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Identifying Science Teachers’ Needs About Developing Students’ Scientific Reasoning Skills

Yıl 2020, Sayı: 50, 399 - 425, 01.09.2020
https://doi.org/10.9779/pauefd.595490

Öz

The aim of this study is to determine science teachers’ needs for developing students’ scientific reasoning skills. The study was a qualitative descriptive survey and participants were 32 science teachers working at state middle schools with different socio-economic statuses in Izmir. Data were collected via Needs Determination Survey developed by researchers. Content validity of survey was provided by expert views. Data obtained from the survey were analyzed using content analysis. At the end of the study, findings showed that teachers associated scientific reasoning skills with science process skills mostly; although they knew the place of scientific reasoning skills in the curriculum, they could not make any explanations about them; they could not design a scientific reasoning skills-based learning environment due to the lack of their inadequacy and to overcome this, they needed some factors related to them such as training and colleague support and external factors such as enough experimental material and class size and they had an expectancy from a possible training to experience activities which they could use directly in the class and in which simple and cheap materials were used. It is hoped that this need analysis may contribute to other stakeholders to design training programs.

Kaynakça

  • Abdelkareem, H. (2008). Empowering students’ scientific reasoning abput energy through experimentation and data analyses. PhD dissertation, Michigan State University.
  • Aykal, F. Y. (2018). Öğretmenlerin profesyonel gelişim süreçlerini destekleyecek eğitim ihtiyaçlarının belirlenmesi: Antalya’da bir özel okul örneği. Yüksek Lisans Tezi, İstanbul Kültür Üniversitesi.
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  • Bilican, K., Tekkaya, C. ve Çakıroğlu, J. (2012). Pre-service science teachers’ instructional planning for teaching nature of science: A multiple case study. Procedia-Social and Behavioral Sciences, 31 (2012), 468-472. https://doi.org/10.1016/j.sbspro.2011.12.088 Boudreaux A., Shaffer P. S., Heron P. R. L. ve McDermott L. C. (2008). Student understanding of control of variables: Deciding whether or not a variable influences the behavior of a system. American Journal of Physics, 76 (2), 163-170. https://doi.org/10.1119/1.2805235
  • Bunterm, T., Wattanathorn, J., Vangpoomyai, P. ve Muchimapura, S. (2012). Impact of open inquiry in science education on working memory, saliva cortisol and problem solving skill. Procedia-Social and Behavioral Sciences, 46 (2012), 5387-5391. https://doi.org/10.1016/j.sbspro.2012.06.444
  • Ceng, Z., Dönmez Usta, N., Yıldırım, N. ve Ayas, A. (2010). Determining in-service training needs of chemistry teachers: A study on the 9th grade new chemistry program. Procedia Social and Behavioral Sciences, 2 (2), 2858-2862. https://doi.org/10.1016/j.sbspro.2010.03.428
  • Coletta, V. P. ve Philips, J. A. (2005). Interpreting FCI scores: Normalized gain, preinstruction scores, and scientific reasoning ability. American Journal of Physics, 73(12), 1172–1182. https://doi.org/10.1119/1.2117109
  • Çetin, P. S., Kutluca, A. Y. ve Kaya, E. (2013). Öğrencilerin argümantasyon kalitelerinin incelenmesi. Fen Eğitimi ve Araştırmaları Derneği Fen Bilimleri Öğretimi Dergisi, 2 (1), 56-66.
  • Demirci Güler, M. P., Gençtarım Kurti D., Çil, O. ve Baş, M. (2017). Etkili fen öğretimi için fen bilimleri öğretmenlerinin ihtiyaçlarının belirlenmesi. Paper presented at the II. International Academic Reseacrh Congress (INES), 18-21 October, Antalya.
  • Demircioğlu, G., Yadigaroğlu, M. ve Demircioğlu, H. (2016). Kimya öğretmenlerinin teknolojik pedagojik alan bilgisine yönelik hizmet içi eğitim ihtiyaçlarının belirlenmesi. Necatibey Eğitim Fakültesi Elektronik Fen ve Matematik Eğitimi Dergisi, 10 (2), 156-185.
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  • Döş, B. (2016). Determining the deficiencies of the teachers in terms of professional knowledge and skills: A qualitative study. Inonu University Journal of Faculty of Education, 17 (3), 41-52.
  • Ekşi, G. (2010). An assessment of the professional development needs of English language instructors working at a state university. Master of Science, Middle East Technical University.
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  • Ergin, İ., Akseki, B. ve Deniz, E. (2012). İlköğretim okullarında görev yapan sınıf öğretmenlerinin hizmet içi eğitim ihtiyaçları. Elektronik Sosyal Bilimler Dergisi, 11 (42), 55-66.
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Öğrencilerde Bilimsel Akıl Yürütme Becerilerini Geliştirme Konusunda Fen Bilimleri Öğretmenlerinin İhtiyaçlarının Belirlenmesi

