Hizmet içi Eğitim Kurs Programından Yansımalar: Alternatif Ölçme Değerlendirme Teknikleri Hakkında Pedagojik Alan Bilgisi ve Tutum Gelişimi

Year 2010, Volume: 9 Issue: 3, 1106 - 1121, 26.06.2010

Tülay Şenel Çoruhlu , Salih Çepni

Abstract

Bu çalışmanın amacı; alternatif ölçme değerlendirme teknikleri ile ilgili olarak düzenlenen
hizmet içi eğitim kursunun, kursa katılan öğretmenlerin pedagojik alan bilgileri ve hizmet içi eğitim
kursuna karşı tutumları üzerine olan etkisini araştırmaktır. Çalışmada özel durum yöntemi
kullanılmıştır. Çalışmanın örneklemini 6 Fen ve Teknoloji öğretmeni oluşturmuştur. Veri toplama
aracı olarak; başarı testi, tutum anketi ve yarı yapılandırılmış mülakatlar kullanılmıştır. Başarı testi ve
tutum anketi verilerinin analizinde SPSS 15.0 paket programı kullanılmıştır. Mülakat sorularının
analizinde içerik analizinden yararlanılmıştır. Araştırmanın sonucunda; düzenlenen hizmet içi eğitim
kurs programının kursa katılan öğretmenlerin pedagojik alan bilgilerinin değişiminde anlamlı bir
etkide bulunduğu sonucuna ulaşılmıştır (z=2.20, p < .05). Yeni öğretim programının öğretmenlere
tanıtımı amacıyla hizmet içi eğitim kurs programlarının düzenlenmesi ve bu kurslarda uygulamalara
yer verilerek öğretmenlerin öğrenmelerine katkıda bulunulacak ortamların oluşturulması gerektiği
öneri olarak sunulmuştur.

Keywords

Alternatif ölçme ve değerlendirme, hizmet içi eğitim

Reflection of an In-Service Education Course Program: Pedagogical Content Knowledge about alternative measurement and assessment techniques and Attitude Development

Abstract

The aim of this study is to investigate the effects of an in service training course program related
to alternative measurement and assessment techniques on teachers’ pedagogical content knowledge and attitudes
towards in-service education (INSET). The case study research method was used in this study. The sample of
this study consists of 6 science and technology teachers. Achievement test, attitude survey and a semi-structured
interview were used for data collection. SPSS 15.0 package program was used in analysis of achievement test
and attitude survey. Content analysis was used for interview analysis. At the end of the study; it was found out
that, in service training course program had a meaningful effect on improving science and technology teachers’
pedagogical content knowledge (z=2.20, p<.05). It is recommended that, in-service training course program
should be arranged to reorganize new curriculums and this course include lots of applications for teachers. 

