Research Article
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Investigation of Preschool Preservice Teachers' Definitions of Inquiry Teaching

Year 2024, Issue: 36, 490 - 513, 31.05.2024
https://doi.org/10.54600/igdirsosbilder.1437002

Abstract

This research examined the changes in preschool preservice teachers’ definitions of inquiry teaching as a result of the training and practicum experience by focusing on the changes in the level of sophistication and in content. A mixed design was adopted and discourse analysis and content analysis methods were used. The study sample consisted of 56 preservice teachers studying in the fourth year of the undergraduate program in the Department of Preschool Education at a state university. Positive changes at definition levels and different emphases in content were observed. The percentage of preservice teachers who produced advanced level definitions after the training and practicum experience increased from 5.4% to 60.7%. Also, a significant change was observed in the elements of investigating, developing and testing hypotheses, collecting data, and evaluating evidence, while no significant change was observed in the elements of prior knowledge, asking questions, interpreting data, higher-order thinking, and communication. The findings were discussed in terms of their implications.

References

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  • Brown, B. A., & Ryoo, K. (2008). Teaching science as a language: A “content‐first” approach to science teaching. Journal of Research in Science Teaching, 45(5), 529-553. https://doi.org/10.1002/tea.20255
  • Büyüköztürk, Ş., Kılıç Çakmak, E., Akgün, Ö. E., Karadeniz, Ş., & Demirel, F. (2018). Bilimsel araştırma yöntemleri (24. baskı). Pegem Akademi.
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  • Capps, D. K., & Crawford, B. A. (2013b). Inquiry-based professional development: What does it take to support teachers in learning about inquiry and nature of science?. International Journal of Science Education, 35(12), 1947-1978.
  • Capps, D. K., Shemwell, J. T., & Young, A. M. (2016). Over reported and misunderstood? A study of teachers’ reported enactment and knowledge of inquiry-based science teaching. International Journal of Science Education, 38(6), 934-959. https://doi.org/10.1080/09500693.2016.1173261
  • Chichekian, T., Shore, B. M., & Tabatabai, D. (2016). First-year teachers’ uphill struggle to implement inquiry instruction: Exploring the interplay among self-efficacy, conceptualizations, and classroom observations of inquiry enactment. Sage Open, 6(2), 2158244016649011. https://doi.org/10.1177/2158244016649011
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  • Crawford, B. A. (2007). Learning to teach science as inquiry in the rough and tumble of practice. Journal of Research in Science Teaching, 44(4), 613-642. https://doi.org/10.1002/tea.20157
  • Crawford, B. A. (2012). Moving the essence of inquiry into the classroom: Engaging teachers and students in authentic science. In K. C. D. Tan & M. Kim (Eds.), Issues and challenges in science education research: Moving forward (pp. 25-42). Springer. https://doi.org/10.1007/978-94-007-3980-2_3
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  • English, L. D. (2012). Data modelling with first-grade students. Educational Studies in Mathematics, 81, 15–30. https://doi.org/10.1007/s10649-011-9377-3
  • Etikan, I., Musa, S. A., & Alkassim, R. S. (2016). Comparison of convenience sampling and purposive sampling. American Journal of Theoretical and Applied Statistics, 5(1), 1-4. https://doi.org/10.11648/j.ajtas.20160501.11
  • Fagerland, M. W., Lydersen, S., & Laake, P. (2013). The McNemar test for binary matched-pairs data: mid-p and asymptotic are better than exact conditional. BMC Medical Research Methodology, 13, 1-8. https://doi.org/10.1186/1471-2288-13-91
  • Fowler Jr, F. J., & Mangione, T. W. (1990). Standardized survey interviewing: Minimizing interviewer-related error (Vol. 18). Sage.
  • Gatt, S., & Buttigieg, C. (2018). Implementing inquiry science in the early years: teachers' achievements and challenges. In M. A. Attard-Tonna & J. Madalińska-Michalak (Eds.), Teacher education policy and practice international perspectives and inspirations (Vol. 1, pp. 372-391). Foundation for the Development of the Education System.
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  • Harlen, W. (2014). Helping children’s development of inquiry skills. Inquiry in Primary Science Education, 1(1), 5-19. Helping-childrens-development-of-inquiry-skills-2014.pdf (platformsamenonderzoeken.nl)
  • Harrison, C., Howard, S. (2022). Working with inquiry activities to encourage creative thinking. In K. J. Murcia, C. Campbell, M. M.Joubert, & S. Wilson (Eds.), Children’s creative inquiry in STEM (Vol. 25, pp. 113-127). Sociocultural Explorations of Science Education. Springer. https://doi.org/10.1007/978-3-030-94724-8_7
  • Hayes, M. T. (2002). Elementary preservice teachers' struggles to define inquiry-based science teaching. Journal of Science Teacher Education, 13(2), 147-165. https://doi.org/10.1023/A:1015169731478
  • Hollingsworth, H. L., & Vandermaas-Peeler, M. (2017). ‘Almost everything we do includes inquiry’: Fostering inquiry-based teaching and learning with preschool teachers. Early Child Development and Care, 187(1), 152-167. https://doi.org/10.1080/03004430.2016.1154049
  • Hu, B. Y., Guan, L., Ye, F., Vitiello, V. E., Roberts, S. K., Li, Y. H., & Wu, Q. (2022). Chinese preschool teachers’ use of concept development strategies to elicit children’s higher-order thinking during whole-group science teaching. Early Education and Development, 34(6), 1376-1397. https://doi.org/10.1080/10409289.2022.2146393
  • Jirout, J., & Zimmerman, C. (2015). Development of science process skills in the early childhood years. In K. C. Trundle and M. Sackes (Eds.), Research in early childhood science education (pp. 143-165). Springer.
  • Johnson, L., McHugh, S., Eagle, J. L., & Spires, H. A. (2019). Project-based inquiry (PBI) global in kindergarten classroom: Inquiring about the world. Early Childhood Education Journal, 47(5), 607–613. https://doi.org/10.1007/s10643-019-00946-4
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Okul Öncesi Öğretmen Adaylarının Sorgulayıcı Öğretim Tanımlarının İncelenmesi

