Eğitimde maker hareketi ve okullardaki tasarım – beceri atölyelerinin bir eğitim ortamı olarak değerlendirilmesi
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Date
2021
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Eğitim Bilimleri Enstitüsü
Abstract
The aim of this study is to investigate the maker movement in education and to evaluate the pilot Design - Skill Labs (DSL), as a learning environment by utilizing the literature on the maker movement in education and the opinions of teachers and school administrators. The dimensions of the evaluation are determined according to Alkan's (1992) framework for determining the effectiveness of a learning environment which consists of professional competence of manpower, physical-architectural features of the facility, equipment (tools, hardware, consumables and technologies) and organization (management, utilization of the space, safety, financing). The study group consisted of 102 teachers and 42 school administrators (principals and vice principals) working in 17 schools, which were selected as the first phase pilot school to establish a Design - Skill Lab at primary education level where DSL activities were held during at least one academic year. Two separate questionnaires developed by the researcher were applied to these stakeholders, as well as semi-structured interviews were conducted with 7 school administrators and 12 teachers. The quantitative data obtained were reported using percentage frequency analysis, and qualitative data using content analysis and descriptive analysis methods. According to the results obtained in line with the research questions, under the professional competencies of the manpower dimension, it is found that teachers and school administrators have adopted the importance and goals of the DSL initiative, however, they currently do not fully possess relevant qualifications to perform effectively in a DSL environment. The provided professional development is not found adequate. Moreover concluded that professional development and incentive mechanisms to perform in DSL's were not established. In terms of architectural and physical features, it has been concluded that the established DSL's are not suitable for working in class sizes of twenty or more. It was concluded that the equipment in the workshops was satisfactory in terms of quality and quantity, however, it was concluded that the equipment could not be utilized sufficiently because the teachers had insufficient training on them. In terms of management and organization, it has been observed that administrators have difficulties in finding and assigning qualified workshop teachers at the school, the use of DSL outside of school hours cannot be performed for various reasons and there is a difficulty in placing DSL sessions in the weekly program. It has been determined that intense academic achievement and central exam pressures decrease the motivation of teachers to use DSL's. It has been determined that school administrators and teachers are anxious about the moral and administrative repercussions they may suffer due to possible accidents and injuries in the DSL's. The maintenance, repair, cleaning expenses of the workshops and the supply of the consumables to be used in the activities were completely left to the school budget, and this situation is financially difficult for the schools. In the light of these results, in order to increase the effectiveness of DSL's as a learning environment and to reach the determined goals, the following recommendations are given: practices that will reduce academic achievement and central examination pressure from teachers and students at all levels should be implemented, dedicated slots for DSL activities in the weekly course Schedule should be opened, more elaborate professional development measures should be implemented for teachers and school administrators.
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Eğitimde maker hareketi, Tasarım beceri atölyeleri, Öğrenme ortamı, Yapıcılık, Eğitimde üretim