Gastronomi ve mutfak sanatları eğitiminde proje temelli öğrenme ve akademik motivasyon

Beybala Timur

doi:10.53601/tourismandrecreation.1462192

TR EN

Gastronomi ve mutfak sanatları eğitiminde proje temelli öğrenme ve akademik motivasyon

Öz

Bu çalışma, özerklik teorisi çerçevesinde proje temelli öğrenme (PTÖ) ile akademik motivasyon boyutları arasındaki ilişkileri araştırmaktadır. Bu amaçla çalışmada karma bir yöntem tercih edilmiş, gastronomi ve mutfak sanatları öğrencilerinden anket ve açık uçlu sorulara yazılı olarak cevap verdikleri bir mülakatla veri toplanmıştır. Nicel veriler PLS-SEM yapısal eşitlik modellemesi ile, nitel veriler ise içerik analizi kullanılarak incelenmiştir. Nicel bulgular, PTÖ'nün öğrencilerin dışsal ve içsel motivasyonunu pozitif yönde etkilediğini, motivasyonsuzluklarını ise negatif yönde etkilediğini göstermektedir. Nitel bulgular ise PTÖ'nün öğrencilerin öğrenme isteği ve motivasyonunu arttırdığını, sorumluluk bilincini ve problem çözme becerilerini geliştirdiğini işaret etmektedir. Sonuç olarak, PTÖ'nün gastronomi ve mutfak sanatları öğrencilerinin akademik motivasyonunu olumlu yönde etkileyen bir aktif öğrenme yöntemi olduğu ve yükseköğretimde kullanımının teşvik edilmesi gerektiği söylenebilir.

Anahtar Kelimeler

Gastronomi eğitimi , Proje temelli öğrenme , Akademik motivasyon , Özerklik teorisi

Project-based learning and academic motivation in gastronomy and culinary arts education

Abstract

This study investigates the relationships between project-based learning (PBL) and the dimensions of academic motivation within the framework of self-determination theory. To this end, the study employed a mixed method and, data were collected from gastronomy and culinary arts students through a survey and interview via open-ended questions. PLS-SEM structural equation modeling was used to analyze the quantitative data, while the qualitative data were analyzed through content analysis. The quantitative findings indicated that PBL positively affects students' extrinsic and intrinsic motivation, while it negatively affects their motivation. The qualitative findings showed that PBL was found to boost students' desire and motivation to learn, while also cultivating their sense of responsibility and problem-solving skills. Consequently, it can be concluded that PBL is an active learning method that positively affects the academic motivation of gastronomy and culinary arts students, and its use in higher education should be encouraged.

Keywords

Gastronomy education , Project-based learning , Academic motivation , Self-determination theory

Kaynakça

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Ayrıntılar

Birincil Dil

Türkçe

Konular

Gastronomi (Diğer)

Bölüm

Araştırma Makalesi

Yazarlar

Beybala Timur ^*
0000-0002-7514-1129
Türkiye

Yayımlanma Tarihi

30 Haziran 2024

Gönderilme Tarihi

31 Mart 2024

Kabul Tarihi

28 Haziran 2024

Yayımlandığı Sayı

Yıl 1970 Cilt: 6 Sayı: 1

DOI

https://doi.org/10.53601/tourismandrecreation.1462192

IZ

https://izlik.org/JA35RN96BK

APA

Timur, B. (2024). Gastronomi ve mutfak sanatları eğitiminde proje temelli öğrenme ve akademik motivasyon. Tourism and Recreation, 6(1), 170-181. https://doi.org/10.53601/tourismandrecreation.1462192

Cited By

Türkiye’de Gastronomi ve Mutfak Sanatları Eğitimi Konusunda Yayınlanmış Makaleler Üzerine Bir İnceleme

Gastroia: Journal of Gastronomy And Travel Research

https://doi.org/10.32958/gastoria.1693069

24661

Tourism and Recreation tarafından yayınlanan eserler Creative Commons Attribution-NonCommercial-NoDerivatives 4.0 International Lisence ile lisanslanmaktadır.

Gastronomi ve mutfak sanatları eğitiminde proje temelli öğrenme ve akademik motivasyon

Öz

Anahtar Kelimeler

Project-based learning and academic motivation in gastronomy and culinary arts education

Abstract

Keywords

Kaynakça

Ayrıntılar

Birincil Dil

Konular

Bölüm

Yazarlar

Yayımlanma Tarihi

Gönderilme Tarihi

Kabul Tarihi

Yayımlandığı Sayı

DOI

IZ

Kaynak Göster

Cited By

Türkiye’de Gastronomi ve Mutfak Sanatları Eğitimi Konusunda Yayınlanmış Makaleler Üzerine Bir İnceleme