Çevrimiçi ve yüz yüze eğitimde uygulanabilecek bir model: Problem temelli kuantum öğrenme modeli

Öz

Bu çalışmanın amacı; uzaktan eğitimde problem temelli kuantum öğrenme modelinin öğretmen adaylarının işbirlikli öğrenme, öz yeterlilik inançları ve üst bilişsel düşünme becerilerine etkisini ve öğretmen adaylarının modele ilişkin görüşlerini belirlemektir. Bu araştırmada deneysel araştırma yöntemi kullanılmıştır. Katılımcılar, Türkiye'de bir devlet üniversitesinde 2. sınıfta okuyan İngilizce Öğretmenliği programı öğrencileridir. Veriler Öğrenci Mektupları, Öğretmenlerin Yeterlik Duygusu Ölçeği, Bilişüstü Düşünme Becerileri Ölçeği ve İşbirlikli Öğrenmeye Yönelik Tutum Ölçeği ile toplanmıştır. Nicel verilerin analizinde parametrik testlerden t testi, non-parametrik testlerden ise wilcoxon işaretli sıralar testi; nitel verilerin anlizinde içerik analizi yöntemi kullanılmıştır. Araştırmadan elde edilen verilere göre problem temelli kuantum öğrenme modelinin öğretmen adaylarının işbirlikli öğrenmeye ve grup çalışmalarına ilişkin tutumlarını, özyeterlilik algılarını, problem çözme, düşünme, araştırma yapma ve karar verme becerilerini olumlu etkilediği sonucuna ulaşılmıştır. Bir bütün olarak modele bakıldığında bu modelinin dersin içeriği ile bilgilerin öğrenilmesinde ve öğrenme isteklerinin artmasında etkili olduğu ve modele ilişkin tutumlarının değiştiği ve modelin etkili ve eğlenceli olduğu sonucuna ulaşılmıştır.

Anahtar Kelimeler

• Uzaktan eğitim
• Yüzyüze eğitim
• Problem temelli öğrenme
• Kuantum öğrenme
• Problem temelli kuantum öğrenme

A model that can be applied both online and face-to-face education: Problem based-quantum learning model

Öz

This study aims to determine the effect of the problem-based quantum learning model in distance education on the cooperative learning, self-efficacy beliefs, and metacognitive thinking skills of pre-service teachers and their views on the model. In this research, an experimental research method was used. The participants were English Language Teaching program students studying in the 2nd class in a state university in Turkey. The data were collected by Student Letters, Teachers’ Sense of Efficacy Scale, Metacognitive Thinking Skills Scale, and Attitude Scale for Cooperative Learning. In the analysis of quantitative data, t-test from parametric tests and Wilcoxon signed-rank test from non-parametric tests were used and in the analysis of qualitative data, the content analysis method was used. According to the data obtained from the research, it was concluded that the problem-based quantum learning model positively affected the attitudes of pre-service teachers towards cooperative learning and group work, their self-efficacy perceptions, problem-solving, thinking, research, and decision-making skills. Also, it was concluded that this model was effective in learning the content of the course, learning the information, and increasing the desire to learn, their attitudes towards the model changed, and the model was effective and fun.

Anahtar Kelimeler

• Online education
• Face to face education
• Problem-based learning
• Quantum learning
• Problem-based quantum learning

Kaynakça

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