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Year 2015, Volume 8, Issue 1, 9 - 26, 25.06.2015
https://doi.org/10.18185/eufbed.33666

Abstract

The aim of this study was to investigate pre-service science teachers’ understandings of scientific models. For this aim, the students’ understanding of models in science instrument was applied to 91 preservicescience teachers who were in the department of elementary education at faculty of education. The instrument consists of 27 five-point Likert-type items. As the result of the reliability and validity analysis, the Cronbach's alpha of the data was 0.83. Data was descriptively analyzed. Results showed that the majority of pre-service science teachers’ understandings about scientific models were adequate. Contrary to results in literature it was found that the majority of pre-service science teachers agreed that scientific models might change. Recommendations were made for the teaching of the models and future studies

References

  • Berber, N. C., & Güzel, H. (2008). Fen ve Matematik Öğretmen Adaylarının Modellerin Bilim ve Fendeki Rolüne ve Amacına İlişkin Algıları. Selcuk University Social Sciences Institute Journal(21).
  • Campbell, T., Zhang, D. H., & Neilson, D. (2011). Model Based Inquiry in the High School Physics Classroom: An Exploratory Study of Implementation and Outcomes. Journal of Science Education and Technology, 20(3), 258-269. doi: Doi 10.1007/S10956-010-9251-6
  • Celik, S., & Bayrakceken, S. (2006). The Effect of a "Science, Technology and Society" Course on Prospective Teachers' Conceptions of the Nature of Science. Research in Science & Technological Education,
  • Coll, R. K. (2006). The role of models, mental models and analogies in chemistry teaching. In P. J. Aubusson, A. G. Harrison & S. M. Ritchie (Eds.), Metaphor and analogy in science education (Vol. 30, pp. 65- 77). Printed in the Netherlands.: Springer.
  • Collette, A. T., & Chiappetta, E. L. (1984). Science Instruction in the Middle and Secondary Schools. Columbus: Merrill Publishing Company.
  • Crawford, B. A., & Cullin, M. J. (2004). Supporting prospective teachers' conceptions of modelling in science. International Journal of Science Education, 26(11), 1379-1401. doi: Doi 10.1080/09500690410001673775
  • Danusso, L., Testa, I., & Vicentini, M. (2010). Improving Prospective Teachers' Knowledge about Scientific Models and Modelling: Design and evaluation of a teacher education intervention. International Journal of Science Education, 32(7), 871-905. doi: Doi 10.1080/09500690902833221
  • Drew, C. J., Hardman, M. L., & Hosp, J. L. (2007). Designing and conducting research in education: Sage Publications.
  • Gilbert, J. K. (2004). Models and modelling: Routes to more authentic science education. International Journal of Science and Mathematics Education, 2(2), 115-130.
  • Gilbert, J. K., Boulter, C., & Rutherford, M. (1998a). Models in explanations, part 1: Horses for courses? International Journal of Science Education, 20(1), 83-97. doi: Doi 10.1080/0950069980200106
  • Gilbert, J. K., Boulter, C., & Rutherford, M. (1998b). Models in explanations, Part 2: Whose voice? Whose ears? International Journal of 10.1080/0950069980200205 20(2), 187-203. doi: Doi
  • Gobert, J. D., O'Dwyer, L., Horwitz, P., Buckley, B. C., Levy, S. T., & Wilensky, U. (2011). Examining the Relationship Between Students' Understanding of the Nature of Models and Conceptual Learning in Biology, Physics, and Chemistry. International Journal of Science Education, 33(5), 653-684. doi: 10.1080/09500691003720671
  • Gobert, J. D., & Pallant, A. (2004). Fostering students' epistemologies of models via authentic model-based tasks. Journal of Science Education and Technology, 13(1), 7-22.