Year 2024, Issue: 36, 490 - 513, 31.05.2024
https://doi.org/10.54600/igdirsosbilder.1437002

Abstract

Bu araştırmada okul öncesi öğretmen adaylarının sorgulayıcı öğretim ile ilgili verilen eğitim ve uygulama deneyimleri sonucunda tanımlarında bir değişim olup olmadığı ve eğer varsa değişimin düzey olarak yönü ve içerik olarak anlamlı olup olmadığı incelenmiştir. Araştırmada karma desen benimsenip, söylem analizi ve içerik analizi yöntemleri birlikte kullanılmıştır. Araştırmaya bir devlet üniversitesinde okul öncesi öğretmenliği lisans programında dördüncü sınıfta öğrenim gören 56 okul öncesi öğretmen adayı katılmıştır. Bulgular, okul öncesi öğretmen adaylarının sorgulayıcı öğretim tanımlarının düzeylerinde olumlu bir değişime işaret etmekte ve içerik bakımından bazı öğelere önem verildiğini göstermektedir. Eğitim ve uygulama sonrası gelişmiş düzeyde tanım yapan öğretmen adayı oranının %5,4’ten %60,7’ye yükseldiği gözlemlenmiştir. Tanımların içeriği incelendiğinde araştırma yapma, hipotez oluşturma ve test etme, veri toplama ve kanıtları değerlendirme ögelerinde anlamlı bir değişim gözlemlenirken, ön bilgi, soru sorma, verileri yorumlama, üst düzey düşünme ve iletişim ögelerinde anlamlı bir değişim gözlemlenmemiştir. Bulgular, alan yazın ve olası gerekçeler bağlamında öğretmen eğitimine etkileri açısından tartışılmıştır.

