GENDER AND WEBQUESTS DESIGN IN THE PRE-SERVICE SOCIAL STUDIES TEACHER EDUCATION

Yıl 2014, Sayı: 22, 248 - 260, 01.06.2014

Fatih Karakuş Erdoğan Halat

Öz

Bu çalışmanın amacı, materyal geliştirme dersinde bir öğretim teknolojisi olan webQuest-tabanlı uygulamalarla çalışan sosyal bilgiler öğretmeni adaylarının motivasyon seviyeleri üzerinde cinsiyetin bir etkiye sahip olup olmadığını belirlemektir. Bu amaçla 29 erkek ve 39 bayan olmak üzere toplam 68 sosyal bilgiler öğretmeni adayı çalışmanın örneklemini oluşturmaktadır. Araştımada veriler negative ve pozitif ifadelerden oluşan 34 soruluk bir motivasyon ölçeği ile toplanmıştır. 7 hafta süren çalışmada motivasyon ölçeği ön-son test olarak bir ders saati süresince çalışmadan once ve çalışma sonrasında öğretmen adaylarına uygulanmıştır. Nicel verilerin analizinde bağımsız iki örnek t-testi, bağımlı iki örnek t-testi ve ? = .05 için ANCOVA analizleri yapılmıştır. Elde edilen sonuçlar webQuest temelli uygulamalar yapan bayan ve erkek sosyal bilgiler öğretmen adaylarının motivasyon seviyeleri arasında istatistiksel olarak anlamlı bir ilişkinin olmadığını göstermektedir.

Anahtar Kelimeler

cinsiyet, web Quests, teknoloji, internet, motivasyon

Hizmet Öncesi Sosyal Bilgiler Öğretmenliği Eğitiminde Cinsiyet ve WebQuests Tasarımı

Öz

The purpose of this study was to investigate whether gender was a great factor with regard to the motivational level of pre-service social studies teachers who designed webQuest-based applications in an instructional technologies and material design course. There were a total of 68 pre-service social studies teachers, 29 males and 39 females, involved in this study. The researchers used a likert-type questionnaire including of 34 negative and positive statements. This questionnaire designed to evaluate a situational measure of ones’ motivation was used as Pre-and-Posttests in the study that took place in 7 weeks. It was administered to the participants by the researchers before and after the instruction during a single class period. In the analysis of the quantitative data, the independent-samples t-test, the paired-samples t-test and ANCOVA with ? = .05 were employed. The study reported that there was no statistically significant difference found in regard to motivational level between male and female pre-service social studies teachers who designed webQuest- based applications.

