullanma Düzeyleri. (Yayımlanmamış Yüksek Lisans Tezi). Erzurum: Atatürk Üniversitesi, Eğitim Bilimleri Enstitüsü.
  • Aydoğdu, S., Doymuş, K. & Şimşek, U. (2012). "Instructors’ practice level of Chickering and Gamson learning principles". Mevlana International Journal of Educa- tion (MIJE), 2 (2), 11-24
  • Bangert, A. W. (2004). "The seven principles of good practice: a framework for evalua- ting on-line teaching". İnternet and Higher Education, 7, 217-232.
  • Batts, D., Colaric, S. M. & McFadden, C. (2006). "Online courses demonstrate use of seven principles". International Journal of Instructional Technology & Dis- tance Learning, 3(12), 15-26.
  • Bishoff, J.P. (2010). Utilization of the seven principles for good practice in undergraduate education in general chemistry by community college instructors. (Docto- ral Dissertation). University of West Virginia, Morgantown West Virginia.
  • Caboni, T.C., Mundy, M.E., & Duesterhaus, M.B. (2002). "The implications of the norms f undergraduate college students for faculty enactment of principles of good practice in undergraduate education". Peabody Journal of Education, 77(3), 125-137.
  • Chickering, A.W., and Gamson, Z. (1987). "Seven principles of good practice in under- graduate education". AAHE Bulletin, 39 (7), 3-7.
  • Cosgriff, J.C. (2012). A peer-delivered social interaction intervention for high school stu- dents with autism. (Doctoral Dissertation). Vanderbilt University.
  • Cousins, C. L. (2012). A case study of community college students’ perceptions of linked courses instructors’ use of Chickering and Gamson’s (1987) Principles for good practice in undergraduate education within student learning-commu- nities and the importance of the principles in helping students with their academic writing skills. (Doctoral Dissertation). University of Hartford.
  • Çepni, S. (2009). Araştırma ve Proje Çalışmalarına Giriş (4. Baskı). Trabzon.
  • Henninger, E. A., Hurlbert, J. M. (2006). "Using the seven principles for good practice in undergraduate education". Journal of Business and Finance Librarianship, 12 (2), 3-15.
  • Karasar, N. (2005). Bilimsel Araştırma Yöntemi (15. bs). Ankara: Nobel Yayın Dağıtım.
  • Keith, P. M. (2011). A Comparison of centralized and decentralized developmental edu- cation courses in four public apalachian community colleges and students’ perceptions regarding the seven principles for good practice. (Doctoral Dissertation). University of West Virginia, Morgantown West Virginia.
  • Koç, Y., Okumuş, S., Öztürk, B., Çavdar, O. & Doymuş, K. (2014). "Fen ve Teknoloji Öğretmenleri ve Öğretmen Adaylarının Yedi İlke Hakkındaki Görüşleri". Dicle Üniversitesi Ziya Gökalp Eğitim Fakültesi Dergisi, 22, 134-149.
  • Kuh, G. D., Pace, C.R., Vesper, N. (1997). "The development of process indicators to es
  • timate student gains associated with good practices in undergraduate edu
  • cation". Research in Higher Education, 38 (4), 435-454.
  • Ludeman, R. B., Osfield, K. J., Hidalgo, E. I., Oste, D., Wang, H. S. (2009). "Student affairs and services in higher education: Global foundations, issues and best practices". World Conference on Higher Education (Presented by the: IASAS and in cooperation with: UNESCO, Paris.
  • Martin, M. & Peer, K. (2003). "Seven principles for good practice: A foundation for ef- fective clinical education". Human Kinetics-Athletic Therapy Today, 8(6), 50-52.
  • McCabe, D. B., & Meuter, M. L. (2011). "A student view of technology in the classro- om does it enhance the seven principles of good practice in undergraduate education?". Journal of Marketing Education, 33(2), 149-159.
  • McMillan, J. H. & Schumacher, S. (2010). Research in education: Evidence-based inqu- iry (Seventh Edition). Boston, MA: Allyn and Bacon.
  • Okumuş, S., Aydoğdu, S., Öztürk, B., Koç, Y., Çavdar, O., Doymuş, K. (2013). "The views of secondary school and pre-service mathematics teachers about the seven principles for good practice in education". Journal of Educational Sciences Research, 3 (2), 197-218.
  • Ray, J. B. (2005). Examination of web-based teaching strategies at the University of Texas. (Doctoral Dissertation). University of North Texas.
  • Sax L. J, Bryant, A. N. & Harper, C. E. (2005). "The differential effects of student-faculty interaction on college outcomes for women and men". Journal of College Student Development, 46 (6), 642-659.
  • Şimşek, U., Aydoğdu, S. ve Doymuş, K. (2012). "İyi Bir Eğitim için Yedi İlke ve Uygu
  • lanması". Eğitim ve Öğretim Araştırmaları Dergisi, 1 (4), 241-254.
  • Tirrell, T. (2009). Examining the impact of Chickering’s seven principles of good practice on student attrition in on-line courses in the community college. (Doctoral Dissertation). Colorado State University, Colorado.
  • Tirrell, T. & Quick, D. (2012). "Chickering's seven principles of good practice: student at- trition in community college on-line courses, community college". Journal of Research and Practice, 36 (8), 580-590.
  • Yıldırım, A. ve Şimşek, H. (2005). Sosyal Bilimlerde Nitel Araştırma Yöntemleri (5. Baskı). Ankara: Seçkin Yayıncılık.

