KaydedilenlerDerginizi ekleyin

Dergiler / Çukurova Üniversitesi Eğitim Fakültesi Dergisi / 2012 / Cilt: 41 - Sayı: 2

INVESTIGATION OF SOCIAL STUDIES TEACHERS’ REFLECTIVE THINKING LEVELS IN TERMS OF SOCIO-DEMOGRAPHIC CHARACTERISTICS (AN EXAMPLE OF ŞANLIURFA PROVINCE)

Mümtaz KARADAĞ
Fatma SADIK
Sayfa
29–42
Yayın Tarihi
2014-03-08
DOI
—
🏛️Bu makalenin bibliyografik verileri ve tam metin bağlantısı DergiPark üzerinden sağlanmıştır.
DergiPark Kaydı ↗
✨

Yapay Zeka Hızlı Bakış & Çıkarımlar

AI Insight
⚡ TL;DR(1 Cümlede Hızlı Çıkarım)

While there is no meaningful difference on the reflective thinking levels of the teachers on the basis of the length of service and the size of the location (province, district, village) they serve, it was found that the teachers with a length of service between 11 and 15 years have a higher reflective thinking tendency.

📌 3 Maddede Bu Makale

🎯
Amaç & Hipotez:Öz This research is a descriptive study for determining the reflective thinking levels of the social studies teachers.
📊
Temel Bulgular & Veri:The universe of the study is the social studies teachers working in Şanlıurfa within 2009-2010 education year.
💡
Sonuç & Katkı:While there is no meaningful difference on the reflective thinking levels of the teachers on the basis of the length of service and the size of the location (province, district, village) they serve, it was found that the teachers with a length of service between 11 and 15 years have a higher reflective thinking tendency.
🔬Tür:Araştırma Makalesi
📍Kapsam:2009-2010 Verileri
⚙️Değişkenler:Anahtar Kelimeler Social studies · Teacher · Reflective thinking

Özet

Öz This research is a descriptive study for determining the reflective thinking levels of the social studies teachers. The universe of the study is the social studies teachers working in Şanlıurfa within 2009-2010 education year. Due to the accessibility of the universe of the study, no sampling was employed for the research, 277 social studies teachers working in the towns and villages of Şanlıurfa provinces participated in the study voluntarily. In order to analyze the data collected by means of Reflective Teaching Tendency Scale by Semerci (2007), arithmetic mean, standard deviation, ANOVA, Mann Whitney U, Kruskall Wallis, and LSD tests were used. At the end of the study it was found that while the reflective thinking levels of the social study teachers were found very high, their most positive perception related to the reflective thinking skills was “Open-minded” dimension. Although there is no meaningful difference in the statistics performed, it was found that female teachers have a higher reflective thinking tendency in interrogating and effective teaching, teaching responsibility and scientific, researching, being foresighted and sincere dimensions and have more positive perceptions about their profession. While there is no meaningful difference on the reflective thinking levels of the teachers on the basis of the length of service and the size of the location (province, district, village) they serve, it was found that the teachers with a length of service between 11 and 15 years have a higher reflective thinking tendency.

🔖

Bu Makaleye Atıf Yap

KARADAĞ, M., SADIK, F. (2014). INVESTIGATION OF SOCIAL STUDIES TEACHERS’ REFLECTIVE THINKING LEVELS IN TERMS OF SOCIO-DEMOGRAPHIC CHARACTERISTICS (AN EXAMPLE OF ŞANLIURFA PROVINCE). Çukurova Üniversitesi Eğitim Fakültesi Dergisi, Cilt: 41 - Sayı: 2, 29–42. https://ajindex.com/articles/6282

📄 Tam Metin PDF Okuyucu

📄

PDF görüntüleyici hazırlanıyor...

Kaynakça (9)

  1. Aslan, G. (2009). Sınıf öğretmenlerinin yansıtıcı düşünme eğilimleri ile sürekli kaygı düzeyleri arasındaki ilişki. Yüksek Lisans Tezi, Yeditepe Üniversitesi Sosyal Bilimler Enstitüsü, İstanbul.
  2. Balcı, A. (1996). Etkili Okul: Kuram, uygulama ve araştırma. Ankara:
  3. Yavuz Dağıtım. Bolat, H. (2008). İlköğretim 6. sınıf sosyal bilgiler dersinde Obenchain ve Morris tarafından önerilen öğretim stratejilerinin öğrencilerin akademik, başarı, tutum ve kalıcılığına etkisi. Yüksek lisan Tezi, Çukurova Üniversitesi Sosyal Bilimler Enstitüsü, Adana. Brophy, J. E. (1988). Educating teachers about managing classrooms and students. Teaching and Teacher Education, 4 (1): 1–18.
  4. Chappin, S. R. & Messick, R.G. (1992). Elementary social studies: A practical guide (Second Edition). Longman, New York. Cruickshank D.R., Bainer D.L., & Metcalf K.K. (1995).
  5. The act of teaching. McGraw-Hill, USA. Doğanay, A. (2007). Üst düzey düşünme becerilerinin öğretimi, A. Doğanay (Ed.), Öğretim ilke ve yöntemleri. Pegem A Yayıncılık Tic. Ltd. Şti, Ankara, 279-331.
  6. Dolapçıoğlu, S.D. (2007). Sınıf öğretmenlerinin yansıtıcı düşünme düzeylerinin değerlendirilmesi. Yüksek Lisans Tezi, Mustafa Kemal Üniversitesi Sosyal Bilimler Enstitüsü, Hatay. Dorow, E. (1989). A critical pedagogy for social studies educators. University of Pittsburgh, USA. Doyle, W. (1986). Classroom organization and management, M. C. Wittrock (Ed.), Handbook of research on teaching. Mc. Millan, New York. Edwards, C.H. (1993). Classroom discipline and management. Macmillan Publishing Company, New York. Ekiz, D. (2006). Self-observation and peer observation: Reflective diaries of primary student- teachers. Elementary Education Online, 5 (1): 47-57.
  7. Erginel, S.Ş. (2006). Developing reflective teachers: A study on perception and improvement of reflection in pre-service teacher education. Yüksek Lisans Tezi, Ortadoğu Teknik Üniversitesi Sosyal Bilimler Enstitüsü, Ankara.
  8. Glickman, C.D. & Tamashiro, R.T. (1980). Clarifying teachers’ beliefs about discipline. Educational Leadership, March: 459-464.
  9. Gottfredson, D.C. (1986). Promising strategies for improving student behavior, ED 1.310/2: 315910. Güney, K. (2008). Mikro-yansıtıcı öğretim yönteminin öğretmen adaylarının sunu performansı ve yansıtıcı düşünmesine etkisi. Doktora Tezi, Fırat Üniversitesi Sosyal Bilimler Enstitüsü, Elazığ. İnce, V. M. (2006). İlköğretim 3, 4, 5, 6, 7 ve 8. sınıf öğrencilerinin yazılı anlatım becerilerinin ölçülmesi ve değerlendirilmesi. Yüksek Lisans Tezi, Muğ