Örgütleyici Yapı İskelesi Tekniğinin Öğretmen Adaylarının Not Alma Becerilerine ve Akademik Başarılarına Etkisi

Year 2019, Volume: 45 Issue: 45, 190 - 210, 03.01.2019

Buket Aslandağ , Gökhan Çetinkaya

Abstract

Not alma, öğrenme-öğretme sürecinde
öğrenenin dikkatini öğrenilecek konuya vermesini sağlayan, etkili dinleme
becerisi geliştirmesine yardımcı olan ve öğrenmenin niteliğini artıran bir
eylemdir.  Eş zamanlı olarak öğrenenlerin
farklı duyularını kullanmalarına olanak tanıyan not alma eylemi etkin bir
öğrenme faaliyetinin gerçekleşmesinde önemli bir değişkendir. Not alma sürecinde
öğrenenlerin, sürece uyum sağlamakta, öğretmenlerin hızlarına yetişmede veya
hazır bulunuşluklarının düşük olduğu durumlarda yeni öğrenme malzemesinin
önemli bölümlerini ayırt etmekte sorun yaşamaları olasıdır. Örgütleyici yapı
iskelesi not alma tekniği, öğrenenlere anlamlı ve düzenli not almaya ilişkin
kolaylık sağlayan bir teknik olarak bazı eğitimciler tarafından tercih
edilmektedir.  Bu bağlamda, karma
nitelikli bu araştırmada katılımcıların not alma biçimleri ile performansları
arasındaki ilişkinin saptaması amaçlanmıştır. Araştırmanın çalışma grubunu bir
devlet üniversitesindeki eğitim fakültesi öğrencileri oluşturmaktadır. 60
öğrencinin yer aldığı araştırmada deney grubunda örgütleyici yapı iskelesi not
alma tekniği uygulanırken, kontrol grubu deney sürecinde not alma konusunda kendi
tercihlerine bırakılmıştır. Elde edilen verilerin çözümlenmesi sonucunda deney
grubundaki katılımcıların örgütleyici yapı iskelesi not alma puanları ile konu
alanı performans puanları arasında pozitif yönde kuvvetli bir ilişki olduğu
görülmüştür. Yapılan yarı-yapılandırılmış görüşmeler neticesinde örgütleyici
yapı iskelesi not alma tekniğinin katılımcılara konunun bütününe hakim
olabilme, ön bilgilerle ilişkilendirebilme, öğretim elemanının hızına uyum
sağlayabilme, anlaşılır ve rasyonel not tutabilme gibi üstünlükleri olduğunu
ortaya konmuştur. 

Keywords

yapı iskelesi, not alma

The Effect of Organized Scaffolding Technique on Note-Taking Skills and Academic Achievement of Pre-Service Teachers

Abstract

Note-taking is an action that helps the learner to pay attention to the topic to be learned in the learning-teaching process, aids to develop effective listening skills, and enhances the quality of learning. Note-taking enabling the learners to use different senses simultaneously is an important variable in the effective learning process. In the note-taking process, learners may have problems in adaptation to the process, in keeping up with the pace of teachers or in distinguishing important parts of the new learning materials in the situations where they are not ready. Organized scaffolding note-taking technique is preferred by some educators as a technique that provides easiness and meaningful note-taking for learners. Concordantly, the relationship between note-taking styles and academic achievement of the participants was aimed to detect in this mixed study. The working group of the study consisted of undergraduates attending the faculty of education at a state university. In the study where 60 students were involved, the control group was left to their own preference to take notes in the experimental process while being applied Organized scaffolding technique in the experimental group. As a result of the analysis of the data, it was found out that participants in the experimental group had a strong positive relationship between Organized scaffolding grade points and subject area performance scores. In consequence of the semi-structured interviews, it has been revealed that Organized scaffolding technique has the advantages of being able to have a comprehensive knowledge in the subject, to be able to relate to the preliminary information, to adapt to the speed of the instructor, and to keep rational and comprehensible notes.

Keywords

scaffolding, note-taking, pre-service teachers

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