The Effect of Project-Based Learning Approach on Prospective Teachers' Adopted Learning Approach, Self-Efficacy and Level of Knowledge

Yıl 2020, Cilt: 14 Sayı: 1, 761 - 786, 30.06.2020

Sinem Dinçol Özgür Ayhan Yilmaz

https://doi.org/10.17522/balikesirnef.673060

Cited By: 2

Öz

This study aims to investigate the effects of project-based learning (PBL) on the adopted learning approach of prospective chemistry teachers, on their self-efficacy in project-based teaching and on their levels of knowledge about chemical elements. This study uses “one group pretest-posttest research design”. The study was conducted with the participation of prospective chemistry teachers who attended the chemistry education department of a state university in Turkey. It was found with PBL application that there was a rise in the rate of prospective teachers who adopted a deep learning approach while there was a fall in the rate of prospective teachers who adopted a surface approach. It was also found that PBL application had significant effects on improving the self-efficacy in “domination guidance on the project process”, “feedback, alternative evaluation” and “group process and high-level learning”, which were the self-efficacy factors of project-based teaching. However, no significant differences were found between the pre-test and post-test scores for the factors of “planning, preparation and reflection” and “implementation and evaluation”. In addition to that, it was also found that the application had statistically significant effects on prospective teachers’ levels of knowledge about chemical elements. 

Anahtar Kelimeler

project-based learning, self-efficacy, learning approaches, chemical elements, prospective teachers

Proje Tabanlı Öğrenme Yaklaşımının Öğretmen Adaylarının Tercih Ettikleri Öğrenme Yaklaşımına, Öz-Yeterlik ve Bilgi Düzeyine Etkisi

Öz

Bu araştırmada, proje tabanlı öğrenme (PTÖ) yaklaşımı uygulamalarının kimya öğretmen adaylarının tercih ettikleri öğrenme yaklaşımına, proje tabanlı öğretime ilişkin öz-yeterliklerine ve elementler konusunda bilgi düzeylerine etkisinin incelenmesi amaçlanmıştır. Araştırmada “tek grup ön test-son test araştırma deseni” kullanılmıştır. Araştırmaya bir devlet üniversitesinde okuyan kimya öğretmen adayları katılmıştır. Verilerin toplanmasında “Ders Çalışma Yaklaşımı Ölçeği”, “Proje Tabanlı Öğretime İlişkin Öz-yeterlilik Ölçeği” ve “Elementler Doğru-Yanlış Testi” uygulanmıştır. Araştırma sonucunda, PTÖ uygulamaları ile derin öğrenme yaklaşımını tercih eden öğretmen adaylarının oranlarında yükselme, yüzeysel yaklaşımı tercih eden öğretmen adaylarının oranlarında ise düşme olduğu belirlenmiştir. PTÖ uygulamalarının proje tabanlı öğretime ilişkin öz-yeterlik faktörlerinden; “proje sürecine hâkimiyet, rehberlik etme”, “dönüt verme ve alternatif değerlendirme” ile “grup süreci ve üst düzey öğrenme” öz-yeterliklerini geliştirmede ve öz-yeterlik toplam puanlarının artmasında anlamlı etkisinin olduğu tespit edilmiştir. Ancak “planlama, hazırlık ve yansıtma” ile “uygulama ve değerlendirme” faktörü ön test-son test puanları arasında istatistiksel olarak anlamlı bir fark bulunamamıştır. Ayrıca yapılan uygulamaların öğretmen adaylarının elementler konusundaki bilgi düzeylerine istatistiksel olarak anlamlı etkisinin olduğu belirlenmiştir.

Anahtar Kelimeler

proje tabanlı öğrenme, öz-yeterlik, öğrenme yaklaşımları, elementler, öğretmen adayları

Kaynakça

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