BAĞLANTICILIK TEORİSİ VE ÖĞRETMEN ADAYLARININ ÖĞRENME AĞLARININ SOSYAL AĞ ANALİZİ
Özet
Bu araştırmanın temel amacı, öğretmen adaylarının yeniöğrenmelerde en çok hangi kaynaklardan yararlandıklarını belirlemek vesınıf içi etkileşimlerde öğrenme ağlarının örüntüsünü ortaya çıkarmaktır.Sosyal ağ analizi ve nitel araştırma yaklaşımlarının birlikte kullanıldığıkarma araştırma yaklaşımıyla yürütülen araştırma, 2015-2016 öğretimyılında Sinop Üniversitesi Eğitim Fakültesinde öğretmen yetiştirmeprogramı içinde yer alan 56 öğrencinin katılımı ile gerçekleştirilmiştir.Araştırmanınörneklemiamaçlıörneklemeilebelirlenmiştir.Araştırmanın örneklemini belirtilen dönemde sınıf yönetimi dersinedevam eden öğretmen adayları oluşturmuştur. Araştırmanın verileriaraştırmacı tarafından oluşturulan veri formu ile yarı-yapılandırılmışgörüşme tekniği ile toplanmıştır. Araştırmanın analizlerinde nitelverilerde betimsel analiz; sosyal ağ verilerinde UCINET 6.0 yazılımı ile ağyapısı, yoğunluk, kümeleme, karşılılıklılık, geçişlilik, klik analizler vebağlantıların gücünün analizinde derece,yakınlık, arasındalık veözvektör merkeziliği gibi sosyal ağ analizine özgü merkezilikölçümlerinden yararlanılmıştır. Araştırmanın bulgularına göre öğretmenadayları öğrenmelerinde en çok dijital kaynaklardan yararlanmaktadır.Öğretim elemanlarından sorma ikinci; akranlarından öğrenmelerüçüncü, yazılı kaynaklardan öğrenmeler dördüncü sırada yer almıştır.Öğretmen adayları dijital kaynaklar içinde en çok kolay erişilebilir hazırkaynaklardan yararlanmaktadır. Makale, tezler gibi bilimsel niteliklidijital kaynaklardan yararlanma çok düşük bulunmuştur. Araştırmanınsosyal ağ analizi bulguları da bu bulguları desteklemiştir. Nitel kısımdaakranlar en düşük düzeyde öğrenme kaynağı olarak tanımlanmıştır.Sosyal ağ analizi bulgularına göre sınıf içi öğrenme etkileşimlerininoluşturduğu öğrenme ağının yoğunluğu düşük bulunmuştur. Ağ içindeöne çıkan aktörler, klikler, ağ içinde parçalanmalar söz konusudur. Ağyapısı gevşek yapılanmıştır ve dış bağlantılarla desteklenmektedir. Sosyal ağ analizi verileri, öğretmenin sınıfta öğrenme süreçlerini yapılandırırkendaha verilere dayalı kararlar almasını ve doğru aktörler için doğrumüdahalelerde bulunmasını sağlayacaktır. Araştırma bulguları,bağlantıcılık ve ağ yaklaşımlarının öğrenme ve öğrenme odaklı sınıf içietkileşimleri derinlemesine ortaya koyma potansiyelinin yüksekolduğunu göstermektedir. Öğrenme ağlarını derinlemesine inceleyendaha fazla araştırmaya ihtiyaç vardır. Yeni araştırmalar karşılaştırmalıdeğerlendirmeler yapma fırsatı sağlayacaktır.
In the 21st century, the world is rapidly changing andtransforming. These changes and transformed factors also transformeducation. Connectivism is a new theory that has been proposed as thelearning theory of the 21st century. Advocates of Connectivizm Theoryhave taken complexity sciences and network approaches as sources andoutlets for them and have based their learning theories on the principlesof complex science. Connectivity is the unification of the principles putforward by chaos, network, complexity and self-organization theories.The main purpose of this research is to identify the most likely sourcesof teacher candidates for new learning and to reveal the pattern oflearning networks in classroom interactions. The research, which iscarried out by a mixed research approach which is used together withsocial network analysis and qualitative research approaches, was carriedout with the participation of 56 students who were included in teachertraining program in Sinop University Faculty of Education in 2015-2016school year. The sampling of the study was determined by sampling. Thesample of the research was composed of prospective teachers whocontinued to class management class in the specified period. The data ofthe research was collected by the data form created by the researcher andthe semi-structured interview technique. In the analysis of the research,descriptive analysis of qualitative data, social networking, UCINET 6.0software was used to measure the centrality of social network analysissuch as the network structure and the strength, degree, intensity,interrelation of connections. According to the findings of the research,prospective teachers are mostly benefiting from digital resources in theirlearning. Learners from peers ranked third, learners from written sourcesranked fourth. Social network analysis findings of the research alsosupported these findings. In the qualitative part, peers are defined as thelowest level of learning resources. According to social network analysisfindings, the density of learning network formed by in-class learninginteractions was found low. There are actors, clikers, fragmented in thenetwork that stand out in the network. Compared to the number of actorsand connections in learning networks and friendship networks, thenumber of connections in the learning network was found to be higherthan the number of connections in the friendship network, although the learning network was found as 56 actors and friendship network as 83actors. The first had 109 connections between 56 actors, while the secondhad 106 connections between 83 actors. Apart from this, in the analysisof density, clustering, reciprocity and transitivity, it is found that thelearning network is more tightly connected (strong relations) and activethan the network of friendships. In the study, the density of learningnetworks of teacher candidates was found low. In the analysis of theclique made in the research, it was found that the teacher candidates had19 cliques in the learning network and 15 cliques in the friendshipnetwork. This indicates that there are prominent actors in the network.As a matter of fact, in the measure of centrality, 23BT is the most centralactor of the learning network and 25EV is the most central actor of thefriendship network. Research findings show that connectivity andnetworking approaches have the potential to reveal in-class interactionswithin the learning and learning focus. In this research, firstly, it hasbeen revealed how much the students' learning resources are digitizedand how much they see their friends as a source of learning. It isunderstood that the evaluation of learning processes in the light ofconnective theory can contribute to understanding and explaininglearning processes as well as constructing learning behaviors, or at leastbringing a new point of view.
