A Day at the Science Center Examining the Experience of the Pre-Service Elementary Teachers on the Practices at the Science Center

Year 2023, Volume: 16 Issue: 3, 727 - 748, 28.07.2023

Sema Aydın-ceran , Seher Esen

https://doi.org/10.30831/akukeg.1231166

Abstract

This research was carried out to reveal the experiences of pre-service elementary teachers during their visit to the science center and their observations and opinions about this experience. For this purpose, a case study, which is one of the qualitative research designs, was adopted. Thirty-two pre-service elementary teachers participated in the research. Interviews, observations and diaries were used to obtain the data, and the data were subjected to content analysis. As a result of the analysis, four themes were reached: image, interest, contribution, and improvement. The results show that pre-service teachers associate the science center image they create with technology, laboratory and scientists. It was determined that pre-service teachers showed more interest in some disciplines of science, scientists, and technology-related fields in the science center. In addition, it was concluded that the science center will contribute to the innovative and productive vision, economy, science literacy of the society in the city where it is located, science teaching, and the professional development of teachers. Finally, the pre-service teachers made suggestions to increase the contribution of science centers to the region and society. It is thought that the results will be guiding in terms of providing science teaching experience and a qualified science teaching vision to pre-service elementary teachers in informal environments.

Keywords

pre-service elementary teacher training, science education for pre-service elementary teacher, Out-of-school learning environments, science center

