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Education Themed Movies as a Teaching Resource for Pre-Service Science Teacher Education

Year 2019, Volume: 12 Issue: 4, 1324 - 1339, 03.10.2019
https://doi.org/10.30831/akukeg.524688

Abstract

Educational media has the potential to foster pre-service science teacher education in many ways. The purpose of this study was to explore the possibility of using selected movies as an educational media and resource for pre-service science teacher education as an extracurricular activity, and therefore five selected movies were used as a backbone for a seven-week training. The sample of the study consisted of 60 pre-service science teachers who attended this training. The data were collected through 3 instruments as pre and posttests. These are Teachers’ Sense of Efficacy Scale (TSES), The Science Teaching Efficacy Belief Instrument (STEBI) and Draw-A-Science-Teacher-Test-Checklist (DASTT-C), respectively. For the first two instruments, a dependent t-test was carried out as a statistical procedure with SPSS. The DASTT-C drawings were evaluated according to its scoring sheet. The results indicated that there is a statistically significant increase in both pre-service science teachers’ efficacy beliefs and their science teaching efficacy beliefs based on our statistical analysis. Pre-service science teachers presented more student-centered instructional style qualifications after the training.

References

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  • Akbas, O., Canoglu, S. N., & Ceylan, M. (2015). Eğitsel kısa film ve videoları yeniden düşünmek: Eğitsel kısa film ve video yarışmasına ilişkin bir değerlendirme. Journal of Theoretical Educational Science, 8(2), 282-296.
  • Akkus, H. (2013). Pre-service secondary science teachers’ images about themselves as science teachers. Journal of Baltic Science Education, 12(2), 249-260.
  • Alderman, G. L., & Green, S. K. (2011). Social powers and effective classroom management: enhancing teacher–student relationships. Intervention in School and Clinic, 47(1), 39-44.
  • Askar, P., & Umay, A. (2001). İlköğretim matematik öğretmenliği öğrencilerinin bilgisayarla ilgili öz-yeterlik algısı. Hacettepe University Journal of Education, 21(21), 1-8.
  • Berk, R. A. (2009). Multimedia teaching with video clips: TV, movies, youtube, and mtvu in the college classroom. International Journal of Technology in Teaching & Learning, 5(1), 1-21.
  • Bikmaz, F. H. (2002). Fen öğretiminde öz-yeterlik inancı ölçeği. Educational Sciences & Practice, 1(2), 197-210.
  • Blackbourn, J. M., Fillingim, J., Kritsonis, M. A., Campbell, J., Rader, D., Schillinger, D., & Ray, J. (2007). The Road Ahead: Ten Trends that Will Impact Education in this Century. National Forum of Educational Administration and Supervision Journal. 24(3), 4-22.
  • Blasco, P.G., Moreto, G. Blasko, M.G., Levites, M.R. & Janaudis, M.A. (2015). Education through Movies: Improving teaching skills and fostering reflection among students and teachers. Journal for Learning through the Arts. 11(1), 1-16.
  • Buldur, S. (2017). A longitudinal investigation of the preservice science teachers’ beliefs about science teaching during a science teacher training programme. International Journal of Science Education, 39(1), 1-19.
  • Capa, Y., Cakiroglu, J., & Sarikaya, H. (2005). The development and validation of a Turkish version of teachers’ sense of efficacy scale. Education and Science, 30(137), 74-81.
  • Carr, W. (2006). Philosophy, methodology and action research. Journal of Philosophy of Education, 40(4), 421-435.