  • Grosslight, L, Unger, C, Jay, E, & Smith, C. L. (1991). Understanding models and their use in science: Conceptions of middle and high school students and experts. Journal of Research in Science Teaching,
  • Güneş, B, Gülçiçek, Ç, & Bağcı, N. (2004). Eğitim fakültelerindeki fen ve matematik öğretim elemanlarının model ve modelleme hakkındaki görüşlerinin incelenmesi. Türk Fen Eğitimi Dergisi, 1(1), 35-48.
  • Harman, G. (2012). Fen Bilgisi Öğretmen Adaylarının Model Ve Modelleme İle İlgili Bilgilerinin İncelenmesi. Paper presented at the X. Ulusal Fen Bilimleri ve Matematik Eğitimi Kongresi, Niğde.
  • Harrison, Allan G, & Treagust, David F. (2000). A typology of school science models. International Journal of Science Education, 22(9), 1011-1026.
  • Henze, I., Van Driel, J., & Verloop, N. (2007). The change of science teachers' personal knowledge about teaching models and modelling in the context of science education reform. International Journal of Science 10.1080/09500690601052628 29(15), 1819-1846. doi: Doi
  • Ingham, A. M., & Gilbert, J. K. (1991). The Use of Analog Models by Students of Chemistry at Higher-Education Level. International Journal of Science Education, 13(2), 193-202. doi: Doi 10.1080/0950069910130206
  • Justi, R. S., & Gilbert, J. K. (2002a). Modelling, teachers' views on the nature of modelling, and implications for the education of modellers. International Journal of Science Education, 24(4), 369-387. doi: Doi 10.1080/09500690110110142
  • Justi, R. S., & Gilbert, J. K. (2002b). Science teachers' knowledge about and attitudes towards the use of models and modelling in learning science. International Journal of Science Education, 24(12), 1273-1292. doi: Doi 10.1080/09500690210163198
  • Justi, R. S., & Gilbert, J. K. (2003). Teachers' views on the nature of models. International Journal of Science Education, 25(11), 1369-1386. doi: Doi 10.1080/0950069032000070324
  • Justi, R. S., & van Driel, J. H. (2005). The development of science teachers' knowledge on models and modelling: promoting, characterizing, and understanding the process. International Journal of 10.1080/0950069042000323773 27(5), 549-573. doi: Doi
  • Krell, M., Upmeier zu Belzen, A., & Krüger, D. (2013). Students’ Levels of Understanding Models and Modelling in Biology: Global or Aspect-Dependent? Research in Science Education, 1-24. doi: 10.1007/s11165-013-9365-y
  • Maia, P. F., & Justi, R. (2009). Learning of chemical equilibrium through modelling‐based teaching. International Journal of Science Education, 31(5), 603-630.
  • McMillan, J. H, & Schumacher, S. (2009). Research in education: Pearson Education.
  • Oh, P. S., & Oh, S. J. (2011). What teachers of science need to know about models: An overview. International Journal of Science Education, 33(8), 1109-1130.
  • Saari, H., & Viiri, J. (2003). A research-based teaching sequence for teaching the concept of modelling to seventh-grade students. International Journal of Science Education, 25(11), 1333-1352. doi: Doi 10.1080/0950069032000052081
  • Treagust, D. F., Chittleborough, G., & Mamiala, T. L. (2002). Students' understanding of the role of scientific models in learning science. International Journal of Science Education, 24(4), 357-368. doi: Doi 10.1080/09500690110066485
  • Van Driel, J. H., & Verloop, N. (1999). Teachers' knowledge of models and modelling in science. International Journal of Science Education, 21(11), 1141-1153. doi: Doi 10.1080/095006999290110
  • Zumdahl, S. S., & Zumdahl, S. A. (2012). Chemistry. USA: Cengage Learning.

FEN BİLGİSİ ÖĞRETMEN ADAYLARININ BİLİMSEL MODELLER İLE İLGİLİ ANLAYIŞLARI

Year 2015, Volume 8, Issue 1, 9 - 26, 25.06.2015
https://doi.org/10.18185/eufbed.33666

