Okul Öncesi Öğretimde UbD Uygulamaları: Öğretmen ve Öğrenci Perspektifinden Yansımalar

Abstract

The purpose of this study is to examine the reflections of UbD implementations on teachers’ professional development and students’ recipient language age. The research was carried out via mixed method. The participants of the study consisted of a teacher and 38 students, 19 of which were in the experiment and 19 of which were in the control group. As data collection tools, Peabody Picture Vocabulary Test, reflection notes and one-to-one interview were used. To analyze quantitative data, non-parametric tests of Mann-Whitney U and Wilcoxon Marked Ranks Test were administered. The qualitative data were analyzed via content analysis. The quantitative findings of the study revealed that there was no significant difference in favor of the control group, although there was a significant difference between the pre-test and post-test scores of the experiment group students in the Peabody Picture Vocabulary Test in favor of the post-test. Findings from the qualitative data of the study indicated that UbD was an innovative and developmental approach in the professional development of the teacher and that the teacher had the possibility to work in a more systematical and planned way during the UbD implementations. Findings also indicated that UbD facilitated the teacher's work and that the UbD design process led teachers to investigate, use new methods of teaching and improve themselves.