References

  • Abrams, E., Southerland, S. A., & Evans, C. A. (2007). Inquiry in the classroom: Necessary components of a useful definition. In E. Abrams, S.A. Southerland, & P. Silva (Eds.), Inquiry in the classroom: Realities and opportunities (pp. xi-xli). Information Age Publishing Inc.
  • Adedokun, O. A., & Burgess, W. D. (2012). Analysis of paired dichotomous data: A gentle introduction to the McNemar test in SPSS. Journal of MultiDisciplinary Evaluation, 8(17), 125-131.
  • Anderson, R. D. (2002). Reforming science teaching: What research says about inquiry. Journal of Science Teacher Education, 13(1), 1-12. https://doi.org/10.1023/A:1015171124982
  • Andersson, K., & Gullberg, A. (2014). What is science in preschool and what do teachers have to know to empower children?. Cultural Studies of Science Education, 9, 275-296. https://doi.org/10.1007/s11422-012-9439-6
  • Aulls, M. W., Tabatabai, D., & Shore, B. M. (2016). What makes inquiry stick? The quality of preservice teachers’ understanding of inquiry. SAGE Open, 6(4), 2158244016681394.
  • Babbie, E., & Mouton, J. (2007). The practice of social research. Oxford University Press.
  • Barrow, L. H. (2006). A brief history of inquiry: From Dewey to standards. Journal of Science Teacher Education, 17(3), 265-278. https://doi.org/10.1007/s10972-006-9008-5
  • Brown, B. A., & Ryoo, K. (2008). Teaching science as a language: A “content‐first” approach to science teaching. Journal of Research in Science Teaching, 45(5), 529-553. https://doi.org/10.1002/tea.20255
  • Büyüköztürk, Ş., Kılıç Çakmak, E., Akgün, Ö. E., Karadeniz, Ş., & Demirel, F. (2018). Bilimsel araştırma yöntemleri (24. baskı). Pegem Akademi.
  • Capps, D. K., & Crawford, B. A. (2013a). Inquiry-based instruction and teaching about nature of science: Are they happening? Journal of Science Teacher Education, 24(3), 497–526.
  • Capps, D. K., & Crawford, B. A. (2013b). Inquiry-based professional development: What does it take to support teachers in learning about inquiry and nature of science?. International Journal of Science Education, 35(12), 1947-1978.
  • Capps, D. K., Shemwell, J. T., & Young, A. M. (2016). Over reported and misunderstood? A study of teachers’ reported enactment and knowledge of inquiry-based science teaching. International Journal of Science Education, 38(6), 934-959. https://doi.org/10.1080/09500693.2016.1173261
  • Chichekian, T., Shore, B. M., & Tabatabai, D. (2016). First-year teachers’ uphill struggle to implement inquiry instruction: Exploring the interplay among self-efficacy, conceptualizations, and classroom observations of inquiry enactment. Sage Open, 6(2), 2158244016649011. https://doi.org/10.1177/2158244016649011
  • Cole, F. L. (1988). Content analysis: process and application. Clinical Nurse Specialist, 2(1), 53-57.
  • Constantinou, C. P., Tsivitanidou, O. E., & Rybska, E. (2018). What is inquiry-based science teaching and learning? In O. E. Tsivitanidou, P. Gray, E. Rybska, L. Louca, & C. P. Constantinou (Eds.), Professional development for inquiry-based science teaching and learning (pp. 1-23). Springer International Publishing.
  • Crawford, B. A. (1999). Is it realistic to expect a preservice teacher to create an inquiry-based classroom?. Journal of Science Teacher Education, 10(3), 175-194. https://doi.org/10.1023/A:1009422728845
  • Crawford, B. A. (2007). Learning to teach science as inquiry in the rough and tumble of practice. Journal of Research in Science Teaching, 44(4), 613-642. https://doi.org/10.1002/tea.20157
  • Crawford, B. A. (2012). Moving the essence of inquiry into the classroom: Engaging teachers and students in authentic science. In K. C. D. Tan & M. Kim (Eds.), Issues and challenges in science education research: Moving forward (pp. 25-42). Springer. https://doi.org/10.1007/978-94-007-3980-2_3
  • Dejonckheere, P.J.N., De Wit, N.L., Van de Keere, K.V., & Vervaet. S. (2016). Exploring the classroom: Teaching science in early childhood. European Journal of Educational Research, 5(3), 149-164. https://doi.org/10.12973/eu-jer.5.3.149
  • Dewey, J. (2022). How we think. DigiCat.
