The Effects of Problem Based Learning on Development of Preservice Science Teachers’ Pedagogical Content Knowledge

Abstract

The aim of this study is to examine the effect of problem based learning (PBL) on progress of preservice science teachers in pedagogical content knowledge (PCK). Progress of preservice teachers in PCK was examined in the context of orientations toward teaching, curriculum, student understanding, instructional strategies and representations and knowledge of assessment. The research was conducted with 60 preservice teachers (experimental group, n = 30 and control group, n = 30) who were in the third year at the department of science teaching at a state university in İstanbul. The experimental group formalised the construction of PCK through practises of PBL whereas the ones in the control group did it through practises of lecturer. The data was collected via Test of Orientation in Science Teaching and Form of Teaching Representation. The data was analyzed via techniques of descriptive and content analysis. Results indicated that the preservice teachers who carried out the construction of PCK through PBL had made more progress than the ones in the control group. Thus, the efficient blending of major area courses in undergraduate period would make a great contribution to vocational development of preservice science teachers.

Keywords

• Problem Based Learning,Pedagogical Content Knowledge,Preservice Science Teacher

Probleme Dayalı Öğrenmenin Fen Bilimleri Öğretmen Adaylarının Pedagojik Alan Bilgisi Gelişimlerine Etkisi

Abstract

Bu araştırmanın amacı, probleme dayalı öğrenme (PDÖ) yaklaşımının fen bilimleri öğretmen adaylarının pedagojik alan bilgisi (PAB) gelişimlerine etkisini incelemektir. Araştırmada, öğretmen adaylarının öğretim uyumu, program, öğrenciyi anlama, öğretim stratejileri ve temsilleri ile değerlendirme bilgisi bağlamında PAB gelişimleri incelenmiştir. Araştırmada öntest – sontest kontrol gruplu deneysel araştırma modeli kullanılmıştır. Bu araştırma, İstanbul ilindeki bir devlet üniversitesinin fen bilimleri öğretmenliği programı üçüncü sınıfında öğrenim gören 30’u deney, 30’u kontrol grubu olmak üzere toplam 60 öğretmen adayıyla yürütülmüştür. Deney grubunda öğretmen adayları PAB yapılarını PDÖ ile kontrol grubundakiler ise öğretmen adayı eğitimcisinin ders sunumları ve öğrenci çalışmalarıyla biçimlendirmişlerdir. Veriler Fen Öğretim Uyumu Testi ve Öğretim Temsil Formu kullanılarak toplanmıştır. Verilerin analizinde betimsel analiz tekniği kullanılmıştır. Araştırmanın bulguları, PDÖ yoluyla PAB yapılanmasını gerçekleştiren deney grubu öğretmen adaylarının, kontrol grubundakilere kıyasla PAB yapılarını daha fazla geliştirdiklerini ortaya koymuştur. Araştırmadan elde edilen bu sonuç, lisans dönemi fen bilimleri öğretmen adayı hazırlığında eğitimcilerin, PDÖ uygulamaları yoluyla alan ve pedagoji derslerini harmanlamalarının, öğretmen adaylarının mesleki gelişimlerine önemli katkılar sağlayacağını göstermektedir.

Keywords

• Probleme Dayalı Öğrenme,Pedagojik Alan Bilgisi,Fen Bilimleri Öğretmen Adayı

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