In the 21st century, the world is rapidly changing andtransforming. These changes and transformed factors also transformeducation. Connectivism is a new theory that has been proposed as thelearning theory of the 21st century. Advocates of Connectivizm Theoryhave taken complexity sciences and network approaches as sources andoutlets for them and have based their learning theories on the principlesof complex science. Connectivity is the unification of the principles putforward by chaos, network, complexity and self-organization theories.The main purpose of this research is to identify the most likely sourcesof teacher candidates for new learning and to reveal the pattern oflearning networks in classroom interactions. The research, which iscarried out by a mixed research approach which is used together withsocial network analysis and qualitative research approaches, was carriedout with the participation of 56 students who were included in teachertraining program in Sinop University Faculty of Education in 2015-2016school year. The sampling of the study was determined by sampling. Thesample of the research was composed of prospective teachers whocontinued to class management class in the specified period. The data ofthe research was collected by the data form created by the researcher andthe semi-structured interview technique. In the analysis of the research,descriptive analysis of qualitative data, social networking, UCINET 6.0software was used to measure the centrality of social network analysissuch as the network structure and the strength, degree, intensity,interrelation of connections. According to the findings of the research,prospective teachers are mostly benefiting from digital resources in theirlearning. Learners from peers ranked third, learners from written sourcesranked fourth. Social network analysis findings of the research alsosupported these findings. In the qualitative part, peers are defined as thelowest level of learning resources. According to social network analysisfindings, the density of learning network formed by in-class learninginteractions was found low. There are actors, clikers, fragmented in thenetwork that stand out in the network. Compared to the number of actorsand connections in learning networks and friendship networks, thenumber of connections in the learning network was found to be higherthan the number of connections in the friendship network, although the learning network was found as 56 actors and friendship network as 83actors. The first had 109 connections between 56 actors, while the secondhad 106 connections between 83 actors. Apart from this, in the analysisof density, clustering, reciprocity and transitivity, it is found that thelearning network is more tightly connected (strong relations) and activethan the network of friendships. In the study, the density of learningnetworks of teacher candidates was found low. In the analysis of theclique made in the research, it was found that the teacher candidates had19 cliques in the learning network and 15 cliques in the friendshipnetwork. This indicates that there are prominent actors in the network.As a matter of fact, in the measure of centrality, 23BT is the most centralactor of the learning network and 25EV is the most central actor of thefriendship network. Research findings show that connectivity andnetworking approaches have the potential to reveal in-class interactionswithin the learning and learning focus. In this research, firstly, it hasbeen revealed how much the students' learning resources are digitizedand how much they see their friends as a source of learning. It isunderstood that the evaluation of learning processes in the light ofconnective theory can contribute to understanding and explaininglearning processes as well as constructing learning behaviors, or at leastbringing a new point of view.
Açıklama
Anahtar Kelimeler
Aile Çalışmaları, Antropoloji, Arkeoloji, Asya Çalışmaları, Beslenme ve Diyetetik, Beşeri Bilimler, Bilgi, Belge Yönetimi, Bilim Felsefesi ve Tarihi, Coğrafya, Çevre Çalışmaları, Davranış Bilimleri, Dil ve Dil Bilim, Din Bilimi, Edebi Teori ve Eleştiri, Edebiyat, Eğitim, Eğitim Araştırmaları, Eğitim, Özel, Ergonomi, Etik, Etnik Çalışmalar, Felsefe, Film, Radyo, Televizyon, Folklor, Halkla İlişkiler, Hemşirelik, Hukuk, İktisat, İletişim, İş, İşletme, İşletme Finans, Kadın Araştırmaları, Kamu Yönetimi, Kentsel Çalışmalar, Kriminoloji ve Ceza Bilimi, Kültürel Çalışmalar, Madde Bağımlılığı, Mantık, Müzik, Nüfus İstatistikleri Bilimi, Ortaçağ ve Rönesans Çalışmaları, Otelcilik, Konaklama, Spor ve Turizm, Psikoloji, Sağlık Politikaları ve Hizmetleri, Sanat, Siyasi Bilimler, Sosyal Çalışma, Sosyoloji, Tarih, Tiyatro, Uluslararası İlişkiler
Kaynak
Turkish Studies (Elektronik)
WoS Q Değeri
Scopus Q Değeri
Cilt
13
Sayı
19