  • Eckhoff, A. (2017). Partners in inquiry: A collaborative life science investigation with preservice teachers and kindergarten students. Early Childhood Education Journal, 45, 219-227. https://doi.org/10.1007/s10643-015-0769-3
  • English, L. D. (2012). Data modelling with first-grade students. Educational Studies in Mathematics, 81, 15–30. https://doi.org/10.1007/s10649-011-9377-3
  • Etikan, I., Musa, S. A., & Alkassim, R. S. (2016). Comparison of convenience sampling and purposive sampling. American Journal of Theoretical and Applied Statistics, 5(1), 1-4. https://doi.org/10.11648/j.ajtas.20160501.11
  • Fagerland, M. W., Lydersen, S., & Laake, P. (2013). The McNemar test for binary matched-pairs data: mid-p and asymptotic are better than exact conditional. BMC Medical Research Methodology, 13, 1-8. https://doi.org/10.1186/1471-2288-13-91
  • Fowler Jr, F. J., & Mangione, T. W. (1990). Standardized survey interviewing: Minimizing interviewer-related error (Vol. 18). Sage.
  • Gatt, S., & Buttigieg, C. (2018). Implementing inquiry science in the early years: teachers' achievements and challenges. In M. A. Attard-Tonna & J. Madalińska-Michalak (Eds.), Teacher education policy and practice international perspectives and inspirations (Vol. 1, pp. 372-391). Foundation for the Development of the Education System.
  • Gee, J. P. (2006). An introduction to discourse analysis: Theory and method (2nd ed., pp 10-19). Routledge.
  • Harlen, W. (2014). Helping children’s development of inquiry skills. Inquiry in Primary Science Education, 1(1), 5-19. Helping-childrens-development-of-inquiry-skills-2014.pdf (platformsamenonderzoeken.nl)
  • Harrison, C., Howard, S. (2022). Working with inquiry activities to encourage creative thinking. In K. J. Murcia, C. Campbell, M. M.Joubert, & S. Wilson (Eds.), Children’s creative inquiry in STEM (Vol. 25, pp. 113-127). Sociocultural Explorations of Science Education. Springer. https://doi.org/10.1007/978-3-030-94724-8_7
  • Hayes, M. T. (2002). Elementary preservice teachers' struggles to define inquiry-based science teaching. Journal of Science Teacher Education, 13(2), 147-165. https://doi.org/10.1023/A:1015169731478
  • Hollingsworth, H. L., & Vandermaas-Peeler, M. (2017). ‘Almost everything we do includes inquiry’: Fostering inquiry-based teaching and learning with preschool teachers. Early Child Development and Care, 187(1), 152-167. https://doi.org/10.1080/03004430.2016.1154049
  • Hu, B. Y., Guan, L., Ye, F., Vitiello, V. E., Roberts, S. K., Li, Y. H., & Wu, Q. (2022). Chinese preschool teachers’ use of concept development strategies to elicit children’s higher-order thinking during whole-group science teaching. Early Education and Development, 34(6), 1376-1397. https://doi.org/10.1080/10409289.2022.2146393
  • Jirout, J., & Zimmerman, C. (2015). Development of science process skills in the early childhood years. In K. C. Trundle and M. Sackes (Eds.), Research in early childhood science education (pp. 143-165). Springer.
  • Johnson, L., McHugh, S., Eagle, J. L., & Spires, H. A. (2019). Project-based inquiry (PBI) global in kindergarten classroom: Inquiring about the world. Early Childhood Education Journal, 47(5), 607–613. https://doi.org/10.1007/s10643-019-00946-4
  • Kabataş Memiş, E., & Çakan Akkaş, B. N. (2016). Okulöncesi eğitiminde araştırma-sorgulama temelli uygulama: yoğunluk konusu örneği. Online Fen Eğitimi Dergisi, 1(1), 17-29.
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There are 72 citations in total.

Details

Primary Language Turkish
Subjects Turkish and Social Sciences Education (Diğer)
Journal Section Research Articles
Authors

Canan Avcı 0000-0002-9313-4977

Fatma Çağlin Akıllıoğlu 0000-0001-6271-498X

Melda Kılıç 0000-0002-8013-875X

Early Pub Date May 31, 2024
Publication Date May 31, 2024
Submission Date February 14, 2024
Acceptance Date May 24, 2024
Published in Issue Year 2024 Issue: 36

Cite

APA Avcı, C., Akıllıoğlu, F. Ç., & Kılıç, M. (2024). Okul Öncesi Öğretmen Adaylarının Sorgulayıcı Öğretim Tanımlarının İncelenmesi. Iğdır Üniversitesi Sosyal Bilimler Dergisi(36), 490-513. https://doi.org/10.54600/igdirsosbilder.1437002