Yıl 2020, Sayı: 50, 399 - 425, 01.09.2020
https://doi.org/10.9779/pauefd.595490

Öz

Bu çalışmanın amacı, fen bilimleri öğretmenlerinin öğrencilerinde akıl yürütme becerilerini geliştirebilme konusunda nelere ihtiyaç duyduklarının belirlenmesidir. Çalışma nitel betimsel tarama türündedir ve katılımcılarını İzmir ilinde farklı sosyo-ekonomik düzeye sahip resmi ortaokullarda görev yapan 32 fen bilimleri öğretmeni oluşturmaktadır. Çalışma kapsamında veriler, araştırmacılar tarafından geliştirilen İhtiyaçları Belirleme Anketi kullanılarak toplanmıştır. Söz konusu anketin kapsam geçerliği uzman görüşü alınarak sağlanmıştır. Anketten elde edilen verilerin analizinde içerik analizi tekniği kullanılmıştır. Çalışmanın sonunda, öğretmenlerin akıl yürütme becerilerini en fazla bilimsel süreç becerileri ile ilişkilendirdikleri, öğretmenlerin öğretim programında akıl yürütme becerilerinden söz edildiğini bildikleri ancak ne şekilde söz edildiğine dair bir açıklama yapamadıkları, öğretmenlerin bir kısmının kendilerini yeterli hissetmemeleri sebebiyle derslerinde akıl yürütme becerilerinin öğretimine yönelik uygulamalar yapamadıklarını ve bunun üstesinden gelebilmek için eğitim, meslektaş desteği vb. gibi kendileriyle ilgili faktörler ve yeterli deney malzemesi, sınıf mevcudu vb. gibi dışsal faktörler konusunda gelişime ihtiyaç duydukları ve akıl yürütme becerileri konusunda kendilerine verilecek olası bir eğitimde derslerinde doğrudan kullanabilecekleri etkinlik örnekleri görmek istedikleri ve eğitimde deneyimleyecekleri etkinliklerin basit ve ucuz malzemelerle yapılıyor olmasına yönelik beklentileri olduğu bulunmuştur. Gerçekleştirilen bu ihtiyaç analizinin, alanda çalışan diğer paydaşlara gerekli eğitim programlarının hazırlanması konusunda katkı sunması umulmaktadır.