Sosyal Bilgiler Öğretmenleri ve Öğretmen Adaylarının İyi Bir Eğitim Ortamı İçin Uygulanan Yedi İlke Hakkındaki Görüşleri

Year 2015, Volume: 19 Issue: 2, 245 - 260, 10.11.2015

M. Bayram Yılar Ufuk Şimşek Yavuz Topkaya

Abstract

Bu araştırmanın amacı, Gamson ve Chickering tarafından iyi bir eğitim ortamı için
eğitim literatürüne kazandırılan yedi ilkenin uygulamaları konusunda sosyal bilgiler öğretmenleri
ile öğretmen adaylarının görüşlerini betimsel olarak değerlendirmektir. Araştırmada yedi ilkenin
yapılandırmacı yaklaşımla doğrudan ilgili olan ilk 3 ilkesi ele alınmıştır. Araştırmanın örneklemi,
sosyal bilgiler öğretmenliği bölümünün 2. ve 4. sınıfında öğrenim gören 98 öğretmen adayından ve
Erzurum il merkezinde görev yapan 30 sosyal bilgiler öğretmeninden oluşmaktadır. Araştırmada,
Gamson ve Chickering tarafından geliştirilen; Aydoğdu, Doymuş ve Şimşek (2012) tarafından ise
Türkçe’ye uyarlaması yapılan veri toplama aracı kullanılmıştır. Betimsel-tarama yönteminin benimsendiği
araştırmanın sonucunda 2. ve 4. sınıf sosyal bilgiler öğretmen adaylarının söz konusu
ilkeler hakkında sosyal bilgiler öğretmenlerine göre daha olumlu görüşler bildirdikleri belirlenmiştir. Ayrıca cinsiyet bakımından bayanların bu ilkelerin uygulamalarına ilişkin daha olumlu görüşler bildirdikleri tespit edilmiştir.

