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Felsefe grubu öğretmen adaylarının bilim felsefesi ünitesine ilişkin pedagojik alan bilgileri

Year 2012, Volume: 2 Issue: 1, 35 - 51, 01.04.2012

Abstract

Bu araştırma ile felsefe grubu öğretmen adaylarının bilim felsefesi ünitesine ilişkin sahip
oldukları pedagojik alan bilgilerinin tespit edilmesi amaçlanmaktadır. Araştırma 2009–2010 bahar
yarıyılında 12 felsefe grubu öğretmen adayının katılımıyla yapılmıştır. Araştırmada veri toplama
aracı olarak ders planları, kavram haritaları ve yarı yapılandırılmış görüşme formları kullanılmıştır.
Çalışma kapsamında, felsefe grubu öğretmen adaylarının bilim felsefesi ünitesine ilişkin pedagojik
alan bilgileri öğretim programı bilgileri, konu alan bilgileri, öğretim bilgileri ve ölçme-değerlendirme
bilgileri bileşenleri doğrultusunda çözümlenmiştir. Elde edilen bulgulara göre, öğretmen adaylarının
öğretim programı bilgileri ve konu alan bilgilerinin eksik olduğu, ayrıca öğretim bilgileri konusunda
geleneksel yaklaşımları kullanmanın yanında etkili bir öğretimin gerçekleşebilmesi için çok çeşitli
yöntem, teknik ve stratejiler önerdikleri tespit edilmiştir.