References

• Agar, M. H., Glaser, B. G., Strauss, A. L., Hammersley, M., Hammersley, M., Kirk, M., & Silverman, D. (2004). Quality and credibility. In Seale, C., Gobo, G., Gubrium, JF, & Silverman, D. (Eds), Qualitative research practice (pp. 378-378). Sage.
• Akar, H. (2016). Durum Çalışması. In A. Saban & A. Ersoy (Eds.), Eğitimde nitel araştırma desenleri (pp. 111-150). Anı Yayıncılık.
• Yeltekin Atar, B. Ş., Aykutlu, I., & Bayrak, C. (2021). Türkiye’de son 10 yılda fizik eğitiminde kavram yanılgılarıyla ilgili yapılan çalışmaların değerlendirilmesi. Atatürk Üniversitesi Kazım Karabekir Eğitim Fakültesi Dergisi, (42),304-323. https://doi.org/10.33418/ataunikkefd.831817
• Aksoğan, M., & Bulut Özek, M. (2020). Öğretmen adaylarının teknoloji yeterlilikleri ile teknolojiye bakış açısı arasındaki ilişki. Gümüşhane Üniversitesi Sosyal Bilimler Dergisi, 11(2), 301-311. https://dergipark.org.tr/en/pub/gumus/issue/55299/661961
• Arastaman, G., Öztürk Fidan, İ., & Fidan, T. (2018). Nitel araştırmada geçerlik ve güvenirlik: Kuramsal bir inceleme. Van Yüzüncü Yıl Üniversitesi Eğitim Fakültesi Dergisi, 15(1), 37-75. http://dx.doi.org/10.23891/efdyyu.2018.61
• Arslan, S., Kutluca, T., & Özpinar, I. (2011). Investigating mathematics teacher candidates’ opinions about using ınformation & communication technologies. Cypriot Journal of Educational Sciences, 2, 75-82.
• Bell, P., Lewenstein, B., Shouse, A. W., & Feder, M. A. (Eds.). (2009). Learning science in ınformal environments: people, places, and pursuits. National Academies Press.
• Bleicher, R. E. (2007). Nurturing confidence in preservice elementary science teachers. Journal of Science Teacher Education, 18(6), 841-860. https://doi.org/10.1007/s10972-007-9067-2
• Bozdoğan, A. E. (2008). Fen bilgisi öğretmen adaylarının bilim merkezlerini fen öğretimi açısından değerlendirmesi: Feza Gürsey Bilim Merkezi örneği. Uludağ Üniversitesi Eğitim Fakültesi Dergisi, 21(1), 19-41. https://dergipark.org.tr/en/pub/uefad/issue/16687/173403
• Burkut, E. B. (2018, May). Bilim merkezlerinin mekansal tasarım-kullanım bağlamında incelenmesi: Konya Bilim Merkezi örneği. Uluslararası Yeşil Başkentler Kongresi, Konya (8-11 Mayıs 2018).
• Carrier, S. J. (2009). The effects of outdoor science lessons with elementary school students on preservice teachers’ self-efficacy. Journal of Elementary Science Education, 21(2), 35-48. https://doi.org/10.1007/bf03173683
• Carrier, S. J., Whitehead, A. N., Walkowiak, T. A., Luginbuhl, S. C., & Thomson, M. M. (2017). The development of elementary teacher identities as teachers of science. International Journal of Science Education, 39(13), 1733-1754. https://doi.org/10.1080/09500693.2017.1351648
• Creswell, J. W. (2019). Nitel araştırmacılar için 30 temel beceri (H. Özcan, Trans. Ed.; 2 ed.). Anı Yayıncılık.
• Creswell, J. W. (2020). Eğitim araştırmaları: nicel ve nitel araştırmanın planlanması, yürütülmesi ve değerlendirilmesi (H. Ekşi, Trans. Ed.; 3. ed.). EDAM Yayınları. (2012, 4. baskı)
• Çavuş-Güngören, S., & Hamzaoğlu, E. (2020). Fen bilgisi öğretmen adaylarının ortak bilgi yapılandırma modeli hakkındaki görüşleri. Kastamonu Eğitim Dergisi, 28(1), 107-124. https://doi.org/10.24106/kefdergi.3465
• Çermik, H. (2013). Öğretmen adaylarının zihinlerinde canlanan resimdeki bilim insanı. Pamukkale Üniversitesi Eğitim Fakültesi Dergisi, 33(33), 139-153. https://doi.org/10.9779/PUJE612
• Çetin, O., Çalışkan, E., & Menzi, N. (2012). Öğretmen adaylarının teknoloji yeterlilikleri ile teknolojiye yönelik tutumları arasındaki ilişki. İlköğretim Online, 11(2), 273-291.
• Çiçek, Ö., & Saraç, E. (2017). Fen bilimleri öğretmenlerinin okul dışı öğrenme ortamlarındaki yaşantıları ile ilgili görüşleri. Ahi Evran Üniversitesi Kırşehir Eğitim Fakültesi Dergisi, 18(3), 504-522.
• Denzin, N. K., & Lincoln, Y. S. (Eds.). (2011). The Sage handbook of qualitative research. Sage.
• Dewitt, J., & Hohenstein, J. (2010). School trips and classroom lessons: An investigation into teacher-student talk in two settings. Journal of Research in Science Teaching, 47(4), 454-473. https://doi.org/10.1002/tea.20346
• Dohn, N. B. (2013). Upper secondary students’ situational interest: a case study of the role of a zoo visit in a biology class. International Journal of Science Education, 35(16), 2732-2751. https://doi.org/10.1080/09500693.2011.628712.
• Erçetin, Ş. Ş., & Görgülü, D. (2018). Bilim merkezlerini ziyaret eden 6. sınıf öğrencilerinin fen bilimleri dersine ilişkin görüşlerinin incelenmesi: Konya bilim merkezi örneği. Journal of Turkish Educational Sciences, 16(2), 122-138.
• Eren-Sisman, E. N., Cigdemoglu, C., Kanli, U., & Koseoglu, F. (2020). Science teachers’ professional development about science centers enhancing science teachers’ views concerning nature of science. Science & Education, 29(5), 1255-1290. https://doi.org/10.1007/s11191-020-00136-4