  • Chambers, D. W. (1983). Stereotypic images of the scientist: The Draw a Scientist Test. Science Education, 67(2), 255-265.
  • Choi, J. S., & Song, J. (1996). Students' preferences for different contexts for learning science. Research in Science Education, 26(3), 341-352.
  • Coban, A., & Sanalan, V. A. (2002). Fen bilgisi öğretimi dersinde özgün deney tasarım sürecinin öğretmen adayının öz yeterlilik algısına etkisi. Erzincan University Journal of Education Faculty, 4(2), 1-10.
  • Coladarci, T., & Donaldson Jr, G. A. (1991). School climate assessment encourages collaboration. NASSP Bulletin, 75(536), 111-119.
  • Doymus, K., Simsek, U., & Bayrakceken, S. (2004). İşbirlikçi öğrenme yönteminin fen bilgisi dersinde akademik başarı ve tutuma etkisi. Journal of Turkish Science Education, 1(2), 103-115.
  • Duban, N. Y. (2013). Pre-service Science and Technology Teachers' Mental Images of Science Teaching. Eurasian Journal of Educational Research, 50, 107-126.Egyed, C. J., & Short, R. J. (2006). Teacher self-efficacy, burnout, experience and decision to refer a disruptive student. School Psychology International, 27(4), 462-474.
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  • Elmas, R., Demirdogen, B., & Geban, O. (2011). Preservice chemistry teachers’ images about science teaching in their future classrooms. Hacettepe University Journal of Education, 40(40), 164-175.
  • Enochs, L. G., & Riggs, I. M. (1990). Further development of an elementary science teaching efficacy belief instrument: A preservice elementary scale. School Science and Mathematics, 90(8), 694-706.
  • Evertson, C. M., Emmer, E. T., Sanford, J. P., & Clements, B. S. (1983). Improving classroom management: An experiment in elementary school classrooms. The Elementary School Journal, 84(2), 173-188.
  • Finson, K. D., Beaver, J. B., & Cramond, B. L. (1995). Development and field test of a checklist for the Draw A Scientist Test. School Science and Mathematics, 95(4), 195-205.
  • Fraenkel, J. R., Wallen, N. E., & Hyun, H. H. (2011). How to design and evaluate research in education. New York: McGraw-Hill Humanities/Social Sciences/Languages.
  • Gable, R. A., Hester, P. H., Rock, M. L., & Hughes, K. G. (2009). Back to basics: Rules, praise, ignoring, and reprimands revisited. Intervention in School and Clinic, 44(4), 195-205.
  • Grant, P. A. (2002). Using popular films to challenge preservice teachers’ beliefs about teaching in urban schools. Urban Education, 37(1), 77-95.Guven Yildirim, E. (2015). Science Teacher Candidates' Portraits of Science Teaching as a Profession by Using the Characters in the Movie" 3 Idiots". Educational Sciences: Theory and Practice, 15(5), 1363-1372.
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  • Hoy, A. W., & Spero, R. B. (2005). Changes in teacher efficacy during the early years of teaching: A comparison of four measures. Teaching and Teacher Education, 21(4), 343-356.
  • Karatas, K., Ardic, T. & Oral, B. (2017). Öğretmenlik Mesleğinin Yeterlikleri ve Geleceği: Metaforik Bir Analiz. Turkish Studies. 12(33), 291-312.
  • Kaskaya, A., Unlu, I., Akar, M. S., & Ozturan, M. S. (2011). The effect of school and teacher themed movies on pre-service teachers' professional attitudes and perceived self-efficacy. Educational Sciences: Theory & Practice, 11(4), 1778-1783.
  • Kiremit, H. O., & Gokler, İ. (2010). Fen bilgisi öğretmenliği öğrencilerinin biyoloji öğretimi ile ilgili öz-yeterlik inançlarının karşılaştırılması. Pamukkale University Journal of Education, 27(27), 41-54.