References

  • Abd-el-Khalick, F. (2006). Preservice and experienced biology teachers’ global and specific subject matter structures: Implications for conceptions of pedagogical content knowledge. Eurasia Journal of Mathematics, Science and Technology Education, 2 (1), 1–29.
  • Arslan, A. (1996). Felsefeye Giriş. İkinci Baskı. Ankara: Vadi Yayıncılık.
  • Akçadağ, T. (2010). Öğretmenlerin ilköğretim programındaki yöntem teknik ölçme ve değerlendirme konularına ilişkin eğitim ihtiyaçları. Bilig, 53, 29-50.
  • Bindernagel, J. A. & Eilks, I. (2009). Evaluating roadmaps to portray and develop chemistry teachers’ PCK about curricular structures concerning sub-microscopic models. Chemistry Education Research and Practice, 10 (2), 77–85.
  • Canbazoğlu, S. (2008). Fen bilgisi öğretmen adaylarının maddenin tanecikli yapısı ünitesine ilişkin pedagojik alan bilgilerinin değerlendirilmesi. Yayınlanmamış Yüksek Lisans Tezi.
  • Gazi Üniversitesi, Eğitim Bilimleri Enstitüsü, Ankara.
  • Carlsen, W. S. (1987). Why do you ask? The effects of science teacher subject-matter knowledge on teacher questioning and classroom discourse. Paper presented at the Annual Meeting of the American Educational Research Association. (ERIC Document Reproduction Service NO. ED 293 181).
  • Cox, S. (2008). A conceptual analysis of technological pedagogical content knowledge. Unpublished Doctorate Thesis. Brigham Young University Doctor of Philosophy.
  • De Jong, O., Ahtee, M., Goodwin, A., Hatzinikita, V. & Koulaidis, V. (1999). An international study of prospective teachers’ initial teaching conceptions and concerns: The case of teaching ‘combustion’. European Journal of Teacher Education, 22, 45–59.
  • De Jong, O., Van Driel, J. & Verloop, N. (2005). Preservice teachers’ pedagogical content knowledge of using particle models when teaching chemistry. Journal of Research in Science Teaching, 42, 947–964.
  • Fernandez, M. L. (2005). Learning through microteaching lesson study in teacher preparation. Action in Teacher Education, 26, 37–47.
  • Friedrichsen, P. (2008). A conversation with Sandra Abell: Science teacher learning. Eurasia Journal of Mathematics, Science and Technology Education, 4 (1), 71–79.
  • Griffin, L., Dodds, P. & Rovegno, I. (1996). Pedagogical content knowledge for teachers: Integrative everything you know to help students learn. Journal of Physical Education, Recreation, and Dance, 67(9), 58–61.
  • Grossman, P. L. (1990). The making of a teacher: Teacher knowledge and teacher education. New York, NY: Teachers College Press.
  • Gudmundsdottir, S. & Shulman, L. (1987). Pedagogical content knowledge in social Studies. Scandinavian Journal of Educational Research, 31, 59–70.
  • Gudmundsdottir, S. (1990). Values in pedagogical content knowledge. Journal of Teacher Education, 41 (3) 44–52.
  • Henze, I., Van Driel, J. H. & Verloop, N. (2008) Development of experienced science teachers’ pedagogical content knowledge of models of the solar system and the universe. International Journal of Science Education, 3 (10), 1321–1342.
  • İngeç, Ş. K. (2008). Kavram haritalarının değerlendirme aracı olarak fizik eğitiminde kullanılması. Hacettepe Üniversitesi Eğitim Fakültesi Dergisi, 35, 195–206.
  • Käpyläa, M., Heikkinenb, J. & Asuntaa, T. (2009). Influence of content knowledge on pedagogical content knowledge: The case of teaching photosynthesis and plant growth. International Journal of Science Education, 3 (10), 1395–1415.
  • Kuçuradi, İ. (1977). Öğretim kurumlarında felsefe eğitimi, ilk ve ortaöğretimde felsefe. Felsefe Kurumu Seminerleri. Ankara: Türk Tarih Kurumu Yayınları, 61-97.
  • Kuçuradi, İ. (1996). Açış konuşması, felsefe açısından eğitim ve Türkiye'de eğitim. Seminer Bildirileri 17-18 Kasım 1995, Türkiye Felsefe Kurumu, Ankara, 10.
  • Lee, J. K. (2008). Social studies, democracy, and technological pedagogical content knowledge: A working example. Paper presented at the Annual Meeting of the American Educational Research Association (New York City, March 24–28, 2008).
  • Major, C. H. & Palmer, B. (2006). Reshaping teaching and learning: The transformation of faculty pedagogical content knowledge. Higher Education, 51 (4), 619–647.
  • Markham, K. M., Mintzes, J. J. & Jones, M. G. (1994). The concept map as a research and evaluation tool: Further evidence of validity. Journal of Research in Science Teaching, 31, 91–101.
  • Marks, R. (1990). Pedagogical content knowledge: From a mathematical case to a modified conception. Journal of Teacher Education, 41(3), 3–11.
  • MEB Felsefe Dersi Öğretim Programı (2009). http://talimterbiye. mebnet.net/Ogretim%20 Programlari/lise/ 2008-09/felsefe.pdf. İndirme Tarihi: 17.12.2010.
  • MEB Ortaöğretim Projesi Felsefe Öğretmeni Özel Alan Yeterlikleri (2011).
  • http://otmg.meb.gov.tr/alan_felsefe_ortaogretim.html. İndirme Tarihi: 04.06.2012.
  • McClure, R. J., Sonak, B. & Suen, K. H. (1999). Concept map assessment of classroom learning. Journal of Research in Science Teaching, 36 (4), 475–492.
  • Milli Eğitim Temel Kanunu (1973). http://mevzuat.meb.gov.tr/html/88.html. İndirme Tarihi: 17.12.2010.
  • Mishra, P. & Koehler, M. J. (2006). Technological pedagogical content knowledge: A framework for integrating technology in teacher knowledge. Teachers College Record, 108 (6), 1017–1054.
  • Novak, J. D. & Gowin, D. B. (1984). Learning how to learn. New York: Cambridge University Press.
  • Ozden, M. (2008). The effect of content knowledge on pedagogical content knowledge: The case of teaching phases of matters. Kuram ve Uygulamada Eğitim Bilimleri, 8 (2), 611– 645.
  • Park, S. & Oliver, J. S. (2008). Revisiting the conceptualisation of pedagogical content knowledge (PCK): PCK as a conceptual tool to understand teachers as professionals. Research in Science Education, 38, 261-284.
  • Rice, D. C., Ryan, J. M. & Samson, S. M. (1998). Using concept maps to assess student learning in the science classroom: Must different methods compete? Journal of Research in Science Teaching, 35 (10), 1103–1127.
  • Shulman, L. S. (1986). Those who understand: Knowledge growth in teaching. Educational Researcher, 15, 4–14.
  • Shulman, L. (1987). Knowledge and teaching: Foundations of the new reform. Harvard Educational Review, 57 (1), 1–22.
  • Uşak, M. (2009). Preservice science and technology teachers’ pedagogical content knowledge on cell topics. Kuram ve Uygulamada Eğitim Bilimleri, 9 (4), 1–31.
  • Van der Valk, T. & Broekman, H. (1999). The lesson preparation method: A way of investigating pre-service teachers’ pedagogical content knowledge. European Journal of Teacher Education, 22 (1), 11–22.
  • Van Driel, J. H., Verloop, N. & De Vos, W. (1998). Developing science teachers’ pedagogical content knowledge. Journal of Research in Science Teaching, 35, 673–695.
  • Veal, W. R. & MaKinster, J. G. (1999). Pedagogical content knowledge taxonomies. Electronic Journal of Science Education, 3 (4).
  • http://unr.edu/homepage/crowther/ejse/vealmak.html. İndirme Tarihi: 12.12.2006.

