Fizik öğretmenlerinin ve fizik öğretmen adaylarının uzaktan eğitime yönelik tutumlarının incelenmesi
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Dosyalar
Tarih
2023
Yazarlar
Dergi Başlığı
Dergi ISSN
Cilt Başlığı
Yayıncı
Necmettin Erbakan Üniversitesi Eğitim Bilimleri Enstitüsü
Erişim Hakkı
info:eu-repo/semantics/openAccess
Özet
Bu çalışma, fizik öğretmenlerinin ve fizik öğretmen adaylarının uzaktan eğitime yönelik tutumlarının
incelenmesi amacıyla 2021-2022 eğitim-öğretim yılında yapılmıştır. Bu amaçla Ağır, Gür ve Okçu (2007)
tarafından geliştirilen ''Uzaktan Eğitim Tutum Ölçeği'' veri toplama aracı olarak kullanılmıştır. Online anket
formuna dönüştürülen ''Uzaktan Eğitim Tutum Ölçeği'' öncelikle geçerlik ve güvenirlik analizleri için farklı
branşlardan 52 öğretmene uygulanmıştır. Geçerlik ve güvenirlik analizleri sonucunda ortaya çıkan son ölçek
57'si kadın, 43'ü erkek toplam 100 fizik öğretmenine ve Necmettin Erbakan Üniversitesi Ahmet Keleşoğlu
Eğitim Fakültesi Fizik Eğitimi Anabilim Dalında öğrenim görmekte olan 28'i kadın, 15'i erkek toplam 43 fizik
öğretmen adayına online olarak uygulanmıştır. Veri analizi için SPSS 15.0 programı kullanılmıştır.
Fizik öğretmenlerinin uzaktan eğitime yönelik tutumları; cinsiyet, çalışılan kurum, mesleki kıdem ve
öğrenim durumu değişkenlerine göre incelenirken, fizik öğretmen adaylarının tutumları; cinsiyet ve sınıf düzeyi
değişkenlerine göre incelenmiştir. Araştırma sonuçlarına göre fizik öğretmenlerinin cinsiyet ve öğrenim durumu
ile uzaktan eğitime yönelik tutumları arasında anlamlı bir fark ortaya çıkmamış fakat fizik öğretmenlerinin
çalıştıkları kurum ve mesleki kıdemleri ile uzaktan eğitime yönelik tutumları arasında anlamlı bir farklılık ortaya
çıkmıştır. Özel okullarda görev yapan fizik öğretmenlerinin uzaktan eğitime yönelik tutum puanlarının devlet
okullarında görev yapan fizik öğretmenlerine göre anlamlı düzeyde yüksek olduğu tespit edilmiştir. Ayrıca
mesleki kıdemi 6-10 yıl olan fizik öğretmenlerinin uzaktan eğitimin avantajlarına yönelik tutum puanlarının
mesleki kıdemi 11-15 yıl olan fizik öğretmenlerine göre anlamlı düzeyde düşük olduğu ortaya çıkmıştır. Öte
yandan fizik öğretmeni adaylarının uzaktan eğitime yönelik tutumlarının cinsiyet ve sınıf düzeyi değişkenlerine
göre farklılaşmadığı tespit edilmiştir.
This study was conducted to examine the attitudes of physics teachers and physics teacher candidates towards distance education in the 2021-2022 academic year. For this purpose, the ''Distance Education Attitude Scale'' developed by Ağır, Gür and Okçu (2007) was used as a data collection tool. The Distance Education Attitude Scale, which was converted into an online questionnaire, was first applied to 52 teachers form different branches for validity and reliability analysis. The final scale, which emerged as a result of the validity and reliability analyzes, was applied online to a total of 100 physics teachers, 57 of whom were female, 43 male and 43 physics teacher candidates, 28 female and 15 male, studying in the department of education physics education at Necmettin Erbakan University Ahmet Keleşoğlu. SPSS 15.0 program was used in the analysis of the data. While physics teachers‟ attitudes towards distance education were analyzed by the variables of gender, institution, Professional seniority and educational status, the attitudes of physics teacher candidates was analyzed by their gender and grade level variables. According to the results of the research, while there was no significant difference between the genders and educational status of physics teachers and their attitudes towards distance education, there was a significant difference between the institutions and professional seniority of the physics teachers and their attitudes towards distance education. It was determined that the attitude scores of the physics teachers working in private schools towards distance education were significantly higher than the physics teachers working in public schools. In addition, it was revealed that the attitude scores of physics teachers with 6-10 years of professional seniority towards the advantages of distance education were significantly lower than those of physics teachers with 11-15 years of professional seniority. On the other hand, it was determined that there was no significant difference between the attitudes of physics teacher candidates towards distance education and their gender and grade levels.
This study was conducted to examine the attitudes of physics teachers and physics teacher candidates towards distance education in the 2021-2022 academic year. For this purpose, the ''Distance Education Attitude Scale'' developed by Ağır, Gür and Okçu (2007) was used as a data collection tool. The Distance Education Attitude Scale, which was converted into an online questionnaire, was first applied to 52 teachers form different branches for validity and reliability analysis. The final scale, which emerged as a result of the validity and reliability analyzes, was applied online to a total of 100 physics teachers, 57 of whom were female, 43 male and 43 physics teacher candidates, 28 female and 15 male, studying in the department of education physics education at Necmettin Erbakan University Ahmet Keleşoğlu. SPSS 15.0 program was used in the analysis of the data. While physics teachers‟ attitudes towards distance education were analyzed by the variables of gender, institution, Professional seniority and educational status, the attitudes of physics teacher candidates was analyzed by their gender and grade level variables. According to the results of the research, while there was no significant difference between the genders and educational status of physics teachers and their attitudes towards distance education, there was a significant difference between the institutions and professional seniority of the physics teachers and their attitudes towards distance education. It was determined that the attitude scores of the physics teachers working in private schools towards distance education were significantly higher than the physics teachers working in public schools. In addition, it was revealed that the attitude scores of physics teachers with 6-10 years of professional seniority towards the advantages of distance education were significantly lower than those of physics teachers with 11-15 years of professional seniority. On the other hand, it was determined that there was no significant difference between the attitudes of physics teacher candidates towards distance education and their gender and grade levels.
Açıklama
Yüksek Lisans Tezi
Anahtar Kelimeler
Uzaktan Eğitim, Fizik Eğitimi, Tutum, Fizik Öğretmeni, Fizik Öğretmen Adayı, Distance Learning, Physics Education, Attitude, Physics Teacher, Physics Teacher Candidates
Kaynak
WoS Q Değeri
Scopus Q Değeri
Cilt
Sayı
Künye
Özmen, E. (2023). Fizik öğretmenlerinin ve fizik öğretmen adaylarının uzaktan eğitime yönelik tutumlarının incelenmesi. (Yayımlanmamış yüksek lisans tezi). Necmettin Erbakan Üniversitesi, Eğitim Bilimleri Enstitüsü, Matematik ve Fen Bilimleri Eğitimi Anabilim Dalı, Konya.
