Türk Okul Öncesi Öğretmen Adaylarının Fen Bilgisi Eğitimi Dersine İlişkin Öz İmajlarının Analizi

Abstract

 Bu araştırmanın amacı, okul öncesi öğretmen adaylarında fen bilgisi eğitimi dersi sırasında meydana gelen öz imajlarındaki değişiklikleri incelemektir. Çalışmada nitel bir bakış açısı çerçevesinde fenomenolojik araştırma yöntemi kullanılmıştır. Çalışmaya gönüllü olarak toplam 75 okul öncesi öğretmen adayı katılmış ve fen eğitimi dersi süresince kendi durumlarını yansıtacak bir resim çizmeleri ve açıklamaları istenmiştir. Bu çizimlerden elde edilen bulgular bilişsel, uygulama, duyuşsal ve sosyal olmak üzere dört kategori altında toplanmıştır. Bulgular ayrıntılı incelendiğinde, okul öncesi öğretmen adaylarının bilimi anlamakta güçlük çektikleri, öğretmen merkezli bir yaklaşımı vurguladıkları görülmüştür. Ayrıca öğretmen adaylarının fen eğitim dersine yönelik tutarsız duygu ve tutumlar sergiledikleri gözlemlenmiştir. Fen eğitiminin önemli bir unsuru olan sosyal etkileşiminde çok fazla tasvir edilmediği bulunmuştur. Elde edilen bulgular ışığında okul öncesi öğretmen yetiştirme programlarının etkili fen eğitimi sağlayacak şekilde revize edilmesi önerilmektedir. Okul öncesi öğretmen adaylarının yeterli bilgi ve beceriye sahip olmalarında ve olumlu tutumlar geliştirmelerinde öğretmen yetiştiricilerinin ve danışmanların önemli rol oynadığı düşünülmektedir.

Keywords

• Fen eğitimi
• okul öncesi
• fenomenoloji
• çizim

An Analysis of Turkish Pre-service Preschool Teachers’ Self-image on a Science Education Course

Abstract

The purpose of the current study is to investigate the changes of self-image occurring in pre-service preschool teachers during a course of science education. The study employed the phenomenological research method within the framework of a qualitative perspective. A total number of 75 pre-service preschool teachers participated in the study on a voluntary basis and they were asked to draw a picture to reflect their state during the science education course and to explain it. The findings derived from these drawings were found to be subsumed under four categories: cognitive, implementation, affective and social. It was also found that the pre-service preschool teachers had difficulties in understanding science while emphasized a teacher-centered approach to its teaching. Moreover, inconsistent feelings and attitudes towards the subject were observed and social interaction was not depicted very much. In the light of the findings, it is suggested that preschool teacher education programs should be revised to provide effective science education. It is thought that teacher educators and mentors play an important role in pre-service preschool teachers acquiring adequate knowledge and skills and developing positive attitudes

Keywords

• Science education
• Pre-school
• Phenomenology

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