Fen Okuryazarlığı Kursuna Katılan Fen Bilimleri Öğretmenlerinin Bağlam Temelli Soru Yazma Becerilerinin İncelenmesi

Öz

Fen okuryazarlığının günümüzdeki önemine paralel olarak, bağlam temelli sorular ölçme ve değerlendirme sistemlerinde yer almaya başlamıştır. Bu önem göz önüne alınarak yapılan çalışmada, fen bilimleri öğretmenlerine yönelik geliştirilen fen okuryazarlık kursunda, öğretmenlerin bağlam temelli soru yazma becerilernin derinlemesine incelenmesi amaçlanmıştır. Çalışmada, nitel araştırmalardan durum çalışması (case study) modeli kullanılmıştır. Çalışma grubunu, Bursa iline bağlı ortaokullarda görev yapan 25 fen bilimleri öğretmeni oluşturmaktadır. Öğretmenlere, araştırmacılar tarafından geliştirilen fen okuryazarlığı temeline yönelik bağlam temelli soru yazımı teorik ve uygulamalı eğitim verilmiştir. Çalışmada veri toplama aracı olarak “ulusal ve uluslararası sorulardan oluşan form”, “yapılandırılmamış gözlemler” ve “öğretmenler tarafından hazırlanan bağlam temelli açık uçlu sorular” kullanılmıştır. Elde edilen veriler betimsel analiz kullanılarak analiz edilmiştir. Çalışmadan elde edilen bulgulara göre; öğretmenlerin, fen okuryazarlığını ölçen bağlam temelli soru yapılarını öğrendikleri anlaşılmıştır. Bununla birlikte öğretmenlerin bağlam temelli soru yazmada bazı eksikleri olmasına rağmen, verilen eğitime paralel olarak soru yazma becerilerinin geliştiği anlaşılmıştır. Çalışmada belirlenen eksikliklerin, daha fazla bağlam temelli soru hazırlayarak azalacağı düşünülmektedir

Anahtar Kelimeler

• Fen okuryazarlık
• bağlam temelli
• açık uçlu soru

Examination of Context Based Question Writing Skills of Science Teachers Participated in a Scientific Literacy Course*

Abstract

In parallel with the current importance of scientific literacy, context-based questions have begun to take place in assessment and evaluation systems. In this study, in which this importance was taken into consideration, an in-depth examination of teachers’ context-based question writing skills in the scientific literacy course developed for science teachers was aimed. In the study, a case study model from qualitative research was used. The study group consists of 25 science teachers working in middle schools in Bursa. Teachers were given theoretical and practical context-based question writing training on the basis of scientific literacy developed by the researchers. “Form consisting of national and international questions”, “unstructured observations” and “context-based open-ended questions prepared by teachers” were used as data collection tools in the study. The data obtained were analyzed using descriptive analysis. The findings from the study showed that teachers learned context-based question structures that measure scientific literacy. Although teachers had some deficiencies in writing context-based question, it was understood that their ability to write questions had improved through the scientific literacy course. We concluded that developing more context-based questions by teachers will decrease the deficiencies identified in the study.

Keywords

• scientific literacy
• context-based
• open-ended question

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