9¯ DEO-DURUMLARDA YANSIMA NOKTALARININ VE TARTI˘ MA GRUPLARINDA ÖˆRETMEN KATILIMININ YANSITICI Dܢ ÜNMEYE ETK¯6¯ * THE EFFECTS OF REFLECTION POINTS IN VIDEO-CASES AND TEACHER PARTICIPATION IN ONLINE DISCUSSION GROUPS ON REFLECTIVE THINKING

OZET: Bu araW' rma, video-durumlar' n uzman yorumlar' yla zenginletirilmesinin ve video-durumlar' n tart'˙' lmas' icin oluturulan cevrimici tart'˙ ma gruplar 'nda o˜retmen adaylar' ile o˜retmenlerin birlikte bulunmalar'Q' n, o ˜retmen adaylar'Q' n yans 'W'F' du˙unme duzeylerine etkisini belirlemek amac'yla yap'lm'˙W' r. AraW' rma, 2x2 faktoryel desende yurutulmu˙tur. AraW' rman'n ba ˜' ms'z deLkenleri, video-durumlara yans'ma noktalar ' eklenmesi ve tart '˙ ma gruplar ' nda |˜retmen kat'O'P' ndan olumaktad' r. AraW' rman' n ba˜' ml' deLkeni ise, yans'W'F' du˙ unme duzeyidir. Cal'˙ ma, 2008-2009 |˜retim y'O' nda guz doneminde Ankara Universitesi ve Hacettepe Universitesi Bilgisayar ve O˜retim Teknolojileri Eitimi Bolumu III. s'Q'I' nda o˜renim goren toplam 74 o ˜renci ile yurutulmu˙tur. AraW' rman'n ortaya koyduu sonuclara gore, video-durumlara yans'ma noktalar ' eklenmesi, yans'W'F' du˙unme duzeyini anlaml' olarak artt'rm'˙ , cevrimici tart'˙ ma gruplar' ndaki o˜ retmen kat'O'P' ise, yans'W'F' du˙ unme duzeyi uzerinde anlaml' bir etki yaratmam'˙W' r. Anahtar sozcukler: duruma-dayal' o˜retim, yans'W'F' du˙unme, yans'ma noktalar ', video-durumlar , durum tart'˙malar'. ABSTRACT: The aim of this study was to find out the effects of reflection points in the video-cases and teacher participation in the online discussion groups on student teachers' reflective thinking skills. The research was carried out in 2x2 factorial design. The independent variables of the study were adding reflection points to the video-cases and teacher participation in the online discussion groups. The dependent variable was the student teachers' reflective thinking. Participants were 74 student ICT teachers from two large universities' departments of Computer and Instructional Technologies Education. Study results revealed that adding reflection points to the video-cases significantly increased the student teachers' reflective thinking. However, teacher participation in the online discussion groups did not affect the student teachers' reflective thinking.