Publication: Müzik öğretmeni adaylarının koro eğitiminde işbirlikli öğrenmenin işlerliği
Abstract
Bu araştırmada, aktif öğrenme yöntemlerinden işbirlikli öğrenme yöntemine göre tasarlanan çoksesli koro eğitiminin, müzik öğretmeni adaylarının bilişsel, duyuşsal ve devinişsel boyutları üzerindeki etkisi ile işbirlikli öğrenme yöntemine ilişkin düşüncelerinin belirlenmesi amaçlanmıştır. Bu amaç doğrultusunda araştırma, nitel araştırma yöntemlerinden eylem araştırmasına uygun olarak yürütülmüştür. Çalışma grubunun belirlenmesinde, eylem araştırmasına uygun olarak bilgi açısından derinlemesine incelemeye olanak tanıması itibariyle, amaçsal örnekleme yöntemi kullanılmıştır. Araştırmanın çalışma grubunu, 2021-2022 eğitim-öğretim yılında, Marmara Üniversitesi Atatürk Eğitim Fakültesi Güzel Sanatlar Eğitimi Bölümü Müzik Eğitimi Anabilim Dalında Çoksesli Koro-I dersi alan öğrenciler arasından belirlenen 11 öğrenci oluşturmaktadır. Araştırmada veri toplama araçları olarak; kişisel bilgi formu, koro başarı testi, koro performansı jüri değerlendirme formu, koro performansı öz değerlendirme formu, yapılandırılmış gözlem formu, araştırmacı ve öğrenci günlükleri, öğrenci görüşleri ile işbirlikli derslere yönelik video ve fotoğraf kayıtları kullanılmıştır. Koro Başarı testinden elde edilen puanların analizinde, dağılım normal olmadığı için non-parametrik testler kullanılmış olup, jüri değerlendirme formu ve öz değerlendirme formu ile elde edilen verilerin analizi frekans ve yüzde hesaplaması ile yapılmıştır. Öğrenci günlükleri ile öğrenci görüşlerine içerik analizi uygulanmıştır. Araştırma kapsamında, araştırmacı tarafından geçerlik ve güvenirlik çalışmaları yapılan koro başarı testi ile koro performansı jüri değerlendirme formu ve koro performansı öz değerlendirme formu alana kazandırılmıştır. Bu araştırma, çoksesli koro eğitimini geliştirmeye yönelik olarak hazırlanan işbirlikli çoksesli koro eğitimi ders planlarına uygun olarak, birlikte öğrenme tekniği kullanılarak haftada 2 saat olmak üzere toplam 11 hafta boyunca, Müzik Eğitimi Koro Salonunda yürütülmüştür. Araştırma sonuçlarına göre, müzik öğretmeni adaylarının koro eğitiminde, işbirlikli öğrenme yöntemi uygulaması öncesinde ve sonrasında, koro başarı testi ile elde edilen puanlarının Wilcoxon İşaretli Sıralar Testi ile sınanması sonucunda, öğretmen adaylarının koro bilgi düzeyleri arasında son test lehine istatistiksel bakımdan olumlu yönde farklılık olduğu görülmüştür. Koro eğitiminde uygulanan işbirlikli öğrenme yönteminin içerik analizi sonucunda, öğretmen adaylarının koro dersine yönelik tutumları üzerinde olumlu yönde farklılık yarattığı sonucuna ulaşılmıştır. Müzik öğretmeni adaylarının koro eğitiminde, işbirlikli uygulamalar boyunca koro performansları ve koro performansı öz değerlendirmelerinin düzenli olarak arttığı görülmüştür. Müzik öğretmeni adayları tarafından tutulan günlüklerde, koro eğitiminde işbirlikli öğrenme yönteminin kullanımına ilişkin olarak, derse yönelik düşünceler, öğretmene yönelik düşünceler ve işbirlikli öğrenme yöntemine yönelik düşünceler temaları altında olumlu yönde görüşler ifade ettikleri gözlenmiştir.