The Pedagogical Content Knowledge of Prospective Philosophy Group Teachers about Science Philosophy Unit

Year 2012, Volume: 2 Issue: 1, 35 - 51, 01.04.2012

Abstract

This study aims to determine pedagogical content knowledge of prospective philosophy
group teachers about science philosophy unit. The study was carried out with the participation of the
12 prospective philosophy group teachers in 2009–2010 spring semester. In the study; concept maps
and semi-structured interview forms were used as data collection device. Pedagogical content
knowledge of prospective philosophy group teachers was analyzed in accordance with components
of curriculum knowledge, content knowledge, teaching knowledge and measurement-evaluation
knowledge. According to data gathered, it was defined that, the curriculum and content knowledge
of the prospective teachers were inadequate and they use traditional approaches as a teaching
method in addition to suggesting various methods and strategies in order to provide efficient
teaching.

References

  • Abd-el-Khalick, F. (2006). Preservice and experienced biology teachers’ global and specific subject matter structures: Implications for conceptions of pedagogical content knowledge. Eurasia Journal of Mathematics, Science and Technology Education, 2 (1), 1–29.
  • Arslan, A. (1996). Felsefeye Giriş. İkinci Baskı. Ankara: Vadi Yayıncılık.
  • Akçadağ, T. (2010). Öğretmenlerin ilköğretim programındaki yöntem teknik ölçme ve değerlendirme konularına ilişkin eğitim ihtiyaçları. Bilig, 53, 29-50.
  • Bindernagel, J. A. & Eilks, I. (2009). Evaluating roadmaps to portray and develop chemistry teachers’ PCK about curricular structures concerning sub-microscopic models. Chemistry Education Research and Practice, 10 (2), 77–85.
  • Canbazoğlu, S. (2008). Fen bilgisi öğretmen adaylarının maddenin tanecikli yapısı ünitesine ilişkin pedagojik alan bilgilerinin değerlendirilmesi. Yayınlanmamış Yüksek Lisans Tezi.
  • Gazi Üniversitesi, Eğitim Bilimleri Enstitüsü, Ankara.
  • Carlsen, W. S. (1987). Why do you ask? The effects of science teacher subject-matter knowledge on teacher questioning and classroom discourse. Paper presented at the Annual Meeting of the American Educational Research Association. (ERIC Document Reproduction Service NO. ED 293 181).
  • Cox, S. (2008). A conceptual analysis of technological pedagogical content knowledge. Unpublished Doctorate Thesis. Brigham Young University Doctor of Philosophy.
  • De Jong, O., Ahtee, M., Goodwin, A., Hatzinikita, V. & Koulaidis, V. (1999). An international study of prospective teachers’ initial teaching conceptions and concerns: The case of teaching ‘combustion’. European Journal of Teacher Education, 22, 45–59.
  • De Jong, O., Van Driel, J. & Verloop, N. (2005). Preservice teachers’ pedagogical content knowledge of using particle models when teaching chemistry. Journal of Research in Science Teaching, 42, 947–964.
  • Fernandez, M. L. (2005). Learning through microteaching lesson study in teacher preparation. Action in Teacher Education, 26, 37–47.
  • Friedrichsen, P. (2008). A conversation with Sandra Abell: Science teacher learning. Eurasia Journal of Mathematics, Science and Technology Education, 4 (1), 71–79.
  • Griffin, L., Dodds, P. & Rovegno, I. (1996). Pedagogical content knowledge for teachers: Integrative everything you know to help students learn. Journal of Physical Education, Recreation, and Dance, 67(9), 58–61.
  • Grossman, P. L. (1990). The making of a teacher: Teacher knowledge and teacher education. New York, NY: Teachers College Press.
  • Gudmundsdottir, S. & Shulman, L. (1987). Pedagogical content knowledge in social Studies. Scandinavian Journal of Educational Research, 31, 59–70.
  • Gudmundsdottir, S. (1990). Values in pedagogical content knowledge. Journal of Teacher Education, 41 (3) 44–52.
  • Henze, I., Van Driel, J. H. & Verloop, N. (2008) Development of experienced science teachers’ pedagogical content knowledge of models of the solar system and the universe. International Journal of Science Education, 3 (10), 1321–1342.