Kaynakça

  • Abdelkareem, H. (2008). Empowering students’ scientific reasoning abput energy through experimentation and data analyses. PhD dissertation, Michigan State University.
  • Aykal, F. Y. (2018). Öğretmenlerin profesyonel gelişim süreçlerini destekleyecek eğitim ihtiyaçlarının belirlenmesi: Antalya’da bir özel okul örneği. Yüksek Lisans Tezi, İstanbul Kültür Üniversitesi.
  • Ayvacı, H. Ş., Bakırcı, H. ve Yıldız, M. (2014). Fen bilimleri öğretmenlerinin hizmet içi eğitim uygulamalarına ilişkin görüşleri ve beklentileri. Amasya Üniversitesi Eğitim Fakültesi Dergisi, 3 (2), 357-383.
  • Baş, T. (2008). Anket: Anket nasıl hazırlanır, uygulanır, değerlendirilir? (5. Baskı). Ankara: Seçkin Yayıncılık.
  • Benford, R. (2001). Relationships between effective inquiry use and the development of scientific reasoning skills in college biology labs. Master Thesis, Arizona State University.
  • Bilican, K., Tekkaya, C. ve Çakıroğlu, J. (2012). Pre-service science teachers’ instructional planning for teaching nature of science: A multiple case study. Procedia-Social and Behavioral Sciences, 31 (2012), 468-472. https://doi.org/10.1016/j.sbspro.2011.12.088 Boudreaux A., Shaffer P. S., Heron P. R. L. ve McDermott L. C. (2008). Student understanding of control of variables: Deciding whether or not a variable influences the behavior of a system. American Journal of Physics, 76 (2), 163-170. https://doi.org/10.1119/1.2805235
  • Bunterm, T., Wattanathorn, J., Vangpoomyai, P. ve Muchimapura, S. (2012). Impact of open inquiry in science education on working memory, saliva cortisol and problem solving skill. Procedia-Social and Behavioral Sciences, 46 (2012), 5387-5391. https://doi.org/10.1016/j.sbspro.2012.06.444
  • Ceng, Z., Dönmez Usta, N., Yıldırım, N. ve Ayas, A. (2010). Determining in-service training needs of chemistry teachers: A study on the 9th grade new chemistry program. Procedia Social and Behavioral Sciences, 2 (2), 2858-2862. https://doi.org/10.1016/j.sbspro.2010.03.428
  • Coletta, V. P. ve Philips, J. A. (2005). Interpreting FCI scores: Normalized gain, preinstruction scores, and scientific reasoning ability. American Journal of Physics, 73(12), 1172–1182. https://doi.org/10.1119/1.2117109
  • Çetin, P. S., Kutluca, A. Y. ve Kaya, E. (2013). Öğrencilerin argümantasyon kalitelerinin incelenmesi. Fen Eğitimi ve Araştırmaları Derneği Fen Bilimleri Öğretimi Dergisi, 2 (1), 56-66.
  • Demirci Güler, M. P., Gençtarım Kurti D., Çil, O. ve Baş, M. (2017). Etkili fen öğretimi için fen bilimleri öğretmenlerinin ihtiyaçlarının belirlenmesi. Paper presented at the II. International Academic Reseacrh Congress (INES), 18-21 October, Antalya.
  • Demircioğlu, G., Yadigaroğlu, M. ve Demircioğlu, H. (2016). Kimya öğretmenlerinin teknolojik pedagojik alan bilgisine yönelik hizmet içi eğitim ihtiyaçlarının belirlenmesi. Necatibey Eğitim Fakültesi Elektronik Fen ve Matematik Eğitimi Dergisi, 10 (2), 156-185.
  • Doğan, B. ve Tatık, R. Ş. (2014). Okul öncesi öğretmenlerinin hizmet içi eğitim ihtiyaçlarının belirlenmesi. The Journal of Academic Social Science Studies, 27, 521-539.
  • Döş, B. (2016). Determining the deficiencies of the teachers in terms of professional knowledge and skills: A qualitative study. Inonu University Journal of Faculty of Education, 17 (3), 41-52.
  • Ekşi, G. (2010). An assessment of the professional development needs of English language instructors working at a state university. Master of Science, Middle East Technical University.
  • Eraslan, A. (2013). Teachers’ reflections on the implementation of the new elementary school mathematics curriculum in Turkey. Hacettepe University Journal of Education, 28 (2), 152-165.
  • Ergin, İ., Akseki, B. ve Deniz, E. (2012). İlköğretim okullarında görev yapan sınıf öğretmenlerinin hizmet içi eğitim ihtiyaçları. Elektronik Sosyal Bilimler Dergisi, 11 (42), 55-66.
