Araştırma Makalesi
BibTex RIS Kaynak Göster

Farklı Sınıf Düzeylerinden Fen Bilimleri Öğretmen Adaylarının Öğrenme ve Öğretme Anlayışları

Yıl 2018, Cilt: 19 Sayı: 1, 287 - 296, 30.04.2018
https://doi.org/10.17679/inuefd.298684

Öz

Öğretmen adaylarının öğrenme
sürecine yönelik anlayışları hep merak konusu olmuştur. Bu nedenle, bu konu üzerine
birçok araştırma yapılmış ve bu araştırmalarda veri toplamak için farklı
araçlar kullanılmıştır. Bu araçlardan biri de çizim tekniğidir. Bu teknik,
kelimelerle ifade edilmesi zor olan birçok şeyi ifade etme imkânı sağladığından
yaygın olarak kullanılmaktadır. Bu çalışmada da öğretmen adaylarının öğrenme
sürecine yönelik düşüncelerini ortaya çıkarmak amacıyla “Bir Fen Öğretmeni Çiz Testi”
(Draw-a-Science-Teacher-Test-DASTT) kullanılmıştır. Çizimlerin yorumlanması
için ise Bir Bilim İnsanı Çiz Testi Kontrol Listesi
(Draw-a-Science-Teacher-Test Checklist- DASTT-C) kullanılmıştır. Çalışmanın
örneklemini Fen Bilgisi Öğretmenliği lisans programında öğrenim gören toplam
134 öğrenci oluşturmuştur. Çalışmanın hedefi doğrultusunda, öğretmen
adaylarının, cinsiyet ve sınıf düzeylerinin fen eğitimi anlayışları üzerine
anlamlı bir etkisinin olup olmadığı da incelenmiştir. Bulgular genel olarak fen
bilimleri öğretmen adaylarının eğitim anlayışı olarak öğrenci ve öğretmen
merkezli anlayışın arasında kaldıklarını göstermiştir. Ayrıca cinsiyet ve sınıf
düzeyi olarak katılımcıların fen eğitimi anlayışları üzerinde istatistiksel
anlamlı bir etkisinin olmadığı da ortaya konmuştur. Buna karşın son sınıf
öğrencilerinin, öğretmeni, dersi sadece konuşarak işleyen rolünden, deney ya da
etkinlik yapan rolüne yaklaştırdığı ve sınıf ortamında merkezi konumdan
uzaklaştırdığı görülmüştür. Ayrıca son sınıf öğrencileri sınıfın fiziki
düzenini arka arkaya dizilmiş sıralardansa U biçimli ya da grup çalışmalarının
olduğu masalar şeklinde tasarlamışlardır.

Kaynakça

  • Ajzen, I. (1985). From intentions to actions: A theory of planned behavior. In J. Kuhl & J. Beckmann (Eds.), Action control: From cognition to behavior (pp. 11–39). Berlin: Springer Verlag.
  • Akkus, H. (2013). Pre-service secondary science teachers’ images about themselves as science teachers, Journal of Baltic Science Education, 12(20), 249-260.
  • Al-Amoush, S. A., Markic, S., Abu-Hola, I. & Eilks, I. (2011). Jordanian prospective and experienced chemistry teachers’ beliefs about teaching and learning and their potential role for educational reform. Science Education International, 22(3), 185-201.
  • Ambusaidi, A. K & Al-Balushi, S. M (2012). A longitudinal study to identify prospective science teachers’ beliefs about science teaching using the draw-a-science-teacher-test checklist, International Journal of Environmental & Science Education, 7(2), 291-311
  • Bandura, A. (1986). Social foundations of thought and action: A social cognitive theory. Englewood Cliffs, New Ersey: Prentice Hall.
  • Chambers, D. W. (1983). Stereotypic images of the scientist: The Draw – A- Scientist Test. Science Education, 67(2), 225-265.
  • Elmas, R., Demirdöğen, B. & Geban, Ö. (2011). Preservice chemistry teachers' images about science teaching in their future classrooms. Hacettepe Üniversity Journal of Education, 40, 164-175.
  • Ertmer, P. (2005). Teacher pedagogical beliefs: The final frontier in our quest for technology integration? Educational Technology Research and Development, 53(4), 25–39.
  • Finson, K.D., Beaver, J. B. & Cramond, B. L. (1995). Development of and field test of checklist for the draw-a-scientist test. School Science and Mathematics, 95(4), 195-205.
  • Glynn, S. (1997). Drawing mental models. The Science Teacher, 64, 30–32.

Teaching and Learning Beliefs of Preservice Science Teachers from Different Grade Levels

Yıl 2018, Cilt: 19 Sayı: 1, 287 - 296, 30.04.2018
https://doi.org/10.17679/inuefd.298684

Öz

Preservice
teachers' beliefs about teaching and learning have gained increased attention.
Therefore, many studies in the field of educational research have focused on
preservice teachers' beliefs to reveal their images of teaching and learning
through different instruments. Preservice teachers’ drawings of teaching and
learning situations constitute one of these instruments. Drawing is used
commonly because it allows one to represent vivid images of mental models which
may not be expressed verbally. In this study, the Draw-a-Science-Teacher-Test
(DASTT) was used to reveal participants’ beliefs of teaching and learning of
science. The research sample included 134 preservice science teachers from different
grade levels. Also, the relationships between gender and among grade levels of
the participants were investigated. The results showed that preservice science
teachers had educational perspectives including characteristics of both
teacher-centered and student-centered instruction. The results also showed that
there was no significant difference between educational perspectives with
respect to gender and the grade levels of the participants. However, senior
students had different instructional understandings from other participants by
giving science teachers a role of doing experiments or activities instead of
spending the whole class time just by talking and standing in front of
students. Similarly, the senior students imagined a science class as arranged
with U-shaped rows or with oval tables, which allows their students to study in
groups instead of a science class arranged in rows. 