  • Kucuk, M., Altun, E., & Palic, G. (2013). Sınıf öğretmenlerinin fen öğretimi öz-yeterlik inançlarının incelenmesi: Rize ili örneklemi. Amasya Education Journal, 2(1), 45-70.
  • Lafferty, G. (2016). Opening the learning process: The potential role of feature film in teaching employment relations. Australian Journal of Adult Learning, 56(1), 8-28.
  • Marri, A. R., Ahn, M., Fletcher, J., Heng, T. T., & Hatch, T. (2012). Self-Efficacy of US High School Teachers Teaching the Federal Budget, National Debt and Budget Deficit: a mixed-methods case study. Citizenship, Social and Economics Education, 11(2), 105-120.
  • Michel, E., & Roebers, C. M. (2008). Children's knowledge acquisition through film: Influence of programme characteristics. Applied Cognitive Psychology: The Official Journal of the Society for Applied Research in Memory and Cognition, 22(9), 1228-1244.
  • Michel, E., Roebers, C. M., & Schneider, W. (2007). Educational films in the classroom: Increasing the benefit. Learning and Instruction, 17(2), 172-183.Morgil, İ., Secken, N., & Yucel, A. S. (2004). Kimya öğretmen adaylarının öz-yeterlik inançlarının bazı değişkenler açısından incelenmesi. Journal of Balikesir University Institute of Science and Technology, 6(1), 62-72.
  • Okutan, M., & Kahveci, A. (2012). İlköğretim okul müdürlerinin genel öz yeterlik inançlarının çeşitli değişkenler açısından incelenmesi (Rize örneği). Kastamonu Education Journal, 20(1), 27-42.
  • Ozerkan, E. (2007). Öğretmenlerin öz-yeterlik algıları ile öğrencilerin sosyal bilgiler benlik kavramları arasındaki ilişki (Master's thesis). Sosyal Bilimler Enstitüsü. Trakya Üniversitesi.
  • Pekdag, B. (2010). Alternative methods in learning chemistry: Learning with animation, simulation, video and multimedia. Journal of Turkish Science Education, 7(2), 111-118.
  • Polat, S. ve Akcan, E. (2017). Eğitim Temalı Filmlerin Çokkültürlü Eğitim Açısından Analizi. Turkish Studies. 12(18), 475-504.
  • Roberts, J. K., & Henson, R. K. (2001). A Confirmatory Factor Analysis of a New Measure of Teacher Efficacy: Ohio State Teacher Efficacy Scale. Paper presented at the annual meeting of the American Educational Research Association, Seattle. (ERIC Number: ED453254), retrieved from https://files.eric.ed.gov/fulltext/ED453254.pdf.
  • Ruble, L. A., Usher, E. L., & McGrew, J. H. (2011). Preliminary investigation of the sources of self-efficacy among teachers of students with autism. Focus on Autism and Other Developmental Disabilities, 26(2), 67-74.
  • Sahin, M., & Ozbay, Y. (1999). Üniversite öğrencilerinin empatik sınıf atmosferine ilişkin algılamaları. Hacettepe University Journal of Education, 15(15), 74-83.Savran, A., & Cakiroglu, J. (2003). Differences between Elementary and Secondary Preservice Science Teachers' Perceived Efficacy Beliefs and Their Classroom Management Beliefs. Turkish Online Journal of Educational Technology, 2(4), 15-20.
  • Shechtman, Z., & Leichtentritt, J. (2004). Affective teaching: a method to enhance classroom management. European Journal of Teacher Education, 27(3), 323-333. Tatar, N. (2015). Pre-service teachers’ beliefs about the image of a science teacher and science teaching. Journal of Baltic Science Education, 14(1), 34-44.
  • Tekkaya, C., Cakıroglu, J., & Ozkan, O. (2002). A case study on science teacher trainees. Education and Science, 27(126), 15-21.
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Fen Bilgisi Öğretmen Adaylarının Eğitiminde Bir Öğretim Materyali Olarak Eğitim Temalı Filmler

