AI Summary & Key Takeaways
AI InsightWhen the findings of the study are examined in terms of the relationship between the knowledge skills of students and their genders, it was found that male students scored highly in the items related to computer and internet, while, female students scored highly in preparing a report, citation, finding the differences and similarities between the sources.
📌 3 Key Takeaways
Abstract
In the present study, the knowledge literacy skills of candidate classroom teachers’ knowledge literacy skills were examined and the relationship between these skills and variables related to candidate teachers was also identified. The students of the Classroom Teacher Department (n=269) of AIBU Education Faculty formed the population of the present study. The data were collected by means of the “Knowledge Literacy Questionnaire” that has 35 items and was developed by Aldemir (2004). The findings of the study are summarized as follows. Candidate teachers reported that their knowledge literacy skills are not at a compelled level, a significant relationship was found between the grade level of the students and the knowledge skills of students in the following items as: identifying their knowledge needs, comprehending and understanding directions in electronic knowledge access systems, evaluating knowledge in terms of its reliability, using resources together and listing and selecting the appropriate technology. When the findings of the study are examined in terms of the relationship between the knowledge skills of students and their genders, it was found that male students scored highly in the items related to computer and internet, while, female students scored highly in preparing a report, citation, finding the differences and similarities between the sources. In addition to this, 53.42 % of the teacher candidates reported the fact that they wanted to get training on this subject
Özet
Bu çalýþmada eðitim fakültesinde okuyan öðretmen adaylarýnýn bilgi okuryazarlýðý becerileri incelenmiþ ve bu beceriler ile cinsiyet, sýnýf ve mezun olunan okul deðiþkenleri arasýnda iliþki olup olmadýðýný saptanmýþtýr. Araþtýrmanýn çalýþma evrenini AÝBÜ Eðitim Fakültesi Sýnýf Öðretmenliði Bölümü öðrencileri (N=269) oluþturmaktadýr. Verileri, Aldemir (2004) tarafýndan geliþtirilen 35 maddeden oluþan “Bilgi Okur-Yazarlýðý Anketi” ile toplanýlmýþtýr. Araþtýrmada elde edilen sonuçlardan bazýlarý þöyledir; Öðretmen adaylarýnýn bilgi okuryazarlýðý etkinliklerine yönelik beceri düzeyleri “zorlanmýyorum” düzeyindedir. Bilgi okuryazarlýðý becerileri açýsýndan sýnýflar arasýnda; bilgi gereksinimlerini tanýmlama, elektronik bilgi eriþim sistemlerindeki yönlendirici bilgileri anlama, bilgiyi güvenilirlik açýsýndan deðerlendirme, kaynaklarý birlikte kullanma ve listeleme, uygun teknolojiyi seçme gibi maddelerde anlamlý fark bulunmuþtur. Cinsiyetlerine göre incelendiðinde; bilgisayar ve internet kullanýmý ile ilgili maddelerde erkeklerin; rapor hazýrlama-kaynak gösterme, kaynaklarýn arasýndaki benzer ve farklý noktalarý bulma gibi konularda ise kýzlarýn daha baþarýlý olduðu tespit edilmiþtir. Öðretmen adaylarýnýn %53.42’si bu konuda eðitim almak istediklerini belirtmiþlerdir.