Prospective Mathematics Teachers’ Flow Experiences: From High School to University

Yıl 2020, Cilt: 7 Sayı: 13, 16 - 39, 15.06.2020

Ayşenur Uyma , Hasan Ünal

https://doi.org/10.20860/ijoses.653032

Öz

Flow is a subjective experience that
is a state of being totally involved, absorbed by activity and focused while
enjoying doing the activity for its own sake. Researchers found out flow
experience is effective in learning and teaching process. Therefore, the
purpose of the research was to investigate the flow status of prospective
mathematics teachers at major courses in university and whether their flow
status is changed from high school to university, or not. It is also determined
the factors affecting their flow experiences. The design of the longitudinal
research conducted with 36 participants is a mixed study including descriptive
study and multiple case study. Data collection tools are the form for the degree
of difficulty of YGS 2017 questions in order to get information students’ flow
experience in high school, Flow Short Scale developed by Rheinberg, Vollmeyer,
and Engeser (2003) and semi-structured interviews are used. Results show a few
numbers of student teachers experience flow; the majority feel at ease.
Moreover, instructor factor, academic effort, goal orientation, and
preparedness have impacts on student teachers’ flow status.

Matematik Öğretmen Adaylarının Akış Deneyimi: Liseden Üniversiteye

Öz

Öznel bir deneyim olarak akış, bir
etkinliği gerçekleştirirken amacın yalnızca etkinliğin kendisinin olduğu,
keyifle tamamen kendini kaptırdığı, etkinlikle bütünleştiği ve odaklandığı bir
durumdur. Araştırmacılar akış deneyiminin öğrnme ve öğretme süreçleri üzerinde
etkili olduğunu tespit etmişlerdir. Bu nedenle, bu araştırmanın amacı matematik
öğretmen adaylarının üniversitede aldıkları alan derslerinde akış yaşama
durumlarını incelemek ve liseden üniversiteye akış deneyimlerinde değişiklik
olup olmadığını tespit etmektir. Ayrıca, değişikliğin olduğu ve olmadığı
durumları etkileyen faktörlerin ne olduğunu belirlemek araştrımanın
amaçlarındandır. 36 katılımcı ile gerçekleştirilen uzun süreli çalışmanın
araştırma deseni betimsel ve çoklu durum çalışmalarını içeren karma araştırma
yöntemi olarak belirlenmiştir. Veri toplama araçları olarak lisedeki akış
durumlarını belirlemek amacıyla YGS 2017 sorularının zorluk derecelerinin
puanlandırılması için bir form, Rheinberg, Vollmeyer ve Engeser (2003) tarafından
oluşturulan ve İşigüzel ve Çam (2014) tarafından Türkçe’ye uyarlanan Akış Kısa
Ölçeği ve yarı yapılandırılmış mülakatlar kullanılmıştır. Bulgular, az sayıda
öğretmen adayının bu dersler kapsamında akış yaşadıkları, çoğunluğun rahatlama
kanalında olduğunu göstermiştir. Ayrıca, öğretmen faktörünün, akademik çabanın,
hedef yöneliminin ve hazırbulunuşluğun öğretmen adaylarının akış yaşama
durumları üzerinde etkili olduğu görülmüştür.

Anahtar Kelimeler

Motivasyon, Akış Deneyimi, Öğrenme Faktörü, Hedef Yönelimi

Kaynakça

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