Keywords

Alternative measurement and assessment, in-service education

References

• Anderson, H. O., Harty, H. & Samuel, K. K. (1986). Nature of science, 1969 and 1984: Perspectives of preservice secondary science teachers. School Science and Mathematic, 86, 43-50. Bacanak, A. (2008). Fen Ve Teknoloji Dersi Performans Değerlendirme Formlarına Yönelik oluşturulan Web Tabanlı Programın Etkililiğinin Araştırılması [Determining Effectiveness of Web-Based Performance Assessment Programme Developed For Science and Technology Lesson]. Doctoral Dissertation, Karadeniz Technical University, Trabzon. Bekiroğlu, F. O. (2004). “Fizik, Kimya ve Biyoloji Öğretmenlerinin Hizmet İçi Eğitim İhtiyaçlarının Belirlenmesi [Determining Physic, Chemistry and Biology Teachers’ in Service Education Needs]” Paper presented at the annual meeting of the VI. National Science and Mathematic Congress, Ankara. Bell, G.L. (1999). An Investigation of A Professional Development Model in Science Education: A System Approach, Doctoral dissertation, University of Texas, USA. Bodner, G. M. (1986). Constructivism: A theory of knowledge. Journal of Chemical Education, 63 (10), 873-878. Brady, L. & Kenney, K. (1999). Curriculum construction: Sydney: Prentice Hall. Breen, T. (1998). Alternative Assessment in Project-Based Science Classrooms: A Study of Content and Process Demands of an Innovative Classroom Assessment. Doctoral Dissertation, The University of Michigan. U.S.A. Büyüköztürk, Ş. (2002). Sosyal Bilimler için Veri Analizi El Kitabı [Data Analysis Hand Book for Social Sciences]. (Fourth Edition), Ankara: Pegema Pres. Çepni, S., (2007). Araştırma ve Proje Çalışmalarına Giriş [Introduction to Research and Project Studies] (Third Edition) Trabzon. Colette, A.T. & Chiappetta, E.L. (1989). Science Instruction in The Middle and Secondary Schools, Merrill Publishing Company. Culbertson, L. D. (2000). Alternative Assessment: Primary Grade Literacy Teachers’ Knowledge, Attitudes, and Practices. Doctoral Dissertation, Indiana University of Pennsylvania, U.S.A. Davies, R. & Preston, M. (2002). An evaluation of the impact of continuing professional development on personal and professional lives, Journal of In-service Education, 28(2). 231-254. Degroot, R. H. (1995). Attitudes Toward in Service Education Held By K-12 Classroom Teachers and School Superintendents in South Dakota. University of South Dakota, U.S.A. Denscombe, M., 1998. The Good Research Guide for Small-Scale Social Research Projects. Open University Press, Buckingham. Erdemir, Z. A. (2007). İlköğretim İkinci Kademe Öğretmenlerinin Ölçme Değerlendirme Tekniklerini Etkin Kullanabilme Yeterliklerinin Araştırılması (Kahramanmaraş Örneği) [Searching for The Secondary Education Teachers` Competence Of Being Able To Use The Techniques Of Measurement And Evaluation (Example of Kahramanmaraş)]. Master Thesis, Kahramanmaraş Sütçü İmam University, Kahramanmaraş. Esmaiel, Y.E. (2006). Theory in Practice: Constructivism and The Technology of Instruction in an Authentic Project Based Computer Class. Doctoral Dissertation. University of North Texas, U.S.A. 1118 Givens, N. (2000). Curriculum materials as a vehicle for innovation: A case study of the Nuffield design and technology project. Research in Science & Technological Education, 18(1), 71-84. Gökdere, M. (2004). Üstün Yetenekli Çocukların Fen Bilimleri Öğretmenlerinin Eğitimine Yönelik Bir Model Geliştirme Çalışması [A study to Develop A Model Relate to Educated Gifted Childrens’ Science and Technology]. Doctoral Dissertation, Karadeniz Technical University, Trabzon. Gold, S. (2001). A constructivist approach to online training for online teachers, JALN, 5(1), 35-57. Gömleksiz, M. N., (2005). Yeni ilköğretim programının uygulamadaki etkililiğinin değerlendirilmesi [Evoluation the effect of new primary school instruction program in application] , Kuramdan Uygulamaya Eğitim Bilimleri Dergisi, 5 (2), 339-384. Gözütok, F. D. (2003). Türkiye’de program geliştirme çalışmaları [Program development studies in Turkey]. The Journal of National Edution, 160. Gözütok, F. D., Akgün, Ö. E. & Karacaoğlu, Ö. C. (2005). “İlköğretim Programlarının Öğretmen Yeterlilikleri Açısından Değerlendirilmesi. [Evoluation of Primary School Programs in Terms of Teacher Adequateness]” Paper presented at the Evolution of The New Primary School Instruction Program Symposium, Kayseri. Hambleton, R. K. & Murphy, E. (1992). A psychometric perspective on authentic measurement. Applied Measurement in