• Eryılmaz, A., & Tatlı, A. (2000). ODTÜ öğrencilerinin mekanik konusundaki kavram yanılgıları. Hacettepe Üniversitesi Eğitim Fakültesi Dergisi, 18(18). https://open.metu.edu.tr/handle/11511/75415
• Geveke, C. H., Steenbeek, H. W., Doornenbal, J. M., & Van Geert, P. L. C. (2017). Attractor states in teaching and learning processes: a study of out-of-school science education. Frontiers in Psychology, 8, Article 299.
• Glesne, C. (2020). Nitel Araştırmaya Giriş (Ali Ersoy & P. Yalçınoğlu, Trans. Eds.; 6 ed.). Anı Yayıncılık. (2011, 4. edition)
• Görkemli, H. N., & Solmaz, B. (2012). Bilim merkezlerinin kent markalaşmasındaki rolü ve konya örneği. İletişim Kuram ve Araştırma Dergisi, (34), 98-109.
• Gülçiçek, Ç., & Yağbasan, R. (2004). Basit sarkaç sisteminde mekanik enerjinin korunumu konusunda öğrencilerin kavram yanilgilari. Gazi Eğitim Fakültesi Dergisi, 24(3).
• Guisasola, J., Morentin, M., & Zuza, K. (2005). School visits to science museums and learning sciences: A complex relationship. Physics Education, 40(6), 544. https://doi.org/10.1088/0031-9120/40/6/006
• Kazempour, M., & Sadler, T. D. (2015). Pre-service teachers’ science beliefs, attitudes, and self-efficacy: a multi-case study. Teaching Education, 26(3), 247-271. https://doi.org/10.1080/10476210.2014.996743
• Kisiel, J. (2006). An examination of fieldtrip strategies and their implementation within a natural history museum. Science Education, 90(3), 434-452. https://doi.org/10.1002/sce.20117
• Köseoğlu, F., Tahancalıo, S., Kanlı, U., & Özdem Yılmaz, Y. (2020). Investigation of science teachers’ professional development needs for learning in science centers. TED Eğitim ve Bilim, 45(203), 191-213. https://doi.org/10.15390/eb.2020.8725
• Krange, I., Silseth, K., & Pierroux, P. (2020). Peers, teachers and guides: a study of three conditions for scaffolding conceptual learning in science centers. Cultural Studies of Science Education, 15(1), 241-263. https://doi.org/10.1007/s11422-018-9905-x
• Kubiatko, M., Usak, M., Yilmaz, K., & Tasar, M. F. (2010). A cross-national study on Czech and Turkish university students’ attitudes towards ICT used in science subjects. Journal of Baltic Science Education, 9(2), 119-134.
• Laçin-Şimşek, C., & Öztürk, M. (2021). An examination of science center visitors’ interactions with exhibits. Museum Management and Curatorship, 1-21. https://doi.org/10.1080/09647775.2021.1891560
• Lincoln, Y. S., & Guba, E. G. (1985). Naturalistic inquiry. Sage Publications.
• Luehmann, A. L., & Markowitz, D. (2007). Science teachers’ perceived benefits of an out‐of‐school enrichment programme: identity needs and university affordances. International Journal of Science Education, 29(9), 1133-1161. https://doi.org/10.1080/09500690600944429
• Lye, H., Fry, M., & Hart, C. (2002). What does it mean to teach physics ‘in context’? A first case study. Australian Science Teachers Journal, 48(1), 16-22.
• Medved, M. I., & Oatley, K. (2000). Memories and scientific literacy: remembering exhibits from a science centre. International Journal of Science Education, 22(10), 1117-1132. https://doi.org/10.1080/095006900429475 Miles, M. B., & Huberman, A. M. (2019). Genişletilmiş bir kaynak kitap: Nitel veri analizi (S. A. Altun & A. Ersoy, Trans. Eds.; 3. ed.). Pegem Akademi. (2. Edition, Sage Publications).
• Millî Eğitim Bakanlığı. (2018). Fen bilimleri dersi öğretim programı (3, 4, 5, 6, 7 ve 8. Sınıflar).
• Mintzes, J. J., Marcum, B., Messerschmidt-Yates, C., & Mark, A. (2013). Enhancing self-efficacy in elementary science teaching with professional learning communities. Journal of Science Teacher Education, 24(7), 1201-1218. https://doi.org/10.1007/s10972-012-9320-1
• Morentin, M., & Guisasola, J. (2015). Primary and secondary teachers’ ideas on school visits to science centres in the Basque Country. International Journal of Science and Mathematics Education, 13(1), S191-S214. https://doi.org/10.1007/s10763-013-9481-1.
• NRC. (2009). Learning Science in Informal Environments: People, Places, and Pursuits. The National Academies Press.
• Oğuz Ünver, A. (2010). Bilim insanlarını algılama: ilköğretim 5. sınıf öğrencileri ile son sınıf öğretmen adaylarının karşılaştırılması. Necatibey Eğitim Fakültesi Elektronik Fen ve Matematik Eğitimi Dergisi, 4 (1), 11-28. https://dergipark.org.tr/en/pub/balikesirnef/issue/3370/46516
• Ok, Z., & Aslan, O. (2020). Konya Bilim Merkezi’nde gerçekleştirilen atölye çalışmalarının ilkokul ve ortaokul öğrencileri tarafından değerlendirilmesi. Cumhuriyet International Journal of Education, 9(1), 28-45. http://dx.doi.org/10.30703/cije.522419
• Organization for Economic Co-operation and Development. (2019). PISA 2018 results (Volume I): What students know and can do. OECD Publishing. https://doi.org/10.1787/5f07c754-en
• Özdemir, U., & Taç, İ. (2017). Sınıf öğretmeni adaylarının teknolojiye yönelik tutumlarının belirlenmesi. International Primary Education Research Journal, 1(1), 1-7.
