Özel Eğitim Öğretmenliği Bölümü Öğrencilerinin Kişilerarası Problem Çözme Becerileri

Yıl 2017, Cilt: 16 Sayı: 4, 1932 - 1946, 16.08.2017

Sibel Ersel Kaymakamoğlu

https://doi.org/10.17051/ilkonline.2017.365668

Öz

Bu araştırma Özel Eğitim
Öğretmenliği Bölümü’nde okuyan 221 öğrencinin kişilerarası problem çözme
becerileriyle ilgili algılarını belirlemeyi amaçlamaktadır. Araştırma,
katılımcıların kişilerarası problem çözme becerilerinin cinsiyete, yaşa ve
sınıflarına göre anlamlı farklılık gösterip göstermediğini de belirlemeyi
hedeflemektedir. Bu amaçla,1982 yılında Heppner ve Peterson tarafından
geliştirilen ve daha sonra 1993 yılında Şahin, Şahin ve Heppner tarafından
Türkçe’ye çevirilen “Problem Çözme Envanteri” bu araştırmada veri toplama aracı
olarak kullanılmıştır. Problem Çözme Envanteri’nin altı tane alt boyutu
bulunmaktadır: ‘Aceleci Yaklaşım’, ‘Düşünen Yaklaşım’, ‘Kaçıngan Yaklaşım’,
‘Değerlendirici Yaklaşım’, ‘Kendine Güvenli Yaklaşım’ ve ‘Planlı Yaklaşım’. Araştırma
bulguları öğrencilerin kisilerarası problem çözme becerileriyle ilgili
algılarının orta düzeyde olduğunu göstermiştir. Bayan ve erkek öğrencilerin
algılarının sadece iki altboyutla (‘Düşünen Yaklaşım’ ve ‘Değerlendirici
Yaklaşım’) ilgili olarak anlamlı farkılık gösterdiği saptanmıştır. Buna ek
olarak, öğrencilerin algıları yaşa göre de dört altboyutta (‘Düşünen Yaklaşım’,
‘Kaçıngan Yaklaşım’, ‘Değerlendirici Yaklaşım’, ‘Kendine Güvenli Yaklaşım’)
anlamlı farklılık göstermiştir. Fakat, katılımcıların algılarında okudukları
sınıfa göre herhangi bir algı farklılığı saptanmamıştır. Öğrencilerin
kişilerarası problem çözme becerileri hakkındaki algılarına ilişkin bulgular,
sırasıyla ‘düşünen yaklaşım’, ‘kaçıngan yaklaşım’, ‘aceleci yaklaşım’ ve
‘değerlendirici yaklaşım’ın en çok tercih edilen problem çözme beceri alt
gurupları olduğunu gösterirken, öğrencilerin ‘kaçıngan yaklaşım’ ve ‘kendine
güvenli yaklaşım’da kendilerini yeterli bulmadıklarını göstermiştir. 

Anahtar Kelimeler

Problem Çözme, Özel Eğitim, Yaş, Cinsiyet

Kaynakça

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