Beden Eğitimi ve Spor Bölümlerindeki Öğrencilerin Alan Bilgisi Düzeylerinin Belirlenmesi

Yıl 2019, Cilt: 11 Sayı: 1, 37 - 50, 01.03.2019

Erhan Devrilmez Fatih Dervent

Öz

Etkili öğretim için öğretmenlerin hedefleri ile öğrencilerin öğrenme düzeyleri arasında bir uyum gerekmektedir. Etkili öğretim için gerekli temel bilgilerden biri alan bilgisidir. Alan bilgisi, genel alan bilgisi GAB ve özelleşmiş alan bilgisi ÖAB olarak iki alt boyuttan oluşmaktadır. Bu çalışmanın amacı, beden eğitimi ve spor yüksekokulları ile spor bilimleri fakültelerinin farklı bölümlerindeki öğrencilerin cimnastik alan bilgisi düzeylerinin incelenmesidir. Çalışmaya 32 antrenörlük, 36 spor yöneticiliği ve 48 beden eğitimi öğretmenliği bölümünden toplam 116 öğrenci katılmıştır. Katılımcıların GAB düzeylerini ölçmek için cimnastik genel alan bilgisi testi ve özelleşmiş alan bilgisi için içerik haritası kullanılmıştır. Verilerin analizinde tanımlayıcı istatistik ve ANOVA testleri kullanılmıştır. Bulgulara göre çalışmaya katılan üç grubun GAB skorları, beklenen başarı oranını toplam soruların %70 ya da üzeri doğru cevap yakalayamamış görünmektedir. Beden eğitimi öğretmenliği bölümü öğrencilerinin özelleşmiş alan bilgisi bulguları etkili öğretmenlik için belirlenen kritik değerin 3.0 üzerinde bulunurken, spor yöneticiliği ve antrenörlük bölümleri öğrencileri istenen seviyeye ulaşamamıştır. ANOVA bulgularına göre beden eğitimi öğretmenliği bölümü öğrencilerinin genel ve özelleşmiş alan bilgi değerlerinin anlamlı olarak diğer bölümlerdeki öğrencilerden yüksek olduğu tespit edilmiştir. Sonuç olarak, alan bilgisinin alt boyutları olan genel ve özelleşmiş alan bilgilerinin ayrı ayrı öğretilmesinin önemli olduğu düşünülmektedir.

Anahtar Kelimeler

​Genel alan bilgisi, Özelleşmiş alan bilgisi, Cimnastik, Beden eğitimi bölümleri

The Examination of Physical Education and Sport Students’ Depth of Content Knowledge

Öz

Effective teaching requires consistency between teachers’ goals and students’ learning outcomes. Content knowledge is one of the important knowledge bases for effective teaching. Content knowledge constitutes two sub-domains which are common content knowledge CCK and specialized content knowledge SCK . The purpose of this study was to examine the depth of gymnastics content knowledge of students enrolled in physical education teacher education, sport management and coaching education departments. Participants were 32 coaching education, 36 sport management and 48 physical education teacher education, totally 116 students. To measure the depth of CCK of participants, gymnastics CCK test was utilized. Content maps were used for measuring participants’ depth of SCK. Descriptive statistics and ANOVA were used for statistical calculations. Results showed that CCK scores of three groups were lower than expected value at least 70% correct answers . The physical education teacher education students’ mean SCK score was higher than the benchmark 3.0 or over that distinguishes between deeper and shallower content knowledge. Sport management and coaching education students did not reach the benchmark score. ANOVA results indicated that physical education teacher education students’ CCK and SCK levels significantly better than coaching education and sport management students. Findings demonstrate that CCK and SCK can and should be saliently taught to teachers.

Anahtar Kelimeler

Common content knowledge, Specialized content knowledge, Gymnastic, Physical education departments

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