STUDENT AND TEACHER PERSPECTIVES ON INTERDISCIPLINARY STATION TECHNIQUE

Öz

This study aims to examine the views of students and teachers on the application process of the station technique based on the interdisciplinary approach. A case study method of qualitative research designs was used in the study. The study group was determined by the criterion sampling method of purposeful sampling methods. In this context, the participants consisted of two classroom teachers and 71 third-grade students in two different classes. Semi-structured and structured interview forms and teacher diaries were used as data collection tools. The collected data were analyzed by content analysis. During the application, students were divided into four groups, where they conducted four different activities at four different stations and organized a bulletin with the resulting products. The results suggested that the interdisciplinary station technique contributes to students' cognitive, affective, and kinesthetic learning, enriches the teaching process, enables students to actively participate in the process, makes the lesson enjoyable, and improves students’ ability to cooperate, produce original and creative ideas, design and create products, take responsibility and help each other. However, it requires a lot of labor and time in the preparation phase and problems may arise in classroom management due to the crowded classrooms during the implementation.

Anahtar Kelimeler

• Student-centered teaching
• active learning
• teaching technique

DİSİPLİNLER ARASI YAKLAŞIMA DAYALI İSTASYON TEKNİĞİNE YÖNELİK ÖĞRENCİ ve ÖĞRETMEN GÖRÜŞLERİ

Öz

Çalışmanın amacı disiplinler arası yaklaşıma dayalı istasyon tekniğinin uygulama sürecine yönelik öğrenci ve öğretmen görüşlerinin incelenmesidir. Araştırmada nitel araştırma desenlerinden durum çalışması yöntemi kullanılmıştır. Çalışma grubu amaçlı örnekleme yöntemlerinden ölçüt örnekleme yöntemi ile belirlenmiştir. Bu bağlamda katılımcılar, iki farklı sınıfta iki sınıf öğretmeni ve 71 üçüncü sınıf öğrencisinden oluşmuştur. Veri toplama aracı olarak yarı yapılandırılmış ve yapılandırılmış görüşme formu ile öğretmen günlüğü kullanılmıştır. Toplanan veriler içerik analizi ile analiz edilmiştir. Uygulamada öğrenci grupları dört gruba ayrılmış, dört farklı istasyonda dört farklı etkinliği yapmış ve ortaya çıkan ürünlerle bir pano düzenlemiştir. Sonuçta disiplinler arası istasyon tekniğinin öğrencilerin bilişsel, duyuşsal ve devinişsel alanda öğrenmelerine katkı sağlamakta, öğretim sürecini zenginleştirmekte, öğrencilerin aktif olarak sürece katılmalarını sağlamakta, dersi eğlenceli hale getirmekte, öğrencilerin işbirliği yapma, özgün ve yaratıcı yeni fikirler üretme, ürün tasarlama ve oluşturma, sorumluluk alma ve yardımlaşma becerilerini geliştirmektedir. Ancak hazırlık aşamasında çok fazla emek ve zaman gerektirmekte ve uygulama sırasında sınıfların kalabalık olması nedeniyle sınıf yönetimi konusunda sıkıntılar da yaşanabilmektedir.

Anahtar Kelimeler

• Öğrenci merkezli öğretim
• aktif öğrenme
• öğretim tekniği.

Kaynakça

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