Abstract

Bu çalışmanın amacı fen bilgisi öğretmen adaylarının bilimsel modeller ile ilgili anlayışlarını tespit etmektir. Bu amaçla eğitim fakültesi fen bilgisi eğitimi anabilim dalında öğrenim gören 91 birinci sınıf fen bilgisi öğretmen adayına bilimsel modeller anlayışı testi uygulanmıştır. Bu test, 27 adet beşli likert tipi maddeden oluşmaktadır. Testin geçerlik ve güvenirlik analizleri yapılmış ve Alfa güvenirlik katsayısı 0,83 olarak hesaplanmıştır. Toplanan veriler betimsel olarak analiz edilmiştir. Elde edilen sonuçlara göre öğretmen adaylarının büyük bir çoğunluğunun bilimsel modeller ile ilgili yeterli anlayışlara sahip oldukları belirlenmiştir. Fen bilgisi öğretmen adaylarının büyük bir çoğunluğunun literatürde yapılan çalışmaların aksine bilimsel modellerin gerçeğin birebir kopyası olmadığını düşündükleri tespit edilmiştir. Gelecek çalışmalar ve modellerin öğretimi ile ilgili önerilerde bulunulmuştur.

References

  • Berber, N. C., & Güzel, H. (2008). Fen ve Matematik Öğretmen Adaylarının Modellerin Bilim ve Fendeki Rolüne ve Amacına İlişkin Algıları. Selcuk University Social Sciences Institute Journal(21).
  • Campbell, T., Zhang, D. H., & Neilson, D. (2011). Model Based Inquiry in the High School Physics Classroom: An Exploratory Study of Implementation and Outcomes. Journal of Science Education and Technology, 20(3), 258-269. doi: Doi 10.1007/S10956-010-9251-6
  • Celik, S., & Bayrakceken, S. (2006). The Effect of a "Science, Technology and Society" Course on Prospective Teachers' Conceptions of the Nature of Science. Research in Science & Technological Education,
  • Coll, R. K. (2006). The role of models, mental models and analogies in chemistry teaching. In P. J. Aubusson, A. G. Harrison & S. M. Ritchie (Eds.), Metaphor and analogy in science education (Vol. 30, pp. 65- 77). Printed in the Netherlands.: Springer.
  • Collette, A. T., & Chiappetta, E. L. (1984). Science Instruction in the Middle and Secondary Schools. Columbus: Merrill Publishing Company.
  • Crawford, B. A., & Cullin, M. J. (2004). Supporting prospective teachers' conceptions of modelling in science. International Journal of Science Education, 26(11), 1379-1401. doi: Doi 10.1080/09500690410001673775
  • Danusso, L., Testa, I., & Vicentini, M. (2010). Improving Prospective Teachers' Knowledge about Scientific Models and Modelling: Design and evaluation of a teacher education intervention. International Journal of Science Education, 32(7), 871-905. doi: Doi 10.1080/09500690902833221
  • Drew, C. J., Hardman, M. L., & Hosp, J. L. (2007). Designing and conducting research in education: Sage Publications.
  • Gilbert, J. K. (2004). Models and modelling: Routes to more authentic science education. International Journal of Science and Mathematics Education, 2(2), 115-130.
  • Gilbert, J. K., Boulter, C., & Rutherford, M. (1998a). Models in explanations, part 1: Horses for courses? International Journal of Science Education, 20(1), 83-97. doi: Doi 10.1080/0950069980200106
  • Gilbert, J. K., Boulter, C., & Rutherford, M. (1998b). Models in explanations, Part 2: Whose voice? Whose ears? International Journal of 10.1080/0950069980200205 20(2), 187-203. doi: Doi
  • Gobert, J. D., O'Dwyer, L., Horwitz, P., Buckley, B. C., Levy, S. T., & Wilensky, U. (2011). Examining the Relationship Between Students' Understanding of the Nature of Models and Conceptual Learning in Biology, Physics, and Chemistry. International Journal of Science Education, 33(5), 653-684. doi: 10.1080/09500691003720671
  • Gobert, J. D., & Pallant, A. (2004). Fostering students' epistemologies of models via authentic model-based tasks. Journal of Science Education and Technology, 13(1), 7-22.
  • Grosslight, L, Unger, C, Jay, E, & Smith, C. L. (1991). Understanding models and their use in science: Conceptions of middle and high school students and experts. Journal of Research in Science Teaching,
