Publication: Sosyal bilgiler öğretmen adaylarının bazı genel coğrafya konuları ve bunların öğretimi ile ilgili öz-yeterlik algıları
Abstract
Sosyal Bilgiler öğretmen adaylarının genel coğrafya konuları ve bunların öğretimi ile ilgili öz-yeterlik algılarını belirlemeyi amaçlayan bu araştırmada aşağıdaki sorulara cevap aranmıştır: 1. Sosyal Bilgiler öğretmen adaylarının genel coğrafya konuları ve bunların öğretimi ile ilgili öz-yeterlik algıları nelerdir? 2. Sosyal Bilgiler öğretmen adaylarının genel coğrafya konuları ve bunların öğretimi ile ilgili öz-yeterlik algıları cinsiyetlerine, üniversitelerine, mezun oldukları lise türüne, coğrafya dersini sevip sevmeme durumlarına göre farklılaşmakta mıdır? Araştırmada tarama model kapsamında karma modele yer verilmiştir. Verilerin toplanmasında, araştırmacılar tarafından geliştirilen 28 sorudan oluşan üçlü, 13 sorudan oluşan beşli likert tipi olmak üzere 41 soruluk ölçek veri toplama aracı kullanılmıştır. Araştırma evrenini üniversitelerin Sosyal Bilgiler Öğretmenliği alanında eğitim veren Eğitim Fakültelerinde yer alan öğrenciler, örneklemi ise 6 üniversitenin Sosyal Bilgiler Öğretmenliği Anabilim Dalı son sınıf öğrencileri oluşturmuştur. Veri toplama aracı ile elde edilen veriler bilgisayar ortamında analiz edilerek, literatürden faydalanılarak yorumlanmıştır. Sosyal Bilgiler öğretmen adayları arasında; genel coğrafya konularını öğretebilir yeterliğine sahip olduğunu düşünenlerin oranı yüksek olmasına karşılık, “dünyanın oluşum safhaları, yeryüzünde basınç merkezleri ve bunların etkileri ile yeryüzünün şekillenmesinde etkili olan iç kuvvetler” gibi konularda zayıf olduklarına inanların da bulunduğu tespit edilmiştir. Araştırmadan elde edilen sonuçların Sosyal Bilgiler öğretmen adaylarının coğrafya konuları ilgili yeterlilikleri ve bu konuların öğretimi ile ilgili öz yeterlilik algılarının geliştirilmesi konusunda faydalı olması beklenmektedir.
Answers to the following questions were examined in this study, which aims to determine the prospective Social Studies teachers’ self-efficacy perceptions on geographical subjects and their teaching procedures: 1-What are the prospective Social Studies teachers’ self-efficacy perceptions on general geographical subjects and their teaching procedures? 2-Do the prospective Social Studies teachers ‘self-efficacy perceptions on general geographical subjects and their teaching procedures differentiate according to the variables of gender, university, type of high schools which they graduated from, and whether they like the geography course or not? Within the scope of survey model, the mixed model was used in this study. A scale developed by the researchers and consisting of 41 questions was used as a measurement tool. 28 items of the scale were three-point Likert-type and 13 of them were five-point Likert-type. The universe of the study consisted of students studying at Faculties of Education, which educate Social Studies teachers, and the sample consisted of final-year students studying at the Social Studies Education Departments of six universities. Data, which are collected by the measurement tool were analyzed on computer environment and interpreted in the context of the literature. Although the ratio of prospective Social Studies teachers who think that they have competency towards teaching general geographical subjects is high, it has been established that there were a few prospective teacher who were incompetent in some themes such as “earth’s formative stages, pressure centers on earth and their impacts, as well as the internal forces affecting formation of the earth’s formation process”. It is expected that the results, which were obtained from this study would provide benefits in terms of improvement of self-efficacy perceptions of prospective Social Studies teachers on geographical subjects and their teaching procedures.
Answers to the following questions were examined in this study, which aims to determine the prospective Social Studies teachers’ self-efficacy perceptions on geographical subjects and their teaching procedures: 1-What are the prospective Social Studies teachers’ self-efficacy perceptions on general geographical subjects and their teaching procedures? 2-Do the prospective Social Studies teachers ‘self-efficacy perceptions on general geographical subjects and their teaching procedures differentiate according to the variables of gender, university, type of high schools which they graduated from, and whether they like the geography course or not? Within the scope of survey model, the mixed model was used in this study. A scale developed by the researchers and consisting of 41 questions was used as a measurement tool. 28 items of the scale were three-point Likert-type and 13 of them were five-point Likert-type. The universe of the study consisted of students studying at Faculties of Education, which educate Social Studies teachers, and the sample consisted of final-year students studying at the Social Studies Education Departments of six universities. Data, which are collected by the measurement tool were analyzed on computer environment and interpreted in the context of the literature. Although the ratio of prospective Social Studies teachers who think that they have competency towards teaching general geographical subjects is high, it has been established that there were a few prospective teacher who were incompetent in some themes such as “earth’s formative stages, pressure centers on earth and their impacts, as well as the internal forces affecting formation of the earth’s formation process”. It is expected that the results, which were obtained from this study would provide benefits in terms of improvement of self-efficacy perceptions of prospective Social Studies teachers on geographical subjects and their teaching procedures.