Coğrafya Öğretmenlerinin Bilimsel Araştırma Süreç Becerileriyle İlgili İnanç Düzeyleri (Doğu Karadeniz Örneği)

Belief Levels of Geography Teachers Related to Scientific Research Process Skills (an Eastern Black Sea Region Case)

Özet

Coğrafya öğretmenlerinin bilimsel araştırma süreç becerileri inanç düzeyleriyle ilgili düşüncelerinin araştırıldığı bu araştırmanın amacı, coğrafya öğretmenlerinin araştırma süreç becerileri inanç düzeylerinin belirlenmesidir. Araştırmanın çalışma grubunu Ordu, Giresun, Rize, Trabzon illerinde bulunan liselerde görev yapan toplam 152 coğrafya öğretmeni oluşturmaktadır. Araştırma, tarama modelinde gerçekleştirilmiştir. Veri toplama aracı olarak araştırmacılar tarafından bu araştırma için geliştirilmiş olan "Bilimsel Araştırma Süreç Becerileri İnanç Ölçeği/BASBİÖ" uygulanmıştır. BASBİÖ 5'li likert tipinde, 53 madde ve üç boyutludur. 1. Araştırmanın önkoşullarını yerine getirme (8 madde), 2. Araştırma önerisi yazabilme (27 madde), 3. Araştırmayı sonuçlandırma (18 madde) BASBİÖ ölçeği boyutlarıdır. Ölçekten elde edilen veriler microsoft excel programına girilmiştir. Verilerle yüzde, sıklık, ortalama, standart sapma gibi betimsel istatistik hesaplamaları ve tek yönlü varyans analizi hesaplamaları yapılmıştır. Elde edilen verilere göre; coğrafya öğretmenlerinin bilimsel araştırma süreç becerileri inançları oldukça düşüktür. Bunun için coğrafya öğretmenleri hizmet içi eğitime alınmalıdır

Abstract

Research skill is one of the skills that was supposed to be acquired as result of learning approaches, aimed at Ministry of National Education curriculum and that served to the idea of raising who can search, produce and learn to learn. It is clear that students’ acquiring the skill of research that requires a scientific viewpoint mainly depends on professional knowledge and experience and competence of teachers. Research skills substantially require scientific process skills. Scientific process skills facilitate learning besides providing students to be active, developing the feeling of taking responsibility of their own learning, increasing the permanence of learning, and getting students acquire research methods and techniques. Four fundamental dimensions of a research related to the scientific research process skills are significant. These are collecting the data, organizing the data, processing the data and conveying the results. During the process of data collection, the skills of observation, research, reference points, asking questions, interview, review, reference interpretation, and technology can be benefited. During the process of organizing the data, it is necessary to use the skills of classification, sorting, using the technology for organizing the data, etc. after organizing the data, data processing skills are required to interpret the data. The skills such as interpreting, recognizing the patterns, establishing the relationship, analysis, synthesis and evaluation are used in this process. In the final dimension, revealed results are conveyed. The purpose of this research was to determine the belief levels of geography teachers related to scientific research process skills, and to reveal in which dimensions of scientific research process skills they felt themselves strong, and in which they felt weak. The research was carried out on screening model in order to reveal beliefs of geography teachers carrying on their duties in high schools related to “scientific research process skills.” For that reason, questionnaire was used as the data collection tool. The study group of the research included totally 152 geography teachers carrying on their duties in high schools in Ordu, Giresun, Rize and Trabzon provinces. In the research, “Scientific Research Process Skills Belief Scale” (SRPSBS) developed by the researchers for this study was used. Cronbach Alpha reliability coefficient of the scale was calculated to be .98.5. The scale was on five-point Likert type, had three (3) dimensions, and included totally fifty-three (53) items. The data obtained from the scale were entered into Microsoft Excel program. In accordance with the purposes of the research, descriptive statistical calculations such as percentage, frequency, average, and standard deviation, and one-way variance analysis calculations were conducted. When belief levels of the geography teachers related to the scientific research process skills were analyzed, the teachers were noticed to have negative belief levels, and the reasons for this were not coding the data, not determining the problem status, and not fulfilling internet literature review. It was concluded in terms of gender according to the scientific research process skills of geography teachers that score averages of the female geography teachers were relatively higher rather than the score averages of male geography teachers; however, this result had no statistically significant difference. It was determined that the highest average score of geography teachers according to the scientific research process skills in terms of period of service was on teachers with 11-15 years professional seniority and the lowest average score was on teachers with 21 years and over professional seniority; however this difference was not statistically significant; and in terms of graduated school, score average of the geography teachers who graduated from arts-science faculties was higher rather than the score averages of the geography teachers who graduated from educational faculties and other faculties; however, this difference was not statistically significant. The highest average scores according to the educational status of geography teachers were on master degree and doctoral status, and the lowest average scores were on associate degree; and this difference was concluded to be significant. In the study carried out by Çalışkan (2008), it was determined that perceptions of teachers on research-based learning approach were higher rather than the perceptions of administrators. Furthermore, it was also stated that perception levels of females related to the research-based learning approach were higher rather than the males, and there was a negative significant relationship between professional seniorities of the educationalists and their perception levels. In his study, Akar (2007) revealed that mixed approach was adopted on critical thinking and research skills, and students could change according to age groups and teachers could change according to their educational status. In their study, Karapınar, Şaşmaz Ören (2015) concluded that the significant difference between the grades was in favor of the 3rd grades, and 3rd grade students had higher scores rather than the other grades. The teachers with research skill also have the competences such as observation, classification, measurement, making inferences, suggesting hypothesis and experimentation as scientific process skills. The teachers with all these competences can be considered not to have difficulty in getting their students acquire the skills the curriculum aims. In his study, Mecit (2006) concluded that research-based teaching provided positive contributions upon critical thinking levels. The enormous information explosion of the information age has increased in all branches of science as well as in geography every passing minute. New information and concepts have been followed hard through the appearance of consta