Fen Bilgisi Öğretmen Adaylarının Diyaloglarındaki İletişim Eylemleri

Abstract

Bu çalışmanın amacı, fen bilgisi öğretmen adaylarının oluşturdukları diyaloglardaki “İletişim Eylemleri” (İE)’ni incelemektir. Bu amaçla her öğretmen adayının kullandığı İE’lerin sıklığı, her grubun kullandığı İE’lerin sıklığı ve her öğretmen adayının diyaloğa katılma sıklığı belirlenmiştir. Çalışma, rastgele örnekleme yöntemiyle 2019-2020 öğretim yılında öğrenimlerine birinci sınıfta devam eden altı fen bilgisi öğretmen adayı ile gerçekleştirilmiştir. Çalışmanın verileri, öğretmen adaylarının “Su Arıtma Modeli” geliştirmek için oluşturdukları diyaloglar aracılığıyla toplanmıştır. Betimsel bir tarama nitelikte olan bu araştırmada, diyaloglardaki İE’lerin belirlenmesi için Hennessy vd. (2016) tarafından geliştirilen “Eğitimsel Diyalog Analizi Programı” kullanılmıştır. Sonuçlar incelendiğinde, adayların kendi katkısını açıklama veya gerekçelendirme ve tahminde bulunma İE’lerini daha fazla kullandıkları belirlenmiştir. Çalışmadan elde edilen bu sonuç, adayların öğretmen olduklarında sınıflarında öğrencileriyle aralarında oluşacak diyalogların diyalojik olmaktan ziyade monolog olacağına işaret etmektedir. Son olarak adayların diyaloglara katılma sıklıklarının birbirlerinden farklı olduğu belirlenmiştir. Adayların İE’leri ile eleştirel düşünme becerileri, motivasyonel inançları ve grup dinamikleri ile ilişkileri inceleyen yeni çalışmalar önerilmektedir.

Keywords

• Diyalog türleri
• Eğitimsel Diyalog Analizi Programı
• İletişim eylemleri

The Communicative Actions of Preservice Science Teachers in Their Dialogues

Abstract

The purpose of the study to examine, “communicative actions” (IE) in the dialogues created by pre-science teacher (PST)s. For this purpose, the frequency of IE's used by each PST, the frequency of IE's used by each group, and the frequency of each PST’s participation in the dialogue were determined. The study was conducted with six PSTs who were selected by random sampling method and who continued their education in the first grade in the 2019-2020 academic year. The data of the study was collected through dialogues created by PSTs to develop a “Water Filter Model”. In this survey-based descriptive study, the “Educational Dialogue Analysis Program” developed by Hennessy et al. (2016) was used to determine CA in dialogues. When the results were examined, it was determined that PSTs were more likely to explain or justify their own contribution and make predictions. The results of this study indicate that when PSTs become teachers, the dialogues that will be formed between them and their students in their classes will be monologues, not dialogues. Finally, it was determined that the participation frequencies of the candidates in the dialogues were different from each other. New studies are proposed that examine the PSTs’ CA and relationships among critical thinking skills, motivational beliefs, and group dynamics and CA.

Keywords

• Communicative actions
• Scheme for Educational Dialogue Analysis
• Types of dialogue

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