  • İngeç, Ş. K. (2008). Kavram haritalarının değerlendirme aracı olarak fizik eğitiminde kullanılması. Hacettepe Üniversitesi Eğitim Fakültesi Dergisi, 35, 195–206.
  • Käpyläa, M., Heikkinenb, J. & Asuntaa, T. (2009). Influence of content knowledge on pedagogical content knowledge: The case of teaching photosynthesis and plant growth. International Journal of Science Education, 3 (10), 1395–1415.
  • Kuçuradi, İ. (1977). Öğretim kurumlarında felsefe eğitimi, ilk ve ortaöğretimde felsefe. Felsefe Kurumu Seminerleri. Ankara: Türk Tarih Kurumu Yayınları, 61-97.
  • Kuçuradi, İ. (1996). Açış konuşması, felsefe açısından eğitim ve Türkiye'de eğitim. Seminer Bildirileri 17-18 Kasım 1995, Türkiye Felsefe Kurumu, Ankara, 10.
  • Lee, J. K. (2008). Social studies, democracy, and technological pedagogical content knowledge: A working example. Paper presented at the Annual Meeting of the American Educational Research Association (New York City, March 24–28, 2008).
  • Major, C. H. & Palmer, B. (2006). Reshaping teaching and learning: The transformation of faculty pedagogical content knowledge. Higher Education, 51 (4), 619–647.
  • Markham, K. M., Mintzes, J. J. & Jones, M. G. (1994). The concept map as a research and evaluation tool: Further evidence of validity. Journal of Research in Science Teaching, 31, 91–101.
  • Marks, R. (1990). Pedagogical content knowledge: From a mathematical case to a modified conception. Journal of Teacher Education, 41(3), 3–11.
  • MEB Felsefe Dersi Öğretim Programı (2009). http://talimterbiye. mebnet.net/Ogretim%20 Programlari/lise/ 2008-09/felsefe.pdf. İndirme Tarihi: 17.12.2010.
  • MEB Ortaöğretim Projesi Felsefe Öğretmeni Özel Alan Yeterlikleri (2011).
  • http://otmg.meb.gov.tr/alan_felsefe_ortaogretim.html. İndirme Tarihi: 04.06.2012.
  • McClure, R. J., Sonak, B. & Suen, K. H. (1999). Concept map assessment of classroom learning. Journal of Research in Science Teaching, 36 (4), 475–492.
  • Milli Eğitim Temel Kanunu (1973). http://mevzuat.meb.gov.tr/html/88.html. İndirme Tarihi: 17.12.2010.
  • Mishra, P. & Koehler, M. J. (2006). Technological pedagogical content knowledge: A framework for integrating technology in teacher knowledge. Teachers College Record, 108 (6), 1017–1054.
  • Novak, J. D. & Gowin, D. B. (1984). Learning how to learn. New York: Cambridge University Press.
  • Ozden, M. (2008). The effect of content knowledge on pedagogical content knowledge: The case of teaching phases of matters. Kuram ve Uygulamada Eğitim Bilimleri, 8 (2), 611– 645.
  • Park, S. & Oliver, J. S. (2008). Revisiting the conceptualisation of pedagogical content knowledge (PCK): PCK as a conceptual tool to understand teachers as professionals. Research in Science Education, 38, 261-284.
  • Rice, D. C., Ryan, J. M. & Samson, S. M. (1998). Using concept maps to assess student learning in the science classroom: Must different methods compete? Journal of Research in Science Teaching, 35 (10), 1103–1127.
  • Shulman, L. S. (1986). Those who understand: Knowledge growth in teaching. Educational Researcher, 15, 4–14.
  • Shulman, L. (1987). Knowledge and teaching: Foundations of the new reform. Harvard Educational Review, 57 (1), 1–22.
  • Uşak, M. (2009). Preservice science and technology teachers’ pedagogical content knowledge on cell topics. Kuram ve Uygulamada Eğitim Bilimleri, 9 (4), 1–31.
  • Van der Valk, T. & Broekman, H. (1999). The lesson preparation method: A way of investigating pre-service teachers’ pedagogical content knowledge. European Journal of Teacher Education, 22 (1), 11–22.
  • Van Driel, J. H., Verloop, N. & De Vos, W. (1998). Developing science teachers’ pedagogical content knowledge. Journal of Research in Science Teaching, 35, 673–695.
  • Veal, W. R. & MaKinster, J. G. (1999). Pedagogical content knowledge taxonomies. Electronic Journal of Science Education, 3 (4).
  • http://unr.edu/homepage/crowther/ejse/vealmak.html. İndirme Tarihi: 12.12.2006.
There are 42 citations in total.

