Karakter ve Değerler Eğitimi Dersinin Proje Tabanlı Öğrenmeye Göre Düzenlenmesi
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2020
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info:eu-repo/semantics/openAccess
Özet
Bu çalışmanın amacı; karakter ve değerler eğitimi dersinin proje tabanlı öğrenmeye göre nasıl düzenlenebileceğini göstermek ve öğrencilerin bu yönteme göre düzenlenen derse karşı tutumlarını belirlemektir. Araştırma, nitel araştırma desenlerinden eylem araştırması ile gerçekleştirilmiş ve eylem araştırması döngüsü üç eylem aşamasından oluşmuştur. Çalışma grubunun belirlenmesinde “amaçlı örnekleme” yöntemi kullanılmıştır. Araştırmanın çalışma grubunu, Türkiye’deki bir devlet üniversitesinde Rehberlik ve Psikolojik Danışmanlık programında 2. sınıfta öğrenim gören 103 öğrenci oluşturmaktadır. Verilerin toplanmasında; “Süreç Değerlendirme Formu” ve “Öğrenci Mektupları” kullanılmıştır. Verilerin analizinde içerik analizi kullanılmıştır. Toplamda 16 hafta süren uygulama süreci proje tabanlı öğrenme yöntemi kullanılarak grup çalışması şeklinde yürütülmüştür. İlk dört hafta yüz yüze eğitim yapılmış, dördüncü haftadan sonra ise küresel salgın nedeniyle uzaktan eğitime geçilmiştir. Ders grup çalışması olarak düzenlenmiştir. Toplam 22 grup oluşturulmuştur. Bulgular; “Sürece Yönelik Olumsuz Görüşler” ve “Sürece Yönelik Olumlu Görüşler” olmak üzere iki başlık altında sunulmuştur. Araştırma sonucunda proje tabanlı öğrenme yöntemi ile işlenen dersin aktif katılımı arttırdığı, anlaşılır, verimli, öğretici, motive edici, keyifli, eğlenceli ve ilgi çekici olduğu sonucuna ulaşılmıştır. Proje tabanlı öğretim yönteminin uygulanmasının sonucunda öğrencilerin literatür tarama, problem durumu bulma, veri toplama, veri analizi, sonuç-öneri yazma ve raporlama gibi araştırma becerilerine ilişkin olumlu görüşlere sahip oldukları ve bu süreci öğretici buldukları görülmüştür. Araştırma sonucunda öğrencilerin grup çalışmasına ilişkin olumlu görüşlere sahip olduğu ve bu uygulamanın öğrenciler arası iletişimi geliştirdiği belirlenmiştir.
Today, it is seen that educational tasks are still interpreted with a very narrow perspective, and that emphasis is only on the transfer of knowledge rather than the development of the personality as a whole (Sutrop, 2015). It is clear that teaching methods that focus on memorizing knowledge will not work for gaining values. Therefore, in effective teaching, the use of the models which helps students improve their critical thinking, problem solving and collaboration skills, which is process-based, studentcentered, participatory, questioning-based and which encourage group learning and student participation come to the fore (Schwartz, Tessman & McDonald, 2013). One of these models that can be used effectively in values education is the project-based learning model. The aim of this study is to show how the character and values education course can be organized according to project-based learning and to determine students' attitudes towards the course organized according to this method. The study is structured in action research model, which is one of the qualitative research methods. This action research has been conducted in three stages. First of all, a general action plan was formed. Every action phase consisted of "preparation of the action plan", "application of the action plan", "collection of data on the action plan", "analysis of the collected data" and "evaluation of the findings" steps. The participants of the research were students who were in 2nd year of the Guidance and Counseling Program in a state university in Turkey. In the study, the students of the three different classes who were at that moment taking the course formed the study group. There were 103 students in the study group, 71 girls and 32 boys. The Character and Values Education course, which lasts 16 weeks in total, was carried out on a project basis. The course was organized as group work. A total of 22 groups were formed. The projects carried out by the students had three stages, family, environment and school. In the projects, 11 values were taken as basis which are "love", "compassion", "trust", "justice", "respect", "obedience", "respect", "sincerity", "helpfulness", "democracy" and "righteousness". Three weeks were given for each project. At the end of these three stages, all projects were combined and presented at the end of the term. "Process Evaluation Forms" and "Student Letters" were used as data collection tools. At the end of the first and second action plans, process evaluation forms were sent to the students by e-mail and these forms were collected from the students via e-mail. At the end of the first action plan, 99 and at the end of the second action plan, 95 process evaluation forms were collected. At the end of the third action plan, students were asked to write a letter via e-mail in which they evaluated the process. 94 student letters were collected at the end of the process. Data analysis process was carried out in three stages which are "organizing", "summarizing" and "associating / interpreting" (Kılıç, Aydın, Ökmen & Şahin, 2019). It the organizing stage, all data were grouped and made ready for analysis. Content analysis method was used in the data summarizing stage. In the association / interpretation stage, the resulting categories were interpreted by associating with each other. At the end of the research, it was found that the courses taught using the project-based learning method are understandable, efficient, instructive, motivating, increase active participation, and provide permanence. It was also found that the courses were beautiful, enjoyable, fun, pleasant, satisfying and interesting. As a result of the application of the project-based teaching method, it was seen that the students had positive views on research skills such as literature review, finding problem status, data collection, data analysis, result-proposal writing and reporting, and they found this process instructive. As a result of the research, it was observed that the students had positive opinions about group works and this practice improved communication among students. At the beginning of the semester, it was determined that there were problems such as difficulties in group works, inability to meet in common ideas, problems in setting up a common time, and not fulfilling their responsibilities. However, at the end of the semester, it was concluded that these opinions were changed greatly, and the group studies were found to be very positive in terms of communicating and interacting with friends, exchanging ideas, planning and making decisions together, and producing common and successful products by carrying out the application together.
