Author :
Abstract
Eğitim- öğretim sürecinde akademik düşünme becerilerinin gelişiminin önemli olduğu düşüncesinden hareketle bu çalışmada, Türkçe öğretmen adaylarının akademik düşünme becerilerine ilişkin özdeğerlendirme yapmaları ve yapılan bu değerlendirmelerin incelenmesi amaçlanmıştır. Bu bağlamda araştırmanın problem tümcesi “Türkçe öğretmen adayları sahip oldukları akademik düşünme becerilerini hangi düzeyde tanımladı” olarak belirlenmiştir. Türkçe öğretmen adaylarının öğrenme, planlı çalışma, etkili okuma, dinleme, not alma, derse katılma, yazma, kütüphaneyi kullanma, sınava hazırlanma ve girme, motivasyon özellikleri bağlamında kendilerini değerlendirmeleri amaçlanan çalışmada, 10 bölüm ve 80 sorudan oluşan Yıldırım, Doğanay ve Türkoğlu’nun (2000) geliştirdiği ‘Ders çalışma ve öğrenme etkinliklerini değerlendirme testi’ ölçme aracı olarak kullanılmış ve 200 Türkçe öğretmen adayına uygulanmıştır. Uygulanan test 80 olumlu maddeden oluşan 5’li likert tipindedir. Öğretmen adaylarının 80 soruya verdiği yanıtlar (5) üst düzeyde yeterliyim, (4) yeterliyim, (3) orta düzeyde yeterliyim, (2) biraz yeterliyim, (1) hiç yeterli değilim olacak biçimde 1’den 5’e doğru puanlandırılarak SPSS 11.5 paket programında analiz edilmiştir. Sonuçta, Türkçe öğretmen adaylarının akademik çalışma becerileri bağlamında genel olarak kendilerini orta düzeyde yeterli gördükleri belirlenmiştir.
Keywords
Abstract
In this study, considering that the improvement of academic thinking skills is of importance to the in educational system, pre-service Turkish teachers were asked to assess themselves regarding their academic thinking skills. The aim was to analyze their self-assessment. In this regard the problematic sentence of this study is specified as “at which level do pre-service Turkish teachers define their academic thinking skills?” The objective of this study was to have pre- service Turkish teachers assess themselves in terms of learning, planned study, effective reading, listening, note-taking, class participation, writing, library use, preparing for and taking an exam and motivation. For this purpose, “the test to evaluate the study and learning activities”, which was devised by Yıldırım, Doğanay and Türkoğlu (2000), was used as the measurement instrument and it was applied to 200 pre-service Turkish teachers. This test consists of 10 sections and 80 questions. The test applied is Five- Point Likert Scale composed of 80 affirmative questions. The answers of pre-service teachers to the questions were scored between 1 and 5 and were analyzed with the SPSS 11.5 package programme. Their replies scored as “(5) I am highly competent, (4) I am competent, (3) I am fairly competent, (2) I am a little competent and (1) I am not competent at all. Consequently it was concluded that pre-service Turkish teachers regarded themselves, by and large, to be “fairly competent” in respect to their academic study skills.
Keywords
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