Year 2019, Volume: 12 Issue: 4, 1324 - 1339, 03.10.2019
https://doi.org/10.30831/akukeg.524688

Abstract

Eğitime dayalı medya araçları öğretmen adaylarının potansiyellerini geliştirmede etkili bir araçtır. Bu çalışmanın amacı, fen bilgisi öğretmen adaylarının eğitiminde öğretim programını desteklemek amacıyla seçilen bazı filmlerin öğretim aracı olarak kullanılmasıdır. Bu bağlamda seçilen beş film, yedi haftalık eğitimin ana unsurunu oluşturmaktadır. Araştırmanın örneklemini, 60 fen bilgisi öğretmen adayı oluşturmaktadır. Veriler, ön-test ve son-test olarak üç veri toplama aracıyla toplanmıştır. Araştırmada kullanılan ölçekler, Öğretmen Öz-yeterlik Ölçeği (ÖÖÖ), Fen Öğretimi Öz-Yeterlik İnancı Ölçeği (FÖYİÖ), Fen Öğretmeni Olarak Kendini Çizme Testi (DASTT-C) şeklindedir. İlk iki ölçek için, SPSS istatistiksel paket programı ile bağımlı örneklemler t testi yapılmıştır. DASTT-C çizimleri için ise, dereceli ölçeğe göre değerlendirilmiştir. Sonuçlar, fen bilgisi öğretmen adaylarının hem öğretmen öz-yeterlik inanç son test puanlarında hem de fen öğretimi öz-yeterlik inanç son test puanlarında anlamlı farklılıklar olduğunu göstermiştir. Eğitimden sonra, fen bilgisi öğretmen adaylarının daha fazla öğrenci merkezli öğretim tarzı sergiledikleri görülmüştür.