Kaynakça

  • Ajzen, I. (1985). From intentions to actions: A theory of planned behavior. In J. Kuhl & J. Beckmann (Eds.), Action control: From cognition to behavior (pp. 11–39). Berlin: Springer Verlag.
  • Akkus, H. (2013). Pre-service secondary science teachers’ images about themselves as science teachers, Journal of Baltic Science Education, 12(20), 249-260.
  • Al-Amoush, S. A., Markic, S., Abu-Hola, I. & Eilks, I. (2011). Jordanian prospective and experienced chemistry teachers’ beliefs about teaching and learning and their potential role for educational reform. Science Education International, 22(3), 185-201.
  • Ambusaidi, A. K & Al-Balushi, S. M (2012). A longitudinal study to identify prospective science teachers’ beliefs about science teaching using the draw-a-science-teacher-test checklist, International Journal of Environmental & Science Education, 7(2), 291-311
  • Bandura, A. (1986). Social foundations of thought and action: A social cognitive theory. Englewood Cliffs, New Ersey: Prentice Hall.
  • Chambers, D. W. (1983). Stereotypic images of the scientist: The Draw – A- Scientist Test. Science Education, 67(2), 225-265.
  • Elmas, R., Demirdöğen, B. & Geban, Ö. (2011). Preservice chemistry teachers' images about science teaching in their future classrooms. Hacettepe Üniversity Journal of Education, 40, 164-175.
  • Ertmer, P. (2005). Teacher pedagogical beliefs: The final frontier in our quest for technology integration? Educational Technology Research and Development, 53(4), 25–39.
  • Finson, K.D., Beaver, J. B. & Cramond, B. L. (1995). Development of and field test of checklist for the draw-a-scientist test. School Science and Mathematics, 95(4), 195-205.
  • Glynn, S. (1997). Drawing mental models. The Science Teacher, 64, 30–32.
Toplam 10 adet kaynakça vardır.

Ayrıntılar

Birincil Dil İngilizce
Bölüm Makaleler
Yazarlar

Erdal Şenocak Bu kişi benim

Cemal Tosun

Yayımlanma Tarihi 30 Nisan 2018
Yayımlandığı Sayı Yıl 2018 Cilt: 19 Sayı: 1

Kaynak Göster

APA Şenocak, E., & Tosun, C. (2018). Teaching and Learning Beliefs of Preservice Science Teachers from Different Grade Levels. İnönü Üniversitesi Eğitim Fakültesi Dergisi, 19(1), 287-296. https://doi.org/10.17679/inuefd.298684
AMA Şenocak E, Tosun C. Teaching and Learning Beliefs of Preservice Science Teachers from Different Grade Levels. INUEFD. Nisan 2018;19(1):287-296. doi:10.17679/inuefd.298684
Chicago Şenocak, Erdal, ve Cemal Tosun. “Teaching and Learning Beliefs of Preservice Science Teachers from Different Grade Levels”. İnönü Üniversitesi Eğitim Fakültesi Dergisi 19, sy. 1 (Nisan 2018): 287-96. https://doi.org/10.17679/inuefd.298684.
EndNote Şenocak E, Tosun C (01 Nisan 2018) Teaching and Learning Beliefs of Preservice Science Teachers from Different Grade Levels. İnönü Üniversitesi Eğitim Fakültesi Dergisi 19 1 287–296.
IEEE E. Şenocak ve C. Tosun, “Teaching and Learning Beliefs of Preservice Science Teachers from Different Grade Levels”, INUEFD, c. 19, sy. 1, ss. 287–296, 2018, doi: 10.17679/inuefd.298684.
ISNAD Şenocak, Erdal - Tosun, Cemal. “Teaching and Learning Beliefs of Preservice Science Teachers from Different Grade Levels”. İnönü Üniversitesi Eğitim Fakültesi Dergisi 19/1 (Nisan 2018), 287-296. https://doi.org/10.17679/inuefd.298684.
JAMA Şenocak E, Tosun C. Teaching and Learning Beliefs of Preservice Science Teachers from Different Grade Levels. INUEFD. 2018;19:287–296.
MLA Şenocak, Erdal ve Cemal Tosun. “Teaching and Learning Beliefs of Preservice Science Teachers from Different Grade Levels”. İnönü Üniversitesi Eğitim Fakültesi Dergisi, c. 19, sy. 1, 2018, ss. 287-96, doi:10.17679/inuefd.298684.
Vancouver Şenocak E, Tosun C. Teaching and Learning Beliefs of Preservice Science Teachers from Different Grade Levels. INUEFD. 2018;19(1):287-96.

2002 INUEFD  Creative Commons License This work is licensed under a Creative Commons Attribution 4.0 International License.