Farklı Bilişsel Stildeki Fen Bilgisi Öğretmen Adaylarının Rehberli Sorgulamanın Uygulandığı Laboratuvar Uygulamalarına İlişkin Görüşleri

Abstract

Bu araştırmada farklı bilişsel stildeki fen bilgisi öğretmen adaylarının rehberli sorgulayıcı öğrenme yaklaşımı temelli laboratuvar uygulamalarına ilişkin görüşlerinin belirlenmesi amaçlanmıştır. Araştırmanın çalışma grubunu bir devlet üniversitesinde öğrenim gören altı fen bilgisi öğretmen adayı oluşturmaktadır. Bu araştırmada nitel araştırma desenlerinden durum çalışması kullanılmıştır. Durum çalışması desenlerinden iç içe geçmiş tek durum deseninin kullanıldığı araştırmada öğretmen adayı görüşleri, uygulama sonrası yapılan odak grup görüşmesi ile belirlenmiştir. Farklı bilişsel stildeki öğretmen adaylarının rehberli sorgulayıcı öğrenme yaklaşımı temelli laboratuvar uygulamalarına ilişkin görüşlerine yönelik nitel veriler üzerinden içerik analizi yapılmıştır. Araştırma sonucunda öğretmen adayları yapılan uygulamanın açık uçlu doğada olmasının, bilimsel düşünme alışkanlığı geliştirmeleri, olayları farklı bakış açısı ile görebilmeleri, deneylerin motivasyon arttırıcı ve eğlenceli olmasına katkı sağladığı görüşündedirler. Adaylar aynı zamanda deneylerde tümdengelim yoluyla akıl yürütme döngüsünün kullanımının döngünün içeriksel ve yapısal özelliklerinden dolayı katkı sağladığını da belirtmişlerdir. Öğretmen adaylarının hem deneylerin açık uçlu olması hem de deneylerde tümdengelim yoluyla akıl yürütme döngüsünün kullanımının deney öncesi ön bilgileri kontrol etme sürecine olan ciddi katkısına vurgu yaptıkları görülmektedir. Araştırmada öğretmen adaylarının rehberli sorgulayıcı öğrenme yaklaşımı temelli laboratuvar uygulamalarına ilişkin görüşlerine ek olarak ilgili alan yazın doğrultusunda alan bağımlı / alan bağımsız bilişsel stiller açısından rehberli sorgulayıcı öğrenme yaklaşımı temelli laboratuvar uygulamalarının kullanımına ilişkin öneriler de sunulmuştur.

Keywords

• alan bağımlı/alan bağımsız bilişsel stiller
• laboratuvar
• rehberli sorgulama
• tümdengelim yoluyla akıl yürütme.

The Views of Prospective Science Teachers with Different Cognitive Styles about Laboratory Practices Where Guided Inquiry Is Implemented

Abstract

This study aimed to determine the views of prospective science teachers with different cognitive styles about laboratory practices that are based on the guided inquiry learning approach. The sample of the study consisted of six prospective science teachers enrolled in a state university. The case study method, which is a qualitative research method, was used in the study. Among case study designs, the embedded single-case design was used, and the views of the participants were determined after a focus group meeting held following the implementation. Content analysis was carried out on the qualitative data of the views of the participants about laboratory practices that were based on the guided inquiry learning approach. As a result of the study, pre-service teachers think that the open-ended nature of the experiments contributes to the development of scientific thinking habits, to see the events from a different perspective, and to the motivation and fun of the experiments. The participants also stated that the use of the hypothetico-deductive reasoning cycle in the experiments contributed to them due to the contextual and structural characteristics of the cycle. It was observed that the participants emphasized the significant contribution of both the open-ended nature of the experiments and the use of the hypothetico-deductive reasoning cycle in the experiments on the process of checking preliminary knowledge before the experiments. In addition to the students' views on guided inquiry learning approach-based laboratory practices in the study, suggestions were presented regarding the use of guided inquiry learning approach-based laboratory practices in terms of field dependent/field independent cognitive styles in line with the relevant literature.

Keywords

• Field-dependent/field-independent cognitive styles
• laboratory
• guided inquiry
• hypothetico-deductive reasoning cycle

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