UbD Implementations in Preschool Teaching: Reflections from the Teacher and Student Perspective

Yıl 2018, Cilt: 33 Sayı: 3, 656 - 671, 31.07.2018

Nihal Yurtseven Selçuk Doğan

Öz

The purpose of
this study is to examine the reflections of UbD implementations on teachers’
professional development and students’ recipient language age. The research was
carried out via mixed method. The participants of the study consisted of a
teacher and 38 students, 19 of which were in the experiment and 19 of which
were in the control group. As data collection tools, Peabody Picture Vocabulary
Test, reflection notes and one-to-one interview were used. To analyze
quantitative data, non-parametric tests of Mann-Whitney U and Wilcoxon Marked
Ranks Test were administered. The qualitative data were analyzed via content
analysis. The quantitative findings of the study revealed that there was no
significant difference in favor of the control group, although there was a
significant difference between the pre-test and post-test scores of the
experiment group students in the Peabody Picture Vocabulary Test in favor of
the post-test. Findings from the qualitative data of the study indicated that
UbD was an innovative and developmental approach in the professional
development of the teacher and that the teacher had the possibility to work in
a more systematical and planned way during the UbD implementations. Findings
also indicated that UbD facilitated the teacher's work and that the UbD design
process led teachers to investigate, use new methods of teaching and improve
themselves.

Anahtar Kelimeler

UbD (understanding by design), preschool teaching, teacher education, recipient language age

Okul Öncesi Öğretimde UbD Uygulamaları: Öğretmen ve Öğrenci Perspektifinden Yansımalar

Öz

Bu araştırmanın amacı okul öncesi
öğretimde UbD uygulamalarının öğretmenlerin profesyonel gelişimi ve
öğrencilerin alıcı dil yaşı üzerindeki yansımalarının incelenmesidir. Araştırma
karma desenle yürütülmüştür. Araştırmanın katılımcılarını bir öğretmen, 19’u
deney ve 19’u kontrol grubunda olmak üzere toplam 38 öğrenci oluşturmaktadır.
Araştırmada veri toplama aracı olarak Peabody Resim Kelime Testi, yansıtma
notları ve birebir görüşme kullanılmıştır. Toplanan nicel verilerin analizinde
non-parametrik testlerden Mann-Whitney U ve Wilcoxon İşaretli Sıralar Testi,
nitel verilerin analizinde ise içerik analizi kullanılmıştır. Araştırmadan elde
edilen nicel bulgular, deney grubu öğrencilerinin Peabody Resim Kelime
Testi’nden aldıkları deney öncesi ve deney sonrası puanlar arasında, sontest
lehine anlamlı bir fark olduğunu, fakat kontrol grubu lehine anlamlı bir fark
olmadığını ortaya koymuştur. Araştırmanın nitel verilerinden elde edilen
bulgular, öğretmenin profesyonel gelişiminde UbD’nin yenilikçi ve öğretmeni
geliştirici bir yaklaşım olduğunu, UbD uygulamaları süresince öğretmenin daha
planlı ve daha sistematik çalışma imkanı bulduğunu, UbD’nin öğretmenin işini
kolaylaştırdığını ve UbD tasarım sürecinin öğretmeni araştırmaya, yeni
yöntemler kullanmaya, kendini geliştirmeye yönlendirdiğini ortaya koymuştur.

Anahtar Kelimeler

UbD (anlamaya dayalı tasarım), okul öncesi öğretim, öğretmen eğitimi, alıcı dil yaşı

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