  • Güneş, B, Gülçiçek, Ç, & Bağcı, N. (2004). Eğitim fakültelerindeki fen ve matematik öğretim elemanlarının model ve modelleme hakkındaki görüşlerinin incelenmesi. Türk Fen Eğitimi Dergisi, 1(1), 35-48.
  • Harman, G. (2012). Fen Bilgisi Öğretmen Adaylarının Model Ve Modelleme İle İlgili Bilgilerinin İncelenmesi. Paper presented at the X. Ulusal Fen Bilimleri ve Matematik Eğitimi Kongresi, Niğde.
  • Harrison, Allan G, & Treagust, David F. (2000). A typology of school science models. International Journal of Science Education, 22(9), 1011-1026.
  • Henze, I., Van Driel, J., & Verloop, N. (2007). The change of science teachers' personal knowledge about teaching models and modelling in the context of science education reform. International Journal of Science 10.1080/09500690601052628 29(15), 1819-1846. doi: Doi
  • Ingham, A. M., & Gilbert, J. K. (1991). The Use of Analog Models by Students of Chemistry at Higher-Education Level. International Journal of Science Education, 13(2), 193-202. doi: Doi 10.1080/0950069910130206
  • Justi, R. S., & Gilbert, J. K. (2002a). Modelling, teachers' views on the nature of modelling, and implications for the education of modellers. International Journal of Science Education, 24(4), 369-387. doi: Doi 10.1080/09500690110110142
  • Justi, R. S., & Gilbert, J. K. (2002b). Science teachers' knowledge about and attitudes towards the use of models and modelling in learning science. International Journal of Science Education, 24(12), 1273-1292. doi: Doi 10.1080/09500690210163198
  • Justi, R. S., & Gilbert, J. K. (2003). Teachers' views on the nature of models. International Journal of Science Education, 25(11), 1369-1386. doi: Doi 10.1080/0950069032000070324
  • Justi, R. S., & van Driel, J. H. (2005). The development of science teachers' knowledge on models and modelling: promoting, characterizing, and understanding the process. International Journal of 10.1080/0950069042000323773 27(5), 549-573. doi: Doi
  • Krell, M., Upmeier zu Belzen, A., & Krüger, D. (2013). Students’ Levels of Understanding Models and Modelling in Biology: Global or Aspect-Dependent? Research in Science Education, 1-24. doi: 10.1007/s11165-013-9365-y
  • Maia, P. F., & Justi, R. (2009). Learning of chemical equilibrium through modelling‐based teaching. International Journal of Science Education, 31(5), 603-630.
  • McMillan, J. H, & Schumacher, S. (2009). Research in education: Pearson Education.
  • Oh, P. S., & Oh, S. J. (2011). What teachers of science need to know about models: An overview. International Journal of Science Education, 33(8), 1109-1130.
  • Saari, H., & Viiri, J. (2003). A research-based teaching sequence for teaching the concept of modelling to seventh-grade students. International Journal of Science Education, 25(11), 1333-1352. doi: Doi 10.1080/0950069032000052081
  • Treagust, D. F., Chittleborough, G., & Mamiala, T. L. (2002). Students' understanding of the role of scientific models in learning science. International Journal of Science Education, 24(4), 357-368. doi: Doi 10.1080/09500690110066485
  • Van Driel, J. H., & Verloop, N. (1999). Teachers' knowledge of models and modelling in science. International Journal of Science Education, 21(11), 1141-1153. doi: Doi 10.1080/095006999290110
  • Zumdahl, S. S., & Zumdahl, S. A. (2012). Chemistry. USA: Cengage Learning.

Details

Primary Language Turkish
Journal Section Makaleler
Authors

Suat CELİK

Publication Date June 25, 2015
Published in Issue Year 2015, Volume 8, Issue 1

Cite

APA Celik, S. (2015). FEN BİLGİSİ ÖĞRETMEN ADAYLARININ BİLİMSEL MODELLER İLE İLGİLİ ANLAYIŞLARI . Erzincan University Journal of Science and Technology , 8 (1) , 9-26 . DOI: 10.18185/eufbed.33666