  • Erlina, N., Susantini, E. ve Wasis (2018). Common false of student’s scientific reasoning in physics problems. Journal of Physics: Conference Series, 1108 (2018), 1-6.
  • Fraenkel, J. R. ve Wallen, N.E. (2003). How to design and evaluate research in education (5th Edition). Newyork: McGraw- Hill Companies.
  • Fresko, B. ve Ben-Chaim, D. (1986). Experience, education and the inservice needs of matehematics teachers. Teaching and Teacher Education, 2 (3), 245-249.
  • Gobert, J. D., Kim, Y. J., Sao Pedro, M. A., Kennedy, M. ve Betts, C. G. (2015). Using educational data mining to assess students’ skills at designing and conducting experiments within a complex systems microworld. Thinking Skills and Creativity, 18 (2015), 81-90. https://doi.org/10.1016/j.tsc.2015.04.008
  • Hacıeminoğlu, E. (2014). In-service teachers’ perceptions regarding their practices related to integrating nature of science: Case study. Procedia-Social and Behavioral Sciences, 116 (2014), 1268-1273. https://doi.org/10.1016/j.sbspro.2014.01.381
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  • Kang, N. H., Orgill, M. ve Crippen, K. (2008). Understanding teachers’ conceptions of classroom inquiry with a teaching scenario survey instrument. Journal of Science Teacher Education, 19 (4), 337-354. https://doi.org/10.1007/s10972-008-9097-4
  • Kaptan Acar, D. ve Taşdemir, A. (2017). The needs of primary school teachers’ pedagogical content knowledge for science learning and teaching. International Journal of Eurasia Social Sciences, 8 (30), 2281-2305.
  • Karasu, N., Aykut, Ç. ve Yılmaz, B. (2014). Zihin engelliler öğretmenlerinin hizmet içi eğitim ihtiyaçlarının belirlenmesi. Ankara Üniversitesi Eğitim Bilimleri Fakültesi Özel Eğitim Dergisi, 15 (1), 41-53.
  • Kennedy, A. ve Clinton, C. (2009). Identifying the professional development needs of early career teachers in Scotland using nominal group technique. Teacher Development, 13 (1), 29-41. https://doi.org/10.1080/13664530902858485
  • Koenig, K., Schen, M. ve Bao, L. (2012). Explicitly targeting pre-service teacher scientific reasoning abilities and understanding of nature of science through an introductory science course. Science Educator, 21 (2), 1-9.
  • Kuhn D. (2007). Reasoning about multiple variables: control of variables is not the only challenge. Science Education, 91 (5), 710-726. https://doi.org/10.1002/sce.20214
  • Kusumoto, Y. (2008). Need analysis: Developing a teacher training program for elementary school homeroom teachers in Japan. Second Language Studies, 26 (2), 1-44.
  • Larrain, A., Moreno, C., Grau, V., Freire, P., Salvat, I., Lopez, P. ve Silva, M. (2017). Curriculum materials support teachers in the promotion of argumentation in science teaching: A case study. Teaching and Teacher Education, 67 (2017), 522-537. https://doi.org/10.1016/j.tate.2017.07.018
  • Lawson, A. E. (1978). The development and validation of a classroom test of formal reasoning. Journal of Research in Science Teaching, 15, 11-24. https://doi.org/10.1002/tea.3660150103
  • Lawson, A. E. (2004). The nature and development of scientific reasoning: A synthetic view. International Journal of Science and Mathematics Education, 2 (3), 307-338. https://doi.org/10.1007/s10763-004-3224-2 Lawson, A. E. (2005). What is the role of induction and deduction in reasoning and scientific inquiry?.Journal of Research in Science Teaching, 42 (6), 716-740. https://doi.org/10.1002/tea.20067
  • Lawson, A.E., Clark, B., Meldrum, E., Falconer, K.A., Sequist, J.M. ve Kwon, Y.J. (2000). Development of scientific reasoning in college biology: Do two levels of general hypothesis-testing skills exist? Journal of Research in Science Teaching, 37 (1), 81-101. https://doi.org/10.1002/(SICI)1098-2736(200001)37:1<81::AID-TEA6>3.0.CO;2-I
