Ortaokul Öğretmenlerinin Tasarım Anlayışının Tasarımcı Bağlamında İncelenmesi1

Investigation of Design Understanding of Secondary School Teachers in Designer Context

Özet

Bu araştırmanın amacı farklı branşlarda görev yapan ortaokul öğretmenlerinin tasarım anlayışlarını tasarımcı bağlamında incelemektir. Bu amaç için nitel araştırma yöntemi çerçevesinde durum çalışması benimsenmiştir. Araştırmanın katılımcılarını 2018-2019 eğitim yılında Ankara’da resmi ve özel okullarda görev yapan farklı branşlardaki ortaokul öğretmenleri (N=90) oluşturmaktadır. Katılımcılar gönüllülük esasına bağlı olarak katılmışlardır. Verilerin toplanması amacıyla araştırmacılar tarafından oluşturulan ve 4 açık uçlu yapılandırılmış sorudan oluşan bir form kullanılmıştır. Sorular tasarımcı bağlamında bilgi, beceri ve güdüleyici faktörler çerçevesinde oluşturulmuştur. Geçerlik ve güvenirlik çalışması iki alan uzmanının görüşü ve pilot uygulama ile sağlanmıştır. Veriler yazılı olarak toplanmıştır ve formun doldurulması için süre sınırlaması yapılmamıştır. Katılımcılar kodlanarak tanımlanmıştır. Veriler içerik analizi yöntemiyle incelenmiştir. Analizde ortaya çıkan bulgular tema ve kodlar halinde sunulmuştur. Bulgularda ilgili tema ve kodlara ait katılımcı ifadelerine yer verilmiştir. Bulgularda öğretmenlerin bilgi açısından üç noktaya vurgu yaptıkları anlaşılmaktadır. Bunlar, teorik bilgi, malzemeyi tanıma ve malzemeyi kullanma bilgisidir. Beceri açısından tasarım anlayışlarına bakıldığında tasarımı bir beceri olarak görmeyenler olmasına rağmen birçoğunun tasarımı bir beceri olarak gördüğü anlaşılmaktadır. Tasarımı beceri olarak değerlendirenlere ait bulgular incelendiğinde ise bilişsel, duyuşsal ve psikomotor açıdan değerlendirmelerin yapıldığı görülmektedir. Son olarak kişiyi tasarıma yönelten unsurlar arasında ihtiyaçlar, merak-ilgi, yaratıcılık, değişim-yenilik, geliştirme, hayal gücü, yeni şeyler üretme arzusu ve öğretme isteği gibi unsurların yer aldığı görülmektedir. Sonuç olarak, farklı branşlarda görev yapan öğretmenlerin tasarım anlayışları tasarımcı bağlamında benzerlik ve farklılık göstermektedir. Bu benzerlik ve farklılıklar çerçevesinde değerlendirildiğinde tasarımcı bağlamında birçok faktörün tasarımda ve tasarımla bağlantılı birçok alanda dikkate alınması gerektiği düşünülebilir. Böylece bu çoklu bakış açısıyla daha nitelikli eğitimlerin sağlanabilmesi mümkün olabilecektir.

Abstract

Design is a concept that has gained a new meaning with industrial revolution, and since then, it has been used to express the aesthetic appearance and the problem-solving function of the tools, materials and equipment produced by machines apart from works of art (Bayburtlu, 2012). Most of the technological developments are evolutionary and there comes out plenty of innovations that are added to the original invention. Technological developments start with the desire to meet a specific need or fulfil a certain wish. These needs and wishes can belong to only one inventor or can be shared by millions of people. At that very moment, the process of deciding on a material requires a designer who will take action in line with the aforementioned wishes and needs. Within this context, the first thing to be done by the designer is to set forth the criteria of design, which means to answer the question of “What is this design supposed to serve for?” The second thing to be done by the designer is to work within the limits of various factors such as time, money and resource (ITEA, 2000). Atalayer (1997) defines design as a useful, duplicable and authentic product, and characterizes designer as a person who makes authentic productions. The method of case study, which is a qualitative research design, was used in this study. The participants of the study consisted of teachers who were teaching different lessons at secondary school level at various state and private schools in Ankara in 2018-2019 academic year (N=90). These teachers were of different gender and seniority, and they were teaching different lessons. The participants of the study were chosen on a voluntary basis through the method of availability sampling. “Design Understanding Views Form (DUVF)” was used to gather the qualitative data. The views form regarding design was composed of 4 open-ended structured questions and it was used in printed form. The form consisted of questions regarding how teachers define the concept of design and what they think about the qualities of a designer. The pilot study of the study was carried out with 9 participants that were chosen without any restrictions and inducement after “Design Understanding Views Form (DUVF)” was copied in printed form. The participants were informed about the study at the beginning of the pilot study and it was decided at the end of the pilot study that around an hour was enough to conduct the interview. Secondary school teachers that were teaching different lessons were asked 4 open-ended questions. The responses given by the teachers were analysed via the method of content analysis. The responses of the teachers to the questions included in the data collection tool were examined within the scope of the sub-problems. Starting from the point of the given responses, frequency tables were created, the concepts that displayed similarity were coded, the codes were unified, themes were created, the created themes were arranged and interpreted. Content analysis was made by two experts and the themes were created upon coding the opinions of the participants. The data were analysed meticulously in order to prevent any loss of data. Reliability was examined and consistency between the experts was found to be %90. When the gathered data were examined, it was clear that while the participant teachers were defining the concept of design, they mostly used phrases such as creating product(s), envisioning, re-arranging and creating the product, object or phenomenon, creativity, planning and designing, elements that make life easier. Apart from that, the study aimed at examining the teachers’ understanding regarding the qualities of designers. When considered from this point of view, the study was conducted at three dimensions. The initial dimension deals with the question of what can direct individuals to design. The second dimension aims at answering the questions of whether creating a design can be regarded as a skill or not, and if it is accepted to be a skill, which skills this encompasses. The third dimension is about information units that are necessary to create a design. It was found out at the end of the study that the participant teachers mostly expressed phrases such as needs, curiosity-interest, will to teach/learn, skill/ability and creativity as the elements that direct teachers to design. When the responses given by the teachers were examined according to the variables of gender and lesson that is taught, it was clear that most of the teachers evaluated design within the dimension of skill. The same result was attained when the skill dimension of the design was examined according to the variable of seniority. After the views of the teachers were analysed, the skills necessary for creating a design were divided into three themes, which can be listed as cognitive qualities, affective qualities and psychomotor qualities.