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FEN BİLGİSİ ÖĞRETMEN ADAYLARININ TEKNOLOJİ DESTEKLİ ARGÜMANTASYONA YÖNELİK GÖRÜŞLERİ

Year 2017, Volume: 17 Issue: 3, 1384 - 1410, 19.09.2017
https://doi.org/10.17240/aibuefd.2017.17.31178-338837

Abstract

Bu çalışmanın amacı
fen bilgisi öğretmen adaylarının teknoloji destekli argümantasyona yönelik
görüşlerini tespit etmektir. Nitel araştırma yöntemlerinden tek araçsal durum
çalışması kullanılan bu çalışmada dört adet açık uçlu sorudan oluşan teknoloji
destekli argümantasyon görüş formu ve demografik bilgi formu ile veriler
çevrimiçi olarak toplanmıştır. Katılımcılar Türkiye’deki 35 farklı üniversitede
fen bilgisi öğretmenliği 3. sınıflarında okuyan 182 öğretmen adayıdır.
Verilerin analizi içerik analizi ve betimsel analiz yöntemiyle yapılmıştır.
Araştırmanın bulguları öğretmen adaylarının argümantasyon ortamlarının
yararlarına, teknoloji destekli fen sınıflarının yararları ve sınırlılıklarına
ve ayrıca teknoloji destekli argümantasyon ortamlarının önemine yönelik farklı
görüşler bildirdiklerini ortaya koymuştur. Bulgular tartışılarak teknoloji
destekli argümantasyon eğitimlerine yönelik önerilere yer verilmiştir.

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Year 2017, Volume: 17 Issue: 3, 1384 - 1410, 19.09.2017
https://doi.org/10.17240/aibuefd.2017.17.31178-338837

Abstract

References

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  • Akpınar, E., Aktamış, H. ve Ergin, O. (2005). Fen bilgisi dersinde eğitim teknolojisi kullanılmasına ilişkin öğrenci görüşleri. The Turkish Online Journal of Educational Technology, 4(1), 93–100.
  • Aktamış, H., ve Atmaca, A. C. (2016). Fen bilgisi öğretmen adaylarının argümantasyon tabanlı öğrenme yaklaşımına yönelik görüşleri. Elektronik Sosyal Bilimler Dergisi, 15(58), 936–947. http://doi.org/10.17755/esosder.48760
  • Andriessen, J. (2006). Arguing to learn. In R. K. Sawyer (Ed.), The Cambridge handbook of the learning sciences (pp. 443–459). New York, NY: Cambridge University Press.
  • Aufschnaiter, C. Von, Erduran, S., Osborne, J., & Simon, S. (2008). Arguing to learn and learning to argue : Case studies of how students’ argumentation relates to their scientific knowledge. Journal of Research in Science Teaching, 45(1), 101–131. http://doi.org/10.1002/tea
  • Aydeniz, M., & Ozdilek, Z. (2015). Assessing pre-service science teachers ’ understanding of scientific argumentation : What do they know about argumentation after four years of college science? Science Education International, 26(2), 217–239.
  • Aydeniz, M., & Ozdilek, Z. (2016). Assessing and enhancing pre-service science teachers’ self-efficacy to teach science through argumentation: Challenges and possible solutions. International Journal of Science and Mathematics Education, 14(7), 1255–1273. http://doi.org/10.1007/s10763-015-9649-y
  • Bell, P., & Linn, M. C. (2000). Scientific arguments as learning artifacts: Designing for learning from the web with KIE. International Journal of Science Education, 22(8), 797–817. http://doi.org/10.1080/095006900412284
  • Berland, L. K., & Lee, V. R. (2012). In pursuit of consensus: Disagreement and legit- imization during small-group argumentation. International Journal of Science Education, 34, 1857–1882.
  • Berland, L. K., & Reiser, B. J. (2009). Making sense of argumentation and explanation. Science Education, 93(1), 26–55. http://doi.org/10.1002/sce.20286
  • Canbazoğlu Bilici, S. ve Baran, E. (2015). Fen bilimleri öğretmenlerinin teknolojik pedagojik alan bilgisine yönelik öz - yeterlik düzeylerinin incelenmesi: Boylamsal bir araştırma. Gazi Üniversitesi Eğitim Fakültesi Dergisi, 35(2), 285-306.
  • Çataloğlu, E., & Ateşkan, A. (2014). QR (Quick Response) kodunun eğitim ve öğretimde kullanımının örneklenmesi. İlköğretim Online, 13(1), 5–14.
  • Çetin, P. S., Dogan, N., & Kutluca, A. Y. (2014). The quality of pre-service science teachers’ argumentation: influence of content knowledge. Journal of Science Teacher Education, 25(3), 309–331.
  • Cho, K.-L., & Jonassen, D. H. (2002). The effects of argumentation scaffolds on argumentation and problem solving. Educational Technology Research and Development, 50(3), 5–22. http://doi.org/10.1007/BF02505022
  • Clark, D. B., & Sampson, V. D. (2007). Personally‐seeded discussions to scaffold online argumentation. International Journal of Science Education, 29(3), 253–277. http://doi.org/10.1080/09500690600560944
  • Creswell, J. W. (2013). Qualitative inquiry & research design. Choosing among five approaches (3rd ed.). Thousand Oaks, CA: Sage Publications, Inc.
  • Cross, D., Taasoobshirazi, G., Hendricks, S., & Hickey, D. T. (2008). Argumentation: A strategy for improving achievement and revealing scientific identities. International Journal of Science Education, 30(6), 837–861. http://doi.org/10.1080/09500690701411567
  • Dawson, V. M., & Venville, G. (2010). Teaching strategies for developing students’ argumentation skills about socioscientific issues in high school genetics. Research in Science Education, 40(2), 133–148. http://doi.org/10.1007/s11165-008-9104-y
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Details

Journal Section Articles
Authors

Bahadır Namdar

Elif Salih This is me

Publication Date September 19, 2017
Submission Date September 19, 2017
Published in Issue Year 2017 Volume: 17 Issue: 3

Cite

APA Namdar, B., & Salih, E. (2017). FEN BİLGİSİ ÖĞRETMEN ADAYLARININ TEKNOLOJİ DESTEKLİ ARGÜMANTASYONA YÖNELİK GÖRÜŞLERİ. Abant İzzet Baysal Üniversitesi Eğitim Fakültesi Dergisi, 17(3), 1384-1410. https://doi.org/10.17240/aibuefd.2017.17.31178-338837

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