AN ANALYTICAL STUDY OF VIEWS OF PRIMARY SCHOOL TEACHERS TOWARDS RESEARCH ORIENTED LEARNING APPROACH
Research-oriented learning is a learning approach enabling students to do scientific research, work actively in the process, revise, reinforce, learn by living and doing, take responsibility, boost their self-confidence, put what they have learned into practice and solve the problems they have encou...
Guardado en:
| Autor principal: | |
|---|---|
| Formato: | article |
| Lenguaje: | DE EN FR TR |
| Publicado: |
Fırat University
2019
|
| Materias: | |
| Acceso en línea: | https://doaj.org/article/438b7b7d3a7f4049bc8ff114453076a0 |
| Etiquetas: |
Agregar Etiqueta
Sin Etiquetas, Sea el primero en etiquetar este registro!
|
| Sumario: | Research-oriented learning is a learning approach enabling students to do scientific research, work actively in the process, revise, reinforce, learn by living and doing, take responsibility, boost their self-confidence, put what they have learned into practice and solve the problems they have encountered in their daily lives. The aim of this research is to determine the views of primary school teachers about research-oriented learning approach by considering some demographic variables. The sample of the research constitutes 253 primary school teachers working under Provincial Directorate of National Education in the city centre of Antalya in 2015-2016 school years. General screening models, one of the descriptive screening methods, andmixed model were used in the research. Validity and reliability studies of 22-item ‘Survey of Research-Oriented Learning Approach’ used in the research were conducted and Cronbach’s Alpha internal reliability coefficient was calculated as 0.89. As a consequence of the research, the result has been reached that according to the primary school teachers, research-oriented learning approach develops students’ problem solving skills and lets students enter in to a certain process, but purposes and gains about subjects are not determined by teachers. Moreover, such results have been reached in the research that depending on demographic variables, there is no a statistically significant difference of opinions regarding the approach between female and male primary school teachers according to gender variable. |
|---|