  • Leach, J. (1999). Students’ understanding of the co-ordination of theory and evidence in science. International Journal of Science Education, 21(8), 789-806. https://doi.org/10.1080/095006999290291
  • Lee, C. A. ve Houseal, A. (2003). Self-efficacy, standards and benchmarks as factors in teaching elementary school science. Journal of Elementary Science Education, 15 (1), 37-56. https://doi.org/10.1007/BF03174743
  • Mason, L. ve Scirica, F. (2006). Prediction of students’ argumentation skills about controversial topics by epistemological understanding. Learning and Instruction, 16 (2006), 492-509. https://doi.org/10.1016/j.learninstruc.2006.09.007
  • Milli Eğitim Bakanlığı (2013). İlköğretim kurumlar (ilkokullar ve ortaokullar) fen bilimleri dersi (3, 4, 5, 6, 7 ve 8. sınıflar) öğretim programı. Ankara.
  • Milli Eğitim Bakanlığı (2018). Fen bilimleri dersi öğretim programı: İlkokul ve Ortaokul 3,4, 5, 6, 7 ve 8. Sınıflar. Ankara.
  • Noh, T., Cha, J., Kong, S. ve Scharmann, L. (2004). Perceived professional needs of Korean science teachers majoring in chemical education and their preferences for online and on-site training. International Journal of Science Education, 26 (10), 1269-1289. https://doi.org/10.1080/0950069042000205422
  • Ogan Bekiroğlu, F. (2007). Bridging the gap: Needs assessment of science teacher in service education in Turkey and the effects of teachers and school demographics. Journal of Education for Teaching, 33 (4), 441-456. https://doi.org/10.1080/02607470701603274
  • Osborne, J. (2013). The 21st century challenge for science education: Assessing scientific reasoning. Thinking Skills and Creativity, 10, 265–279. https://doi.org/10.1016/j.tsc.2013.07.006
  • Osborne, J., Erduran, S. ve Simon, S. (2004). Enhancing the quality of argumentation in school science. Journal of Research in Science Teaching, 41(10), 994-1020. https://doi.org/10.1002/tea.20035
  • Qing, Z., Jing, G. ve Yan, W. (2010). Promoting preservice teachers’ critical thinking skills by inquiry-based chemical experiment. Procedia Social and Behavioral Sciences, 2 (2010), 4597-4603. https://doi.org/10.1016/j.sbspro.2010.03.737
  • Sadler, T. D., Chambers, W. F. ve Zeidler, D. L. (2004). Student conceptualizations of the nature of science in response to a socioscientific issue. International Journal of Science Education, 26 (4), 387-409. https://doi.org/10.1080/0950069032000119456
  • Sadler, T.D. ve Zeidler, D.L. (2004). The significance of content knowledge for informal reasoning regarding socioscientific issues: Applying genetics knowledge to genetic engineering issues. Science Education, 89(1), 71-93. https://doi.org/10.1002/sce.20023
  • Sandoval, W. A. ve Morrison, K. (2003). High school students’ ideas about theories and theory change after a biological inquiry unit. Journal of Research in Science Teaching, 40(4), 369–392. https://doi.org/10.1002/tea.10081
  • Sangsa-ard, R., Thathong, K. ve Chapoo, S. (2014). Examining grade 9 students’ conceptions of the nature of science. Procedia- Social and Behavioral Sciences, 116 (2014), 382-388. https://doi.org/10.1016/j.sbspro.2014.01.226
  • Schiefer, J., Golle, J., Tibus, M., Trautwein, U. ve Oschatz, K. (2017). Elementary school children’s understanding of science: The implementation of an extracurricular science intervention. Contemporary Educational Psychology, 51, 447-463. https://doi.org/10.1016/j.cedpsych.2017.09.011
  • Schimek, C. M. (2012). The effectiveness of scaffolding treatment on college students’ epistemological reasoning about how data are used as evidence. PhD dissertation, Texas A&M University
  • Sedova, K., Sedlacek, M. ve Svaricek, R. (2016). Teacher professional development as a means of transforming student classroom talk. Teaching and Teacher Education, 57, 14-25. https://doi.org/10.1080/00131881.2012.734725
