Matematik öğretmenlerinin teknolojik pedagojik alan bilgileri ile uzaktan eğitime yönelik tutumları arasındaki ilişkiler
Küçük Resim Yok
Tarih
2022
Yazarlar
Dergi Başlığı
Dergi ISSN
Cilt Başlığı
Yayıncı
Harran Üniversitesi
Erişim Hakkı
info:eu-repo/semantics/openAccess
Özet
Bu araştırmanın amacı, Covid-19 salgın döneminde ortaokul matematik öğretmenlerinin Teknolojik Pedagojik Alan Bilgisi (TPAB) ile Uzaktan Eğitime Yönelik Tutumları (UEYT) arasındaki ilişkiyi incelemektir. İlişkisel tarama modeli ile yürütülen araştırmada veriler Kabakçı Yurdakul, Odabaşı, Kılıçer, Çoklar, Binici ve Kurt’un (2012) geliştirdiği TPACK- Deep ölçeği ve Kışla’nın (2016) geliştirmiş olduğu UEYT ölçeği ile toplanmıştır. Verilerin analizinde t-testi, tek yönlü ANOVA, basit korelasyon analizleri kullanılmıştır. Araştırma sonucunda ortaokul matematik öğretmenlerinin TPAB düzeyleri yüksek bulunurken, UEYT konusunda kararsız oldukları görülmüştür. Mesleki kıdem değişkeninde ise TPAB boyutlarında anlamlı bir farklılaşma görülmezken UEYT düzeyinde 16-20 yıl, 20 yıl ve üzeri görev yapan öğretmenler ile 6-10 yıl mesleki kıdeme sahip öğretmenler arasında, 16-20 yıl, 20 yıl ve üzeri öğretmenler lehine anlamlı farklılık olduğu görülmüştür. TPAB ile UEYT düzeyleri arasında ise anlamlı ve ters yönlü bir ilişki olduğu görülmüştür.
The aim of this study is to examine the relationship between the Technological Pedagogical Content Knowledge (TPACK) and Attitudes Towards Distance Education (ATDE) of secondary school mathematics teachers during the COVID-19 . The present study was conducted with the correlational survey model. The TPACK-Deep Scale developed by Kabakçı Yurdakul, Odabaşı, Kılıçer, Çoklar, Binici, and Kurt (2012) was used in the study to measure the level of TPACK, and the ATDE scale developed by Kışla (2016) was used to measure the level of ATDE. The present study was conducted with the correlational survey model. As a result of the research, it was seen that while secondary school mathematics teachers had high TPACK levels, they were undecided about ATDE. While there was no significant difference in the TPACK dimensions in the seniority variable, it was observed that there was a significant difference between the teachers who worked for 16-20 years and 20 years and more at the ATDE level, and the teachers with 6-10 years of seniority, in favor of the teachers who had 16-20 years and 20 years and more. It was observed that there was a significant and inverse relationship between TPACK and ATDE levels.
The aim of this study is to examine the relationship between the Technological Pedagogical Content Knowledge (TPACK) and Attitudes Towards Distance Education (ATDE) of secondary school mathematics teachers during the COVID-19 . The present study was conducted with the correlational survey model. The TPACK-Deep Scale developed by Kabakçı Yurdakul, Odabaşı, Kılıçer, Çoklar, Binici, and Kurt (2012) was used in the study to measure the level of TPACK, and the ATDE scale developed by Kışla (2016) was used to measure the level of ATDE. The present study was conducted with the correlational survey model. As a result of the research, it was seen that while secondary school mathematics teachers had high TPACK levels, they were undecided about ATDE. While there was no significant difference in the TPACK dimensions in the seniority variable, it was observed that there was a significant difference between the teachers who worked for 16-20 years and 20 years and more at the ATDE level, and the teachers with 6-10 years of seniority, in favor of the teachers who had 16-20 years and 20 years and more. It was observed that there was a significant and inverse relationship between TPACK and ATDE levels.
Açıklama
Anahtar Kelimeler
Uzaktan eğitim, Matematik öğretmenleri, Teknolojik pedagojik alan bilgisi, Uzaktan eğitim tutumu, Distance education, Mathematics teachers, Technological pedagogical content knowledge, Distance education attitude
Kaynak
Harran Maarif Dergisi
WoS Q Değeri
Scopus Q Değeri
Cilt
7
Sayı
2
Künye
Ulus, S.O. and Aşiroğlu, S. (2022). Matematik öğretmenlerinin teknolojik pedagojik alan bilgileri ile uzaktan eğitime yönelik tutumları arasındaki ilişkiler / The relationships between mathematics teachers’ TPACK and their attitudes towards distance education. Harran Maarif Dergisi. 7(2), s.203-223.