• Öztürk, M., & Şimşek, C. L. (2019). Bilim merkezinde ailelerin davranışlarının ve düzeneklere yönelik ilgilerinin incelenmesi: Bilim Üsküdar örneği. İnformal Ortamlarda Araştırmalar Dergisi, 4(1), 1-21.
• Palmer, D. H. (2006). Sources of self-efficacy in a science methods course for primary teacher education students. Research in Science Education, 36(4), 337-353. https://doi.org/10.1007/s11165-005-9007-0
• Patton, M. Q. (2018). Nitel araştırma ve değerlendirme yöntemleri (Mesut Bütün & S. B. Demir, Trans. Eds.; 2. ed.). Pegem Akademi. (3rd edition).
• Phillips, M., Finkelstein, D., & Wever‐Frerichs, S. (2007). School site to museum floor: how informal science institutions work with schools. International Journal of Science Education, 29(12), 1489-1507. https://doi.org/10.1080/09500690701494084
• Rodéhn, C. (2019). Science centres, gender and learning. Cultural Studies of Science Education, 14(1), 157-167. https://doi.org/10.1007/s11422-018-9880-2
• Ross, K., Lakin, L., McKechnie, J., & Baker, J. (2010). Teaching secondary science: Constructing meaning and developing understanding. Routledge.
• Sáinz, M., & López-Sáez, M. (2010). Gender differences in computer attitudes and the choice of technology-related occupations in a sample of secondary students in Spain. Computers & Education, 54(2), 578-587. https://doi.org/10.1016/j.compedu.2009.09.007.
• Saldana, J. (2019). Nitel araştırmacılar için kodlama el kitabı. (A., Tüfekçi Akcan & S. N., Şad, Trans.). Pegem Akademi. (Orijinal eserin yayın tarihi 2009)
• Salmi, H. S. (1993). Science centre education: Motivation and learning in informal education [Unpublished Doctoral Dissertation], Helsingin Yliopisto.
• Sayar, G., & Arat, Y. (2017). İmaj yapı tasarımında evrensel tasarım ilkelerinin rolü; Konya bilim merkezi örneği. Mühendislik Bilimleri ve Tasarım Dergisi, 5(Special Issue), 145-155. https://doi.org/10.21923/jesd.20284
• Selanik-Ay, T., & Erbasan, O. (2016). Views of classroom teachers about the use of out of school learning environments. Journal of Education and Future-Egitim ve Gelecek Dergisi, (10), 35-50.
• Shein, P. P., Falk, J. H., & Li, Y. Y. (2019). The role of science identity in science center visits and effects. Science Education, 103(6), 1478-1492. https://doi.org/10.1002/sce.21535
• Steele, A., Brew, C., Rees, C., & Ibrahim-Khan, S. (2013). Our practice, their readiness: teacher educators collaborate to explore and improve preservice teacher readiness for science and math instruction. Journal of Science Teacher Education, 24(1), 111-131. https://doi.org/10.1007/s10972-012-9311-2
• Şentürk, E. (2015). Field trips to science centers: Teachers’ perspectives, roles and reflections [Unpublished doctoral dissertation]. Middle East Technical University.
• Şentürk, E., & Özdemir, Ö. F. (2014). The effect of science centres on students’ attitudes towards science. International. Journal of Science Education, Part B, 4(1), 1-24. https://doi.org/10.1080/21548455.2012.726754
• Tasdemir, A., Kartal, T., & Ozdemir, A. M. (2014). Using science centers and museums for teacher training in Turkey. The Asia-Pacific Education Researcher, 23(1), 61-72. https://doi.org/10.1007/s40299-013-0085-x
• Tlili, A., Cribb, A., & Gewirtz, S. (2006). What becomes of science in a science centre? Reconfiguring science for public consumption. The Review of Education, Pedagogy, and Cultural Studies, 28(2), 203-228. https://doi.org/10.1080/10714410600739921
• Tran, N. A. (2011). The relationship between students’ connections to out-of-school experiences and factors associated with science learning. International Journal of Science Education, 33(12), 1625-1651. https://doi.org/10.1080/09500693.2010.516030
• Türkmen, H. (2015). İlkokul öğretmenlerin sınıf dışı ortamlardaki fen öğretimine bakış açıları. Journal of European Education, 5(2), 47-55.
• Weitze, M.-D. (2003, June 1-6). Science centers: Examples from the US and from Germany [Conference session]. From the itinerant lecturers of the 18th century to popularizing physics in the 21st century–exploring the relationship between learning and entertainment, Pognana sul Lario, Italy.
• World Economic Forum. (2020). Schools of the future [REF 09012020]. World Economic Forum.
• Yıldırım, A., & Şimşek, H. (2021). Sosyal bilimlerde nitel araştırma yöntemleri. Seçkin Yayıncılık.
• Yıldız Kuyrukçu, E. (2018). The importance of iconic buildings for city image: Konya Science Center example. Iconarp International J. of Architecture and Planning, 6(2), 461-481. https://doi.org/10.15320/iconarp.2018.63
• Yolcu, H., & Karamustafaoğlu, O. (2021). Konya Bilim Merkezine yapılan bir sanal gezintinin bilimsel etkisi hakkında öğretmen görüşleri. Ahi Evran Üniversitesi Kırşehir Eğitim Fakültesi Dergisi, 22 (3), 1925-1983. https://doi.org/10.29299/kefad.936252