Intellectual Risk Taking When Learning about Technology: Case of Prospective Science Teachers

Yıl 2019, Cilt: 39 Sayı: 1, 37 - 61, 20.03.2019

Mustafa Serdar Köksal , Pınar Köseoğlu

Öz

Learning about technology in a classroom
environment necessitates intellectual risk taking because intellectual risk
taking involves active participation in learning. Hence prospective science
teachers should adopt high intellectual risk-taking levels when learning about
technology to improve their participation in learning. By determining their
level of intellectual risk taking and ways of promoting such risk taking, we
can decide on the degree of intellectual risk taking of prospective teachers
and which ways of increasing intellectual risk taking are effective in learning
about technology. Accordingly, this study explores the intellectual risk-taking
levels of prospective science teachers when learning about technology and ways
of increasing intellectual risk taking during their learning. The participants
comprised 207 prospective science teachers from departments of science
education at universities in Turkey. For the data collection, three
“intellectual risk-taking questionnaires about learning technology” and
“personal information forms” were utilized. For analysing data, inductive content
analysis was used. The findings revealed that the intellectual risk-taking
level of prospective teachers was higher than their avoidance of taking
intellectual risks. The findings also showed that conditions of intellectual
risk taking are an important factor in taking intellectual risks when learning
about technology. This study provides implications for shaping an environment
in which to take the required level of intellectual risk in learning about
technology in teacher education programmes and presents examples of
intellectual risk taking.

Intellectual Risk Taking When Learning about Technology: Case of Prospective Science Teachers

Öz

Sınıf ortamında teknolojiyi öğrenmek, zihinsel risk
almayı gerektirdiğinden, öğrenme sürecine aktif katılım gerektirir. Bu nedenle,
fen bilgisi öğretmenleri, öğrenmeye katılımlarını geliştirmek için teknoloji
hakkında bilgi alırken, yüksek zihinsel risk almayı benimsemelidir. Zihinsel
risk alma düzeylerini ve bu tür riskleri almanın yollarını belirleyerek,
öğretmen adaylarının zihinzel risk alma derecesine ve zihinzel risk alma
süreçlerini hangi yollarla geliştireceğine karar verebiliriz. Bu çalışma, fen
bilgisi öğretmenlerinin zihinzel risk alma düzeyleri araştırılmıştır.
Katılımcıları Türkiye'deki üniversitelerde fen eğitimi bölümlerinden 207
öğretmen adayı oluşturdu. Veri toplama için “öğrenme teknolojisine ilişkin zihinzel
risk alma anketleri” ve “kişisel bilgi formları” kullanılmıştır. Verileri
analiz etmek için tümevarımcı içerik analizi kullanıldı. Bulgular, öğretmen
adaylarının zihinsel risk alma düzeylerinin zihinzel risk almalarından daha
yüksek olduğunu ortaya çıkarmıştır. Bulgular ayrıca, zihinzel risk alma
koşullarının, teknolojiyi öğrenirken zihinzel risklerin alınmasında önemli bir
faktör olduğunu göstermiştir. Bu çalışma, öğretmen eğitimi programlarında
teknoloji hakkında bilgi sahibi olmak için gerekli zihinzel risk düzeyini
yakalayabilecek ve zihinzel risk alma örneklerini sunacak bir ortamın
şekillendirilmesi için anlamlar sunmaktadır.

Anahtar Kelimeler

Intellectual risk taking, Learning about technology, Prospective science teachers

Kaynakça

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