Fatma Sadik

Öğretmen Adaylarının Çevresel Tutum ve Bilgi Düzeylerinin Çeşitli Değişkenler Açısından İncelenmesi

Bu arastirmanin amaci sosyal bilgiler ve fen bilgisi ogretmeni adaylarinin cevresel tutum ve bilgi duzeylerini cesitli degiskenler acisindan incelemektir. Arastirmaya 171 kadin ve 152 erkek olmak uzere toplam 323 ogretmen adayi katilmistir. Arastirmada veri toplama araci olarak Uzun ve Saglam (2006) tarafindan gelistirilen Cevresel Tutum Olcegi ve Cevre Bilgisi Testi kullanilmis, veriler 2012-2013 ogretim yilinda elde edilmistir. Arastirma sonucunda ogretmen adaylarinin cevresel dusunce acisindan cok olumlu, cevre bilgisi acisindan orta, cevreye yonelik davranislar acisindan olumsuza yakin bir duzeyde olduklari tespit edilmistir. Ogretmen adaylarinin cevresel bilgi ve dusunce puanlari arasinda orta duzeyde, pozitif anlamli bir iliski saptanmistir. Anne- babanin meslegi, ailedeki kisi sayisi, ailenin sosyo-ekonomik duzeyi, ortaogretimde cevre dersi alma ve cevreci bir kurulusa uyelik durumuna gore ogretmen adaylarinin cevresel dusunce, davranis ve cevre bilgisi puanlarinda ise istatistiksel olarak anlamli bir fark bulunmamistir.

Children and Discipline: Investigating Secondary School Students' Perception of Discipline through Metaphors.

This is a descriptive study investigating the perception of children about discipline through metaphors developed by them. A total of 445 students participated in the research and the data was collected with the “Discipline Metaphors Survey (DMS)” developed by the researchers. At the end of the study, 143 metaphors, 94 positive and 49 negative, about discipline were gathered. The participating children mostly perceived discipline as a phenomenon guiding their behavior, maintaining the order, and as being necessary for the social life. Learning and development, self-control, protection mechanism, planned and ordered study, as well as collaboration are further positive perceptions of discipline. Negative metaphors, on the other hand, were usually power and control oriented and the discipline committee was described as the ultimate authority entity. Based on the students’ views, discipline was provided through classroom rules and for misbehavior the teachers tended to use warnings, shouting/scolding and punishment. School rules, dress code as well as prohibited product checks at the entrance of the school, the Discipline Committee and discipline rules were reported as the most common practices of discipline in school. Most of the students who thought that punishment is necessary for discipline stated that the punishment should not involve physical violence and that it should be reasonable. Further expectations of the students found in the study included warning without shouting, doing enjoyable activities to address individual differences, informing everybody about the rules. Children’s perception about discipline was usually affected by their teachers followed by their family and the school administration respectively.