Anahtar Kelimeler

gender, web Quests, technology, internet, motivation

Kaynakça

• Abbit, J., & Ophus, J. (2008). What we know about the Impacts of Web-Quests: A review of research. AACE Journal, 16(4), 441-456.
• Açıkalın, M., & Duru, E. (2005). The use of computer technologies in the social studies classroom. Turkish Online Journal of Educational Technology, 4(2), 18-26.
• Aust, R., Newberry, B., O’Brien, J., & Thomas, J. (2005). Learning generation: Fostering innovation with tomorrow’s teachers and technology. Journal of Technology and Teacher Education, 13(2), 167-195
• Bates, A.J. (2008). Learning to design WebQuests: An exploration in social studies teacher education. Journal of Social Studies Research, 32(1), 10-21.
• Bennett, C. (2001). Genres of research in multicultural education. Review of Educational Research, 71(2), 171-217.
• Cheung, C.M.K. & Lee, M.K.O. (2011). Exploring the gender differences in student acceptance of an internet-based learning medium. In T. Teo (Ed) Technology Acceptance in Education Research and Issues (pp. 183-200). Netherlands: Sense publisher.
• Crocco, M.S. (2008). Gender and sexuality in the social studies. In L.S. Levstik & C.A. Tyson (Eds) Handbook of Research in Social Studies education (pp. 172-196). New York: Routledge Taylor & Francis Groups.
• Crocco, M., Cramer, J., & Meier, E.B. (2008). (Never) mind the gap Gender equity in social studies research on technology in the twenty-first century. Multicultural Education & Technology Journal, 2(1), 19–36.
• Çuhadar, C. (2012). Exploration of problematic internet use and social interaction anxiety among Turkish pre-service teacher. Computers & Education, 59 (2), 173-181.
• Debrand, C., & Johnson, J. (2008). Gender differences in email and instant message: A study of undergraduate business information systems students. The Journal of Computer Information Systems, 48(3), 20-30.
• Dhindsa, H. S., & Shahrizal-Emran (2011). Using interactive whiteboard technology-rich constructivist learning environment to minimize gender differences in chemistry achievement. International Journal of Environmental & Science Education, 6(4), 393- 414.
• Dodge, B., (2001). Five rules for writing a great WebQuest. Learning & Leading with Technology, 28(8), 6–10.
• Doolittle, P. E., & Hicks, D. (2003). Constructivism as a theoretical foundation for the use of technology in social studies. Theory and Research in Social Education, 31(1), 72-104.
• Forcier, R., & Descy, D. (2005). The computer as an educational tool: Productivity and problem solving (4 th Ed.), Upper Saddle River, NJ, USA: Pearson-Merrill/Prentice Hall.
• Halat, E. & Jakubowski, E. (2001). Teaching geometry using Webquests. Proceedings of the19th International Conference on Technology and Education: Tallahassee, Florida.
• Halat, E. (2008a). A good teaching technique: Webquests, The Clearing House, 81(3), 109-111.
• Halat, E. (2008b). The Effects Of Designing Webquests On The Motivation Of Pre-Service Elementary School Teachers. International Journal of Mathematical Education in Science and Technology, 39 (6), 793-802.
• Halat, E., & Peker, M. (2011). The Impacts Of Mathematical Representations Developed Through Webquest And Spreadsheet Activities On The Motivation Of Pre-Service Elementary School Teachers. The Turkish Online Journal of Educational Technology, 10(2), 259-267.
• Heafner, T. (2004). Using technology to motivate students to learn social studies. Contemporary Issues in Technology and Teacher Education, 4(1), 42-53.
• Hu, P.J-H. & Hui, W. (2011). Is technology-mediated learning made equal for all? Examining the influences of gender and learning style. In T. Teo (Ed) Technology Acceptance in Education Research and Issues (pp. 101-124). Netherlands: Sense publisher.
• Jones, S. (2002). The Internet goes to college: How students are living in the future with today’s technology. Pew Internet and American Life Project. Retrieved 3 February 2013, from http://www.pewInternet.org
• Kay, R. (2006). Addressing gender differences in computer ability, attitudes and use: the laptop effect. J. Educational Computing Research, 34(2), 187-211.
• Keller, J. M. (1999). The ARCS model. Designing motivating instruction. Tallahassee, FL: John Keller Associates.
• Koehler, M. J., & Mishra, P. (2005). Teachers learning technology by design. Journal of Computing in Teacher Education, 21(3), 94–102.
