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Teachers’ Thoughts about The Guidance Process of ‘This is My Work Project Competition’

Yıl 2015, Cilt: 2 Sayı: 2, 12 - 35, 11.12.2015
https://doi.org/10.21666/mskuefd.87781

Öz

When “This is My Work Science and Mathematics Project Study for Elementary School Students (TMW)” competition applications were examined, it is observed that the applications were tendency to decrease in a serious way. This situation may have several reasons. In this research it is assumed that one of the main reasons of teacher’s approaches to guidance process of TMW’s competition; the challenges and situations faced obstacles is aimed to investigate. The case study conducted with 65 voluntary science and primary mathematics teachers (44 female and 21 male) in one of the Western Anatolian province. The data collection tool consists of demographics variables and open-ended questions and the obtained data were analyzed by using descriptive content analysis via NVivo 10. As a result, teacher’s challenges and situations faced obstacles to TMW project participation were discussed with basic topics as educational aspirations, personal, financial, time, classroom environment, students, parents, school administration, provincial/district national education directorate and the other encountered problems.

Kaynakça

  • Balas, A.K. (1998, updated 2003). Science fairs in elementary school. (ERIC Document Reproduction Service No. ED 432444)
  • Bruce, S.P., ve Bruce, B.C. (2000). Constructing images of science: People, technologies, and practices. Computers in Human Behavior, 16, 241-256.
  • Bunderson, E. D., ve Anderson, T. (1996). Preservice Elementary Teachers’ Attitudes Toward Their Past Experience With Science Fairs. School Science and Mathematics, 96(7), 371–377. http://doi.org/10.1111/j.1949-8594.1996.tb15855.x
  • Cramer, H. (1999). Mathemaical methods of statistics. Princeton University press.
  • Dionne, L., Reis, G., Trudel, L., Guillet, G., Kleine, L., ve Hancianu, C. (2012). Students’ Sources of Motivation for Participating in Science Fairs: An Exploratory Study within the Canada-Wide Science Fair 2008. International Journal of Science and Mathematics Education, 10(3), 669–693. Retrieved from http://eric.ed.gov/?id=EJ968021
  • Fisanick, L. M. (2010). A Descriptive Study Of The Middle School Science Teacher Behavior For Required Student Partıcipation In Science Fair Competitions (Yayınlanmamış doktora tezi). Indiana University of Pennsylvania, ABD.
  • Grote, M. (1995a). Science teacher educators‟ opinions about science projects and science fairs. Journal of Science Teacher Education, 6(1), 48-52.
  • Grote, M. (1995b). Teacher opinions concerning science projects and science fairs. Ohio Journal of Science, 95(4), 274-277.
  • National Institute of Aerospace (NIA). (2010). NASA Engineering Design Challenge - About. Retrieved from http://www.nasarealworldinworld.org/About.aspx
  • Richards, T. (2002). An intellectual history of NUD*IST and NVivo. International Journal of Social Research Methodology, 5(3), 199–214.
  • Schneider, R.M., ve Lumpe, A.T. (1996). The nature of student science projects in comparison to educational goals for science. Ohio Journal of Science, 96(4/5), 81-88.
  • Society for Science ve the Public (SSP). (2015). About Intel ISEF. Retrieved from https://student.societyforscience.org/intel-isef
  • Temel Eğitim Genel Müdürlüğü - TGEM. (2014). Ortaokul Öğrencilerine Yönelik X. Matematik ve Fen Bilimleri “Bu Benim Eserim” Proje Yarışması Başvuru Kılavuzu. Ankara: MEB Temel Eğitim Genel Müdürlüğü. http://tegm.meb.gov.tr/bubenimeserim/kilavuz.pdf
  • Tortop, H.S. (2013). Science Teachers’ Views about the Science Fair at Primary Education Level, Turkish Online Journal of Qualitative Inquiry, 4(2), 56-64.
  • Tortop, H.S. (2014). Examining of the Predictors of Pre-service Teachers’ Perceptions of the Quality of the Science Fair Projects in Turkey, Necatibey Eğitim Fakültesi Elektronik Fen ve Matematik Eğitimi Dergisi, 8(1), 8, 31-44.
  • United Nations Educational, Scientific and Cultural Organization (UNESCO). (1956). Science Teaching Service No:11, The Science Fair - Tool of Science Education. Study Conferance on Science Teaching, Bangkok, Thaland. 24 Haziran 2015 tarihinde http://unesdoc.unesco.org/images/0015/001546/154690eb.pdf adresinden alınmıştır.
  • Windschitl, M. (2003). Inquiry Projects in Science Teacher Education: What Can Investigative Experiences Reveal about Teacher Thinking and Eventual Classroom Practice? Science Education, 87(1), 112–143. http://doi.org/10.1002/sce.10044
  • Yıldırım, A. ve Şimşek, H. (2013). Sosyal Bilimlerde Nitel Araştırma Yöntemleri. Ankara: Seçkin yayıncılık.