Keywords

Yedi ilke sosyal bilgiler öğretmenleri öğretmen adayları

References

  • Aydoğdu, S. (2012). Üniversite Öğretim Elemanlarının Chickering ve Gamson’un Öğren- me İlkelerini Kullanma Düzeyleri. (Yayımlanmamış Yüksek Lisans Tezi). Erzurum: Atatürk Üniversitesi, Eğitim Bilimleri Enstitüsü.
  • Aydoğdu, S., Doymuş, K. & Şimşek, U. (2012). "Instructors’ practice level of Chickering and Gamson learning principles". Mevlana International Journal of Educa- tion (MIJE), 2 (2), 11-24
  • Bangert, A. W. (2004). "The seven principles of good practice: a framework for evalua- ting on-line teaching". İnternet and Higher Education, 7, 217-232.
  • Batts, D., Colaric, S. M. & McFadden, C. (2006). "Online courses demonstrate use of seven principles". International Journal of Instructional Technology & Dis- tance Learning, 3(12), 15-26.
  • Bishoff, J.P. (2010). Utilization of the seven principles for good practice in undergraduate education in general chemistry by community college instructors. (Docto- ral Dissertation). University of West Virginia, Morgantown West Virginia.
  • Caboni, T.C., Mundy, M.E., & Duesterhaus, M.B. (2002). "The implications of the norms f undergraduate college students for faculty enactment of principles of good practice in undergraduate education". Peabody Journal of Education, 77(3), 125-137.
  • Chickering, A.W., and Gamson, Z. (1987). "Seven principles of good practice in under- graduate education". AAHE Bulletin, 39 (7), 3-7.
  • Cosgriff, J.C. (2012). A peer-delivered social interaction intervention for high school stu- dents with autism. (Doctoral Dissertation). Vanderbilt University.
  • Cousins, C. L. (2012). A case study of community college students’ perceptions of linked courses instructors’ use of Chickering and Gamson’s (1987) Principles for good practice in undergraduate education within student learning-commu- nities and the importance of the principles in helping students with their academic writing skills. (Doctoral Dissertation). University of Hartford.
  • Çepni, S. (2009). Araştırma ve Proje Çalışmalarına Giriş (4. Baskı). Trabzon.
  • Henninger, E. A., Hurlbert, J. M. (2006). "Using the seven principles for good practice in undergraduate education". Journal of Business and Finance Librarianship, 12 (2), 3-15.
  • Karasar, N. (2005). Bilimsel Araştırma Yöntemi (15. bs). Ankara: Nobel Yayın Dağıtım.
  • Keith, P. M. (2011). A Comparison of centralized and decentralized developmental edu- cation courses in four public apalachian community colleges and students’ perceptions regarding the seven principles for good practice. (Doctoral Dissertation). University of West Virginia, Morgantown West Virginia.
  • Koç, Y., Okumuş, S., Öztürk, B., Çavdar, O. & Doymuş, K. (2014). "Fen ve Teknoloji Öğretmenleri ve Öğretmen Adaylarının Yedi İlke Hakkındaki Görüşleri". Dicle Üniversitesi Ziya Gökalp Eğitim Fakültesi Dergisi, 22, 134-149.
  • Kuh, G. D., Pace, C.R., Vesper, N. (1997). "The development of process indicators to es
  • timate student gains associated with good practices in undergraduate edu
  • cation". Research in Higher Education, 38 (4), 435-454.
  • Ludeman, R. B., Osfield, K. J., Hidalgo, E. I., Oste, D., Wang, H. S. (2009). "Student affairs and services in higher education: Global foundations, issues and best practices". World Conference on Higher Education (Presented by the: IASAS and in cooperation with: UNESCO, Paris.
  • Martin, M. & Peer, K. (2003). "Seven principles for good practice: A foundation for ef- fective clinical education". Human Kinetics-Athletic Therapy Today, 8(6), 50-52.
  • McCabe, D. B., & Meuter, M. L. (2011). "A student view of technology in the classro- om does it enhance the seven principles of good practice in undergraduate education?". Journal of Marketing Education, 33(2), 149-159.
  • McMillan, J. H. & Schumacher, S. (2010). Research in education: Evidence-based inqu- iry (Seventh Edition). Boston, MA: Allyn and Bacon.
  • Okumuş, S., Aydoğdu, S., Öztürk, B., Koç, Y., Çavdar, O., Doymuş, K. (2013). "The views of secondary school and pre-service mathematics teachers about the seven principles for good practice in education". Journal of Educational Sciences Research, 3 (2), 197-218.
  • Ray, J. B. (2005). Examination of web-based teaching strategies at the University of Texas. (Doctoral Dissertation). University of North Texas.
  • Sax L. J, Bryant, A. N. & Harper, C. E. (2005). "The differential effects of student-faculty interaction on college outcomes for women and men". Journal of College Student Development, 46 (6), 642-659.
  • Şimşek, U., Aydoğdu, S. ve Doymuş, K. (2012). "İyi Bir Eğitim için Yedi İlke ve Uygu
  • lanması". Eğitim ve Öğretim Araştırmaları Dergisi, 1 (4), 241-254.
  • Tirrell, T. (2009). Examining the impact of Chickering’s seven principles of good practice on student attrition in on-line courses in the community college. (Doctoral Dissertation). Colorado State University, Colorado.
  • Tirrell, T. & Quick, D. (2012). "Chickering's seven principles of good practice: student at- trition in community college on-line courses, community college". Journal of Research and Practice, 36 (8), 580-590.
  • Yıldırım, A. ve Şimşek, H. (2005). Sosyal Bilimlerde Nitel Araştırma Yöntemleri (5. Baskı). Ankara: Seçkin Yayıncılık.
There are 29 citations in total.

Details

Primary Language tr;en
Journal Section Makaleler
Authors

M. Bayram Yılar This is me

Ufuk Şimşek This is me

Yavuz Topkaya This is me

Publication Date November 10, 2015
Published in Issue Year 2015 Volume: 19 Issue: 2

Cite

APA Yılar, M. B., Şimşek, U., & Topkaya, Y. (2015). Sosyal Bilgiler Öğretmenleri ve Öğretmen Adaylarının İyi Bir Eğitim Ortamı İçin Uygulanan Yedi İlke Hakkındaki Görüşleri. Atatürk Üniversitesi Sosyal Bilimler Enstitüsü Dergisi, 19(2), 245-260.
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