Today, it is seen that educational tasks are still interpreted with a very narrow perspective, and that emphasis is only on the transfer of knowledge rather than the development of the personality as a whole (Sutrop, 2015). It is clear that teaching methods that focus on memorizing knowledge will not work for gaining values. Therefore, in effective teaching, the use of the models which helps students improve their critical thinking, problem solving and collaboration skills, which is process-based, studentcentered, participatory, questioning-based and which encourage group learning and student participation come to the fore (Schwartz, Tessman & McDonald, 2013). One of these models that can be used effectively in values education is the project-based learning model. The aim of this study is to show how the character and values education course can be organized according to project-based learning and to determine students' attitudes towards the course organized according to this method. The study is structured in action research model, which is one of the qualitative research methods. This action research has been conducted in three stages. First of all, a general action plan was formed. Every action phase consisted of "preparation of the action plan", "application of the action plan", "collection of data on the action plan", "analysis of the collected data" and "evaluation of the findings" steps. The participants of the research were students who were in 2nd year of the Guidance and Counseling Program in a state university in Turkey. In the study, the students of the three different classes who were at that moment taking the course formed the study group. There were 103 students in the study group, 71 girls and 32 boys. The Character and Values Education course, which lasts 16 weeks in total, was carried out on a project basis. The course was organized as group work. A total of 22 groups were formed. The projects carried out by the students had three stages, family, environment and school. In the projects, 11 values were taken as basis which are "love", "compassion", "trust", "justice", "respect", "obedience", "respect", "sincerity", "helpfulness", "democracy" and "righteousness". Three weeks were given for each project. At the end of these three stages, all projects were combined and presented at the end of the term. "Process Evaluation Forms" and "Student Letters" were used as data collection tools. At the end of the first and second action plans, process evaluation forms were sent to the students by e-mail and these forms were collected from the students via e-mail. At the end of the first action plan, 99 and at the end of the second action plan, 95 process evaluation forms were collected. At the end of the third action plan, students were asked to write a letter via e-mail in which they evaluated the process. 94 student letters were collected at the end of the process. Data analysis process was carried out in three stages which are "organizing", "summarizing" and "associating / interpreting" (Kılıç, Aydın, Ökmen & Şahin, 2019). It the organizing stage, all data were grouped and made ready for analysis. Content analysis method was used in the data summarizing stage. In the association / interpretation stage, the resulting categories were interpreted by associating with each other. At the end of the research, it was found that the courses taught using the project-based learning method are understandable, efficient, instructive, motivating, increase active participation, and provide permanence. It was also found that the courses were beautiful, enjoyable, fun, pleasant, satisfying and interesting. As a result of the application of the project-based teaching method, it was seen that the students had positive views on research skills such as literature review, finding problem status, data collection, data analysis, result-proposal writing and reporting, and they found this process instructive. As a result of the research, it was observed that the students had positive opinions about group works and this practice improved communication among students. At the beginning of the semester, it was determined that there were problems such as difficulties in group works, inability to meet in common ideas, problems in setting up a common time, and not fulfilling their responsibilities. However, at the end of the semester, it was concluded that these opinions were changed greatly, and the group studies were found to be very positive in terms of communicating and interacting with friends, exchanging ideas, planning and making decisions together, and producing common and successful products by carrying out the application together.
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Kaynak
Ondokuz Mayıs Üniversitesi Eğitim Fakültesi Dergisi
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Cilt
39
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2