References

  • Acıkgoz, K. U., Ozkal, N., & Kilic, A. G. (2003). Öğretmen adaylarının sınıf atmosferine ilişkin algıları. Hacettepe University Journal of Education, 25(25).1-7.
  • Akbas, O., Canoglu, S. N., & Ceylan, M. (2015). Eğitsel kısa film ve videoları yeniden düşünmek: Eğitsel kısa film ve video yarışmasına ilişkin bir değerlendirme. Journal of Theoretical Educational Science, 8(2), 282-296.
  • Akkus, H. (2013). Pre-service secondary science teachers’ images about themselves as science teachers. Journal of Baltic Science Education, 12(2), 249-260.
  • Alderman, G. L., & Green, S. K. (2011). Social powers and effective classroom management: enhancing teacher–student relationships. Intervention in School and Clinic, 47(1), 39-44.
  • Askar, P., & Umay, A. (2001). İlköğretim matematik öğretmenliği öğrencilerinin bilgisayarla ilgili öz-yeterlik algısı. Hacettepe University Journal of Education, 21(21), 1-8.
  • Berk, R. A. (2009). Multimedia teaching with video clips: TV, movies, youtube, and mtvu in the college classroom. International Journal of Technology in Teaching & Learning, 5(1), 1-21.
  • Bikmaz, F. H. (2002). Fen öğretiminde öz-yeterlik inancı ölçeği. Educational Sciences & Practice, 1(2), 197-210.
  • Blackbourn, J. M., Fillingim, J., Kritsonis, M. A., Campbell, J., Rader, D., Schillinger, D., & Ray, J. (2007). The Road Ahead: Ten Trends that Will Impact Education in this Century. National Forum of Educational Administration and Supervision Journal. 24(3), 4-22.
  • Blasco, P.G., Moreto, G. Blasko, M.G., Levites, M.R. & Janaudis, M.A. (2015). Education through Movies: Improving teaching skills and fostering reflection among students and teachers. Journal for Learning through the Arts. 11(1), 1-16.
  • Buldur, S. (2017). A longitudinal investigation of the preservice science teachers’ beliefs about science teaching during a science teacher training programme. International Journal of Science Education, 39(1), 1-19.
  • Capa, Y., Cakiroglu, J., & Sarikaya, H. (2005). The development and validation of a Turkish version of teachers’ sense of efficacy scale. Education and Science, 30(137), 74-81.
  • Carr, W. (2006). Philosophy, methodology and action research. Journal of Philosophy of Education, 40(4), 421-435.
  • Chambers, D. W. (1983). Stereotypic images of the scientist: The Draw a Scientist Test. Science Education, 67(2), 255-265.
  • Choi, J. S., & Song, J. (1996). Students' preferences for different contexts for learning science. Research in Science Education, 26(3), 341-352.
  • Coban, A., & Sanalan, V. A. (2002). Fen bilgisi öğretimi dersinde özgün deney tasarım sürecinin öğretmen adayının öz yeterlilik algısına etkisi. Erzincan University Journal of Education Faculty, 4(2), 1-10.
  • Coladarci, T., & Donaldson Jr, G. A. (1991). School climate assessment encourages collaboration. NASSP Bulletin, 75(536), 111-119.
  • Doymus, K., Simsek, U., & Bayrakceken, S. (2004). İşbirlikçi öğrenme yönteminin fen bilgisi dersinde akademik başarı ve tutuma etkisi. Journal of Turkish Science Education, 1(2), 103-115.
  • Duban, N. Y. (2013). Pre-service Science and Technology Teachers' Mental Images of Science Teaching. Eurasian Journal of Educational Research, 50, 107-126.Egyed, C. J., & Short, R. J. (2006). Teacher self-efficacy, burnout, experience and decision to refer a disruptive student. School Psychology International, 27(4), 462-474.
  • Ekici, G. (2008). Sınıf yönetimi dersinin öğretmen adaylarının öğretmen öz-yeterlik algı düzeyine etkisi. Hacettepe University Journal of Education, 35(35), 98-110.Elmas, R., & Eryilmaz, A. (2015). How to Write Good Quality Contextual Science Questions: Criteria and Myths. Journal of Theoretical Educational Science, 8(4), 564-580.
  • Elmas, R., Demirdogen, B., & Geban, O. (2011). Preservice chemistry teachers’ images about science teaching in their future classrooms. Hacettepe University Journal of Education, 40(40), 164-175.
  • Enochs, L. G., & Riggs, I. M. (1990). Further development of an elementary science teaching efficacy belief instrument: A preservice elementary scale. School Science and Mathematics, 90(8), 694-706.
  • Evertson, C. M., Emmer, E. T., Sanford, J. P., & Clements, B. S. (1983). Improving classroom management: An experiment in elementary school classrooms. The Elementary School Journal, 84(2), 173-188.
  • Finson, K. D., Beaver, J. B., & Cramond, B. L. (1995). Development and field test of a checklist for the Draw A Scientist Test. School Science and Mathematics, 95(4), 195-205.
  • Fraenkel, J. R., Wallen, N. E., & Hyun, H. H. (2011). How to design and evaluate research in education. New York: McGraw-Hill Humanities/Social Sciences/Languages.
  • Gable, R. A., Hester, P. H., Rock, M. L., & Hughes, K. G. (2009). Back to basics: Rules, praise, ignoring, and reprimands revisited. Intervention in School and Clinic, 44(4), 195-205.