• Lamb, A & Teclehaimanot, B. (2005). A Decade of WebQuests: A Retrospective. In M. Orey, J. McClendon, & R. M. Branch, (Eds.). Educational media and technology yearbook (Vol 30). Englewood, CO: Libraries Unlimited.
• Madden, M. & Jones, S. (2002). The Internet Goes to College. Retrieved 7 February 2013, from http://www.pewinternet.org/Reports/2002/The-Internet-Goes-to-College.aspx
• March, T. (2000). WebQuests 101. Multimedia Schools, 7, 5, 55–58.
• Martorella, P.H. (1997). Technology and the Social Studies-or: Which Way to the Sleeping Giant?. Theory and Research in Social Education, 25 (4), 511-514.
• Mason, C., Berson, M., Diem, R., Hicks, D., Lee, J., & Dralle, T. (2000). Guidelines for using technology to prepare social studies teachers. Contemporary Issues in Technology and Teacher Education, [Online serial], 1 (1). Retrieved 12 January, 2013, from the World Wide http://www.citejournal.org/vol1/iss1/currentissues/socialstudies/article1.htm
• McMillan, J. H. (2000). Educational Research. Fundamentals for the consumers (3rd ed.). New York: Addison Wesley.
• McSporran, M. & Young, S. (2001), ‘Does gender matter in online learning?', Association of Learning Technology Journal, 9 (2), 3-11.
• National Council For Accreditation of Teacher Education (NCATE), (2008). Professional Standards for Accreditation of Teacher Preparation Institutions. Washington DC: Massachusetts Avenue, NW.
• National Council for Social Studies (NCSS). (2002). National Standards for Social Studies Teachers. http://downloads.ncss.org/NCSSTeacherStandardsVol1-rev2004.pdf. Revised
• Retrieved 15 January, 2013
• National Educational Technology Standards (NETS), (2000). The National Educational Technology Standards Retrieved 17 January, 2013, from the World Wide Web: http://www.iste.org/standards
• Odell, P. M. (2000). Internet use among female and male college students. CyberPsychology & Behavior, 3(5), 855–862.
• Rice, M. L., & Wilson, E. K. (1999). How technology aids constructivism in the social studies classroom. The Social Studies, 90, 28-33.
• Seger, E. & Verhoeven, L. (2009). Learning in a sheltered Internet environment: The use of WebQuests. Learning and Instruction, 19, 423-432.
• Schofield, JW. (1995). Computers and Classroom Culture. New York: Cambridge University Press.
• Shapka, JD. & Ferrari, M. (2003). Computer-related attitudes and actions of teacher candidates. Computers in Human Behaviors, 19(3), 319-334.
• Talim Terbiye Kurulu Başkanlığı (TTKB). (2009). Sosyal Bilgiler Öğretim Programları. Retrieved programlari/icerik/72. 2012.
• http://ttkb.meb.gov.tr/www/ogretim
• Volman, M., & Van Eck, E. (2001). Gender equity and information technology in education. The second decade. Review of Educational Research, 71(4), 613–631.
• Watson, G. (1997). Pre-service Teachers’ Views on Their Information Technology Education. Journal of Information Technology for Teacher Education. 6 (3), 255-270.
• Wei, F. H., & Chen, G.D. (2006). Collaborative mentor support in a learning context using a ubiquitous discussion forum to facilitate knowledge sharing for lifelong learning. British Journal of Educational Technology, 37 (6), 917-935.
• Weiser, E. (2000). Gender differences in Internet use patterns and Internet application preferences: A two-sample comparison. CyberPsychology & Behavior, 4, 167–178
• Whitley, B. E., Jr. (1997). Gender differences in computer-related attitudes and behaviors: A meta-analysis. Computers in Human Behavior, 13, 1-22.
• Whitworth, S., & Berson, M.J. (2003). Computer technology in the social studies: An examination of the effectiveness literature (1996-2001). Contemporary Issues in Technology and Teacher Education, 2(4), 472-509.
• Wright, V., & Wilson, E. (2009). Using technology in the social studies classroom: The journey of two teachers. The Journal of Social Studies Research, 33(2), 133-154.
• Yau, H.K. & Cheng, A.L.F. (2012). Gender difference of confidence in using technology for learning. The Journal of Technology studies, 38(2). Retrieved 10 January, 2013, from the World Wide Web: http://scholar.lib.vt.edu/ejournals/JOTS/v38/v38n2/yau.html
• Yilmaz, H. & Sahin, S. (2011). Pre-Service teachers' Epistemological beliefs and Conceptions of Teaching. Australian Journal of Teacher Education: 36(1), 73-88.
• Yuen, H.K. & Ma, W.K. (2002). Gender differences in teacher computer acceptance. Journal of Technology and Teacher Education, 10(3), 365-382.