In this research, it was aimed to determine the effect of choir education designed to the cooperative learning method from active learning methods, on the cognitive, affective and psychomotor dimensions of prospective music teachers and their thoughts about the cooperative learning method. For this purpose, the research was carried out in accordance with the action research which is one of the qualitative research methods. In order to determine the sampling group, a purposive sampling method was used, which allows for in-depth study in terms of information in accordance with action research. The sampling group of the research consists of 11 students selected among the students who took Polyphonic Choir-I lesson in the Marmara University Atatürk Faculty of Education Fine Arts Education Department of Music Teacher Education in the 2021-2022 academic year. As data collection tools in the research, personal information form, choir achievement test, choral performance jury evaluation form, choral performance self-evaluation form, the student and the researcher diaries, structured observation form, student opinions for cooperative lessons, videos and photo recordings were used. In the analysis of the scores obtained from the choir achievement test, non-parametric tests were used because the distribution was not normal and the analysis of the data obtained with the jury evaluation form and the self-evaluation form was performed by frequency and percentage calculations. Content analysis was applied to student diaries and student opinions. Within the scope of the research, the choir achievement test, the choral performance jury evaluation form and choral performance self-evaluation form whose validity and reliability studies were carried out by the researcher were introduced to the field. This research was conducted in the choir hall of the Department of Music Education for a total of 11 weeks, 2 hours a week, using the Co-learning technique in accordance with the cooperative polyphonic choir education lesson plans prepared to improve polyphonic choir education. According to the results of the research, as a result of testing the scores obtained by the choir achievement test with the Wilcoxon Signed Rank Test before and after the application of the cooperative learning method in choral education, it was seen that there was a statistically positive difference between the choral knowledge levels of the prospective teachers in favor of the post-test. As a result of the content analysis of the cooperative learning method applied in choir education, it was concluded that it has a positive effect on the attitudes of prospective teachers towards choir lessons. It has been observed that choral performance self-evaluations and choral performances have increased regularly in the choir education of prospective music teachers throughout the cooperative practices. In the student diaries, it was observed that they expressed positive views on the utilize of the cooperative learning method in choir education under the themes of thoughts about the lesson, thoughts about the teacher and thoughts about the cooperative learning method.
In this research, it was aimed to determine the effect of choir education designed to the cooperative learning method from active learning methods, on the cognitive, affective and psychomotor dimensions of prospective music teachers and their thoughts about the cooperative learning method. For this purpose, the research was carried out in accordance with the action research which is one of the qualitative research methods. In order to determine the sampling group, a purposive sampling method was used, which allows for in-depth study in terms of information in accordance with action research. The sampling group of the research consists of 11 students selected among the students who took Polyphonic Choir-I lesson in the Marmara University Atatürk Faculty of Education Fine Arts Education Department of Music Teacher Education in the 2021-2022 academic year. As data collection tools in the research, personal information form, choir achievement test, choral performance jury evaluation form, choral performance self-evaluation form, the student and the researcher diaries, structured observation form, student opinions for cooperative lessons, videos and photo recordings were used. In the analysis of the scores obtained from the choir achievement test, non-parametric tests were used because the distribution was not normal and the analysis of the data obtained with the jury evaluation form and the self-evaluation form was performed by frequency and percentage calculations. Content analysis was applied to student diaries and student opinions. Within the scope of the research, the choir achievement test, the choral performance jury evaluation form and choral performance self-evaluation form whose validity and reliability studies were carried out by the researcher were introduced to the field. This research was conducted in the choir hall of the Department of Music Education for a total of 11 weeks, 2 hours a week, using the Co-learning technique in accordance with the cooperative polyphonic choir education lesson plans prepared to improve polyphonic choir education. According to the results of the research, as a result of testing the scores obtained by the choir achievement test with the Wilcoxon Signed Rank Test before and after the application of the cooperative learning method in choral education, it was seen that there was a statistically positive difference between the choral knowledge levels of the prospective teachers in favor of the post-test. As a result of the content analysis of the cooperative learning method applied in choir education, it was concluded that it has a positive effect on the attitudes of prospective teachers towards choir lessons. It has been observed that choral performance self-evaluations and choral performances have increased regularly in the choir education of prospective music teachers throughout the cooperative practices. In the student diaries, it was observed that they expressed positive views on the utilize of the cooperative learning method in choir education under the themes of thoughts about the lesson, thoughts about the teacher and thoughts about the cooperative learning method.
Description
Keywords
Active learning, Aktif öğrenme, Birlikte öğrenme Music education, Choir education, Co-Learning, Constructivism, Cooperative learning, Fine arts education, Güzel sanatlar eğitimi, İşbirlikli öğrenme, Koro eğitimi, Music, Müzik, Müzik eğitimi, Öğrenim ve öğretim, Öğretmenler, Study and teaching, Teachers, Yapılandırmacılık