  • Grant, P. A. (2002). Using popular films to challenge preservice teachers’ beliefs about teaching in urban schools. Urban Education, 37(1), 77-95.Guven Yildirim, E. (2015). Science Teacher Candidates' Portraits of Science Teaching as a Profession by Using the Characters in the Movie" 3 Idiots". Educational Sciences: Theory and Practice, 15(5), 1363-1372.
  • Henson, R. K. (2001, February). Relationships between preservice teachers' self-efficacy, task analysis, and classroom management beliefs. Paper presented at the annual meeting of the Southwest Educational Research Association, New Orleans, LA.
  • Hoy, A. W., & Spero, R. B. (2005). Changes in teacher efficacy during the early years of teaching: A comparison of four measures. Teaching and Teacher Education, 21(4), 343-356.
  • Karatas, K., Ardic, T. & Oral, B. (2017). Öğretmenlik Mesleğinin Yeterlikleri ve Geleceği: Metaforik Bir Analiz. Turkish Studies. 12(33), 291-312.
  • Kaskaya, A., Unlu, I., Akar, M. S., & Ozturan, M. S. (2011). The effect of school and teacher themed movies on pre-service teachers' professional attitudes and perceived self-efficacy. Educational Sciences: Theory & Practice, 11(4), 1778-1783.
  • Kiremit, H. O., & Gokler, İ. (2010). Fen bilgisi öğretmenliği öğrencilerinin biyoloji öğretimi ile ilgili öz-yeterlik inançlarının karşılaştırılması. Pamukkale University Journal of Education, 27(27), 41-54.
  • Kucuk, M., Altun, E., & Palic, G. (2013). Sınıf öğretmenlerinin fen öğretimi öz-yeterlik inançlarının incelenmesi: Rize ili örneklemi. Amasya Education Journal, 2(1), 45-70.
  • Lafferty, G. (2016). Opening the learning process: The potential role of feature film in teaching employment relations. Australian Journal of Adult Learning, 56(1), 8-28.
  • Marri, A. R., Ahn, M., Fletcher, J., Heng, T. T., & Hatch, T. (2012). Self-Efficacy of US High School Teachers Teaching the Federal Budget, National Debt and Budget Deficit: a mixed-methods case study. Citizenship, Social and Economics Education, 11(2), 105-120.
  • Michel, E., & Roebers, C. M. (2008). Children's knowledge acquisition through film: Influence of programme characteristics. Applied Cognitive Psychology: The Official Journal of the Society for Applied Research in Memory and Cognition, 22(9), 1228-1244.
  • Michel, E., Roebers, C. M., & Schneider, W. (2007). Educational films in the classroom: Increasing the benefit. Learning and Instruction, 17(2), 172-183.Morgil, İ., Secken, N., & Yucel, A. S. (2004). Kimya öğretmen adaylarının öz-yeterlik inançlarının bazı değişkenler açısından incelenmesi. Journal of Balikesir University Institute of Science and Technology, 6(1), 62-72.
  • Okutan, M., & Kahveci, A. (2012). İlköğretim okul müdürlerinin genel öz yeterlik inançlarının çeşitli değişkenler açısından incelenmesi (Rize örneği). Kastamonu Education Journal, 20(1), 27-42.
  • Ozerkan, E. (2007). Öğretmenlerin öz-yeterlik algıları ile öğrencilerin sosyal bilgiler benlik kavramları arasındaki ilişki (Master's thesis). Sosyal Bilimler Enstitüsü. Trakya Üniversitesi.
  • Pekdag, B. (2010). Alternative methods in learning chemistry: Learning with animation, simulation, video and multimedia. Journal of Turkish Science Education, 7(2), 111-118.
  • Polat, S. ve Akcan, E. (2017). Eğitim Temalı Filmlerin Çokkültürlü Eğitim Açısından Analizi. Turkish Studies. 12(18), 475-504.
  • Roberts, J. K., & Henson, R. K. (2001). A Confirmatory Factor Analysis of a New Measure of Teacher Efficacy: Ohio State Teacher Efficacy Scale. Paper presented at the annual meeting of the American Educational Research Association, Seattle. (ERIC Number: ED453254), retrieved from https://files.eric.ed.gov/fulltext/ED453254.pdf.
  • Ruble, L. A., Usher, E. L., & McGrew, J. H. (2011). Preliminary investigation of the sources of self-efficacy among teachers of students with autism. Focus on Autism and Other Developmental Disabilities, 26(2), 67-74.
  • Sahin, M., & Ozbay, Y. (1999). Üniversite öğrencilerinin empatik sınıf atmosferine ilişkin algılamaları. Hacettepe University Journal of Education, 15(15), 74-83.Savran, A., & Cakiroglu, J. (2003). Differences between Elementary and Secondary Preservice Science Teachers' Perceived Efficacy Beliefs and Their Classroom Management Beliefs. Turkish Online Journal of Educational Technology, 2(4), 15-20.
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There are 58 citations in total.

Details

Primary Language English
Subjects Studies on Education
Journal Section Articles
Authors

Rıdvan Elmas

Muhammet Emin Türkoğlu 0000-0003-3883-3414

Bülent Aydoğdu 0000-0003-1989-6081

Publication Date October 3, 2019
Submission Date February 8, 2019
Published in Issue Year 2019 Volume: 12 Issue: 4

Cite

APA Elmas, R., Türkoğlu, M. E., & Aydoğdu, B. (2019). Education Themed Movies as a Teaching Resource for Pre-Service Science Teacher Education. Journal of Theoretical Educational Science, 12(4), 1324-1339. https://doi.org/10.30831/akukeg.524688