Probleme dayalı öğrenme süreçlerinde beden eğitimi öğretmeninin kolaylaştırıcı roldeki eylemlerinin keşfedilmesi

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Thesis Type: Postgraduate

Institution Of The Thesis: Ankara University, Eğitim Bilimleri Enstitüsü, BEDEN EĞİTİMİ VE SPOR ANABİLİM DALI, Turkey

Approval Date: 2021

Thesis Language: Turkish

Student: GÜVEN CAN

Supervisor: FERDA GÜRSEL

Open Archive Collection: AVESIS Open Access Collection

Abstract:

Although the facilitator role of the teacher has been studied with student-centered approaches in recent years, there is a need to define the actions of the teacher as a facilitator. This research aims to reveal what the teacher's actions in this role are, the description of these actions and where and how these actions are used while performing the role of facilitator in problem-based learning environments. The fact that the actions of the facilitators are not adequately described and the application example is not available in the literature a gap in the field. The study fills this gap in the literature. The process has been demonstrated with a descriptive case study, one of the qualitative research method designs. Seven (four girls, three boys) ninth grade students participated in the research as focus group members, university faculty members as critical friends and researchers as practitioners-researchers. During the implementation process, the students tried to solve the problems created in problem-based learning with their groups for six weeks. The researcher prepared the lesson plans and the necessary materials for the lessons, created a lesson environment suitable for the pandemic conditions, applied with the problem-based learning model, collected the data for the facilitator actions, analyzed the data and reported it. The findings of the research were grouped under three themes. The first theme is Asker (reminder questions / follow-up questions / guiding questions / provoking questions / evaluative questions), the second theme is Encouraging (cueing / supporting participation / praising), the third theme is Guiding (explaining, giving feedback). With the findings that emerged in the problem-based learning process, when, why and how these actions given in the themes were used were revealed. As a result, teachers should offer appropriate guidance and guidance to students rather than leaving them alone, as knowledge is socially constructed between students and teachers in problem-based learning environments