Uzaktan ve yüz yüze eğitim sürecinde ilköğretim matematik öğretmen adaylarının ders çalışma stratejilerinin farklı boyutlarda incelenmesi

Abstract

In this study, it was aimed to examine the study strategies of elementary school mathematics teacher candidates in the COVID-19 Distance Education Period and Face-to-Face Education periods. The courses in teaching program are considered as mathematics courses and mathematics education courses. Within the scope of the research, under the heading of study strategies, students' preferences in sub-areas such as the resources they use during studying, course process, homework and projects, preparing for exams were examined and these preferences were compared between face-to-face and distance education period. In addition, the possible differences of these preferences made by teacher candidates according to the gender and grade level factors of the students were examined. In this survey research on the examination of the study strategies of students who have experienced distance and face-to-face education method, the primary mathematics teaching program of three state universities is 2, 3 and 4. class teacher candidates were worked with. This study has two stages. Within the scope of survey development, exploratory factor analysis, survey reliability and item analysis steps were created by using SPSS Statistics 26 program and confirmatory factor analysis was created by using SPSS AMOS 24 program. In the second stage of the research, this questionnaire was applied. SPSS 26 program was used in the analysis of the applied survey data. Within the scope of the implementation phase of the research, the study resources frequently used by teacher candidates were examined separately for distance education and face-to-face education. For the distance education period, the sources that teacher candidates frequently use are determined as search engines and video content. The study strategies of teacher candidates in the course process differ according to gender and grade level. It was revealed that the study strategies in preparing homework and projects did not differ according to gender and grade level. It has been observed that pre-service teachers start working 1-2 weeks before or less than the exam preparation process. The most preferred strategy of teacher candidates while studying for exams is to watch the recordings of online lessons. Similar results were obtained for the face-to-face training period. The most commonly used study resources are search engines and video content. The study strategies of teacher candidates in the course process differ according to gender and grade level. Working strategies in preparing homework and projects do not differ according to gender and grade level. The most preferred strategies when preparing for the exams are to use the search engine and to solve the questions that the instructor solved in the course again or to go over the topics covered in the course. When we look at the differences between the two terms, it is seen that the use of online resources by students increases in the distance education period compared to the face-to-face period. While the distance education period created negative effects compared to the face-to-face period, the distance education period created positive effects for homework and projects compared to the face-to-face period.