  • Shriki, A. ve Patkin, D. (2016). Elementary school mathematics teachers’ perception of their professional needs. Teacher Development, 20 (3), 329-347 https://doi.org/10.1080/13664530.2016.1155476
  • Smit, J., Gijsel, M., Hotze, A. ve Bakker, A. (2018). Scaffolding primary teachers in designing and enacting language-oriented science lessons: Is handing over to indepence a fata morgana?. Learning, Culture and Social Interaction, 18, 72-85. https://doi.org/10.1016/j.lcsi.2018.03.006
  • Tanner, K. D. (2012). Promoting student metacognition. CBE-Life Sciences Education, 11 (13), 113-120. https://doi.org/10.1187/cbe.12-03-0033
  • Taşkoyan, S. N. (2008). Fen ve teknoloji öğretiminde sorgulayıcı öğrenme stratejilerinin öğrencilerin sorgulayıcı öğrenme becerilerine, akademik başarıları ve tutumları üzerindeki etkisi. Yüksek Lisans Tezi, Dokuz Eylül Üniversitesi.
  • Taylor, C. M. (2008). Identifying training needs of educational paraprofessionals. PhD Diss., University of Oregon.
  • Thaiposri, P. ve Wannapiroon, P. (2015). Enhancing students’ critical thinking skills through teaching and learning by inquiry-based learning activities using social network and cloud computing. Procedia- Social and Behavioral Sciences, 174 (2015), 2137-2144. https://doi.org/10.1016/j.sbspro.2015.02.013
  • Tok, E. ve Sevinç, M. (2010). Düşünme becerileri eğitiminin eleştirel düşünme ve problem çözme becerilerine etkisi. Pamukkale Üniversitesi Eğitim Fakültesi Dergisi, 27, 67-82.
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  • Vong, S. A. ve Kaewurai, W. (2017). Instructional model development to enhance critical thinking and critical thinking teaching ability of trainee students at regional teaching training center in Takeo province, Cambodia. Kasetsart Journal of Social Sciences, 38 (2017), 88-95. https://doi.org/10.1016/j.kjss.2016.05.002
  • Wang, J., Guo, D. ve Jou, M. (2015). A study on the effects of model-based nquiry pedagogy on students’ inquiry skills in a virtual physics lab. Computers in Human Behaviour, 49 (2015), 658-669. https://doi.org/10.1016/j.chb.2015.01.043
  • Wilson, S., Schweingruber, H. ve Nielsen, N. (2015). Science teachers’ learning: Enhancing opportunities, creating supportive contexts. The National Academies Press: Washington, DC. https://doi.org/10.17226/21836.
  • Yabaş, D. ve Altun, S. (2009). Farklılaştırılmış öğretim tasarımının öğrencilerin özyeterlik algıları, bilişüstü becerileri ve akademik başarılarına etkisinin incelenmesi. Hacettepe Üniversitesi Eğitim Fakültesi Dergisi, 37, 201-2014.
  • Yıldız, E. ve Ergin, Ö. (2007). Bilişüstü ve Fen Öğretimi. Gazi Üniversitesi Gazi Eğitim Fakültesi Dergisi, 27 (3), 175-196.
  • Zhang, M., Parker, J., Koehler, M. J. ve Eberhardt, J. (2015). Understanding inservice science teachers’ needs for professional development. Journal of Science Teacher Education, 26, 471, 496. https://doi.org/10.1007/s10972-015-9433-4
  • Zimmerman, C. (2007). The development of scientific thinking skills in elementary and middle school. Developmental Review, 27, 172-223. https://doi.org/10.1016/j.dr.2006.12.001
Toplam 72 adet kaynakça vardır.

Ayrıntılar

Birincil Dil Türkçe
Bölüm Makaleler
Yazarlar

Merve Kocagül Sağlam 0000-0002-1152-9220

Gül Ünal Çoban Bu kişi benim 0000-0002-0143-0382

Yayımlanma Tarihi 1 Eylül 2020
Gönderilme Tarihi 23 Temmuz 2019
Kabul Tarihi 30 Nisan 2020
Yayımlandığı Sayı Yıl 2020 Sayı: 50

Kaynak Göster

APA Kocagül Sağlam, M., & Ünal Çoban, G. (2020). Öğrencilerde Bilimsel Akıl Yürütme Becerilerini Geliştirme Konusunda Fen Bilimleri Öğretmenlerinin İhtiyaçlarının Belirlenmesi. Pamukkale Üniversitesi Eğitim Fakültesi Dergisi(50), 399-425. https://doi.org/10.9779/pauefd.595490