Details

Other ID JA94TG39GE
Journal Section Research Article
Authors

Baykal Biçer This is me

Publication Date April 1, 2012
Published in Issue Year 2012 Volume: 2 Issue: 1

Cite

APA Biçer, B. (2012). Felsefe grubu öğretmen adaylarının bilim felsefesi ünitesine ilişkin pedagojik alan bilgileri. Eğitim Bilimleri Araştırmaları Dergisi, 2(1), 35-51.
AMA Biçer B. Felsefe grubu öğretmen adaylarının bilim felsefesi ünitesine ilişkin pedagojik alan bilgileri. EBAD - JESR. April 2012;2(1):35-51.
Chicago Biçer, Baykal. “Felsefe Grubu öğretmen adaylarının Bilim Felsefesi ünitesine ilişkin Pedagojik Alan Bilgileri”. Eğitim Bilimleri Araştırmaları Dergisi 2, no. 1 (April 2012): 35-51.
EndNote Biçer B (April 1, 2012) Felsefe grubu öğretmen adaylarının bilim felsefesi ünitesine ilişkin pedagojik alan bilgileri. Eğitim Bilimleri Araştırmaları Dergisi 2 1 35–51.
IEEE B. Biçer, “Felsefe grubu öğretmen adaylarının bilim felsefesi ünitesine ilişkin pedagojik alan bilgileri”, EBAD - JESR, vol. 2, no. 1, pp. 35–51, 2012.
ISNAD Biçer, Baykal. “Felsefe Grubu öğretmen adaylarının Bilim Felsefesi ünitesine ilişkin Pedagojik Alan Bilgileri”. Eğitim Bilimleri Araştırmaları Dergisi 2/1 (April 2012), 35-51.
JAMA Biçer B. Felsefe grubu öğretmen adaylarının bilim felsefesi ünitesine ilişkin pedagojik alan bilgileri. EBAD - JESR. 2012;2:35–51.
MLA Biçer, Baykal. “Felsefe Grubu öğretmen adaylarının Bilim Felsefesi ünitesine ilişkin Pedagojik Alan Bilgileri”. Eğitim Bilimleri Araştırmaları Dergisi, vol. 2, no. 1, 2012, pp. 35-51.
Vancouver Biçer B. Felsefe grubu öğretmen adaylarının bilim felsefesi ünitesine ilişkin pedagojik alan bilgileri. EBAD - JESR. 2012;2(1):35-51.