Öğretmenlerin Bu Benim Eserim Proje Yarışması Rehberlik Sürecine İlişkin Görüşleri

Yıl 2015, Cilt: 2 Sayı: 2, 12 - 35, 11.12.2015
https://doi.org/10.21666/mskuefd.87781

Öz

Bu Benim Eserim [BBE] proje başvuruları incelendiğinde, başvuruların ciddi bir düşüş eğiliminde olduğu gözlenmektedir. Bu durumun pek çok nedeni olabilir. Mevcut araştırmada, bu nedenlerden önemli olarak görülen öğretmenlerin, BBE proje yarışmasına rehberlik sürecine yaklaşımları, karşılaştıkları zorluklar ve katılımlarına engel durumların incelenmesi amaçlanmıştır. Durum çalışması olarak yürütülen araştırmaya bir Batı Anadolu İlinde çalışmakta olan 65 fen bilimleri ve ilköğretim matematik öğretmenleri (44 kadın ve 21 erkekten) gönüllü katılmışlardır. Veri toplama aracı demografik özellikler ve açık uçlu sorularla oluşturulmuş ve elde edilen veriler betimsel içerik analizi kullanılarak NVivo 10 programında çözümlenmiştir. Sonuç olarak,  öğretmenlerin BBE proje yarışmalarına katılımında karşılaştıkları zorlukları veya katılımına engel durumları “eğitim beklentisi, bireysel, maddi, zaman, sınıf ortamı, öğrenci, öğrenci velisi, okul yönetimi, il/ilçe milli eğitim müdürlüğü ve karşılaştıkları diğer sorunlar” olmak üzere temel başlıklarda tartışılmıştır.

Kaynakça

  • Balas, A.K. (1998, updated 2003). Science fairs in elementary school. (ERIC Document Reproduction Service No. ED 432444)
  • Bruce, S.P., ve Bruce, B.C. (2000). Constructing images of science: People, technologies, and practices. Computers in Human Behavior, 16, 241-256.
  • Bunderson, E. D., ve Anderson, T. (1996). Preservice Elementary Teachers’ Attitudes Toward Their Past Experience With Science Fairs. School Science and Mathematics, 96(7), 371–377. http://doi.org/10.1111/j.1949-8594.1996.tb15855.x
  • Cramer, H. (1999). Mathemaical methods of statistics. Princeton University press.
  • Dionne, L., Reis, G., Trudel, L., Guillet, G., Kleine, L., ve Hancianu, C. (2012). Students’ Sources of Motivation for Participating in Science Fairs: An Exploratory Study within the Canada-Wide Science Fair 2008. International Journal of Science and Mathematics Education, 10(3), 669–693. Retrieved from http://eric.ed.gov/?id=EJ968021
  • Fisanick, L. M. (2010). A Descriptive Study Of The Middle School Science Teacher Behavior For Required Student Partıcipation In Science Fair Competitions (Yayınlanmamış doktora tezi). Indiana University of Pennsylvania, ABD.
  • Grote, M. (1995a). Science teacher educators‟ opinions about science projects and science fairs. Journal of Science Teacher Education, 6(1), 48-52.
  • Grote, M. (1995b). Teacher opinions concerning science projects and science fairs. Ohio Journal of Science, 95(4), 274-277.
  • National Institute of Aerospace (NIA). (2010). NASA Engineering Design Challenge - About. Retrieved from http://www.nasarealworldinworld.org/About.aspx
  • Richards, T. (2002). An intellectual history of NUD*IST and NVivo. International Journal of Social Research Methodology, 5(3), 199–214.
  • Schneider, R.M., ve Lumpe, A.T. (1996). The nature of student science projects in comparison to educational goals for science. Ohio Journal of Science, 96(4/5), 81-88.
  • Society for Science ve the Public (SSP). (2015). About Intel ISEF. Retrieved from https://student.societyforscience.org/intel-isef
  • Temel Eğitim Genel Müdürlüğü - TGEM. (2014). Ortaokul Öğrencilerine Yönelik X. Matematik ve Fen Bilimleri “Bu Benim Eserim” Proje Yarışması Başvuru Kılavuzu. Ankara: MEB Temel Eğitim Genel Müdürlüğü. http://tegm.meb.gov.tr/bubenimeserim/kilavuz.pdf
  • Tortop, H.S. (2013). Science Teachers’ Views about the Science Fair at Primary Education Level, Turkish Online Journal of Qualitative Inquiry, 4(2), 56-64.
  • Tortop, H.S. (2014). Examining of the Predictors of Pre-service Teachers’ Perceptions of the Quality of the Science Fair Projects in Turkey, Necatibey Eğitim Fakültesi Elektronik Fen ve Matematik Eğitimi Dergisi, 8(1), 8, 31-44.
  • United Nations Educational, Scientific and Cultural Organization (UNESCO). (1956). Science Teaching Service No:11, The Science Fair - Tool of Science Education. Study Conferance on Science Teaching, Bangkok, Thaland. 24 Haziran 2015 tarihinde http://unesdoc.unesco.org/images/0015/001546/154690eb.pdf adresinden alınmıştır.
  • Windschitl, M. (2003). Inquiry Projects in Science Teacher Education: What Can Investigative Experiences Reveal about Teacher Thinking and Eventual Classroom Practice? Science Education, 87(1), 112–143. http://doi.org/10.1002/sce.10044
  • Yıldırım, A. ve Şimşek, H. (2013). Sosyal Bilimlerde Nitel Araştırma Yöntemleri. Ankara: Seçkin yayıncılık.
Toplam 18 adet kaynakça vardır.

Ayrıntılar

Birincil Dil Türkçe
Bölüm Makaleler - Articles
Yazarlar

Ayşe Oğuz Ünver

Sertaç Arabacıoğlu

Hasan Okulu

Yayımlanma Tarihi 11 Aralık 2015
Yayımlandığı Sayı Yıl 2015 Cilt: 2 Sayı: 2

Kaynak Göster

APA Oğuz Ünver, A., Arabacıoğlu, S., & Okulu, H. (2015). Öğretmenlerin Bu Benim Eserim Proje Yarışması Rehberlik Sürecine İlişkin Görüşleri. Muğla Sıtkı Koçman Üniversitesi Eğitim Fakültesi Dergisi, 2(2), 12-35. https://doi.org/10.21666/mskuefd.87781

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