Education, 5(1), 1-16. Hargreaves, A. (1994). Changing teachers, changing times. London: Cassell. Jonson, J.L. (1999), Understanding Barriers to the Teacher’s use of Alternative Classroom Assessment, Doctoral Dissertation, University of Nebraska, U.S.A. Kanlı, U. (2001). Ortaöğretimde Görev Yapan Fizik Öğretmenleri İçin Düzenlenen Hizmet İçi Eğitim Programlarının Etkinliği [Effectiveness Of in-Service Training Programs for Secondary School Physics Teachers]. Unpublished Master Thesis, Gazi University, Ankara. Kaya, A. (2003). Fizik Öğretmenlerinin Hizmet içi Eğitim İhtiyaçlarına Yönelik Bir Laboratuar Programı Geliştirme ve Model Önerme [Developing a Laboratory Program for Physic Teachers’ In service Needs: A Model for Suggestion. Doctoral Dissertation, Karadeniz Technical University, Trabzon. Kelly, M.P. (2000). A Case Study Of One School System’s Adoption and Implementation of An Elementary Science Program, Doctoral Dissertation, Kansas State University, U.S.A. King, B. B. (1991). Beginning teachers’ knowledge of and attitudes toward history and philosophy of science. Science Education, 75, 135-141. Klein, E. S. (1996). Effective Elementary Science in Service Education: The Teacher Perspective, Doctoral Dissertation, University of Virginia, U.S.A. Kop, S. (2003). Fen Bilgisi Öğretmenlerinin Hizmet İçi Eğitim İhtiyaçlarının Belirlenmesi ve Bazı İhtiyaçların Giderilmesine Yönelik Rehber Materyallerin Geliştirilmesi [Determining Science and Technology Teachers’ in-service Education Needs and Developing Guided Materials to Remove These Needs]. Master Thesis, Karadeniz Technical University, Trabzon. Kopinski, T. M. (2007). Evaluating The Knowledge Of At Risk High School Students in Ecology Through Alternative Assessment, Master Thesis, Michigan State University, U.S.A. Küçüközer, H., Bostan, A., Kenar, Z. Seçer, S. & Yavuz, S. (2008). Evaluation of six grade science textbooks according to constructivist learning theory, Elementary Education Online, 7(1), 111- 126. Kutlu, Ö., (2005). “Yeni İlköğretim Programlarının Öğrenci Başarısındaki Gelişimi Değerlendirme [Evoluation of New Primary School programs’ Student Success Development)]”, Paper presented at the Evolution of The New Primary School Instruction Program Symposium, Kayseri. Luft, J.A., (1999). Rubrics: design and use in science teacher education, Journal of Science Teacher Education,10(2), (107-121). Makang, D. S. (2003). Analysis of An Inquiry-Oriented in service Program in Affecting Science Teaching Practice. Doctoral Dissertation, Boston University, U.S.A. Mcgowin, C. W. (1996). The Effectiveness of Training in-Service Teachers On Performance Items Assessing Using A Holistic Rubric. Doctoral dissertation, University of Central Florida, U.S.A. Miles, M.B. ve Huberman, A.M., (1994). Qualitative Data Analysis (Second Edition), Sage Publications, Thousand Oaks, London, New Delhi. 1119 Ministiry of National Education Head Concil of Education and Morality (2006). Science and Technology lesson (6, 7, 8th grade) Instruction Program, Ankara. Neukom, J. R. (2000). Alternative assessment: rubrics-students’ self assessment process, Master Thesis, The Faculty of Pacific Lutheran University, U.S.A. Novak, J.D. (2002). Meaningful learning: the essential factor for conceptual change in limited or inappropriate propositional hierarchies leading to empowerment of learners. Science Education, 86:23-37 O’shaughnessy, J.P.(2006). Constructivism, Cognitive Psychology and the Epistemology of Immanuel Kant, Loyola University Chicago, U.S.A. Perkins, D. (1999). The many faces of constructivism. Educational Leadership, 57(3), 6-11. Pittman, M. A. (2000). A Qualitative Analysis of Exemplary Elementary Science Teachers’ use and practice of The National Science Education Teaching Standard., Doctoral Dissertation. The University of Memphis, U.S.A. Roach, A. T., Elliott, S. N., & Berndt, S. (2007). Teacher perceptions and the consequential validity of an alternate assessment for students with significant cognitive disabilities. Journal of Disability Policy Studies, 18 (168–175). Sarason, S. (1992). The Predictable Failure of Educational Reform: Can We Change Before It’s Too Late. San Francisco: Jossey-Bass. Şenel Çoruhlu, T. Çepni, S. Yıldırım, N. & Er Nas, S. (2007). Süreç odaklı değerlendirmede kullanılabilecek bir analitik rubriğin geliştirilmesi: Yaşamımızdaki elektrik ünitesi örneği [Developing an analytic rubric using in process evolution: The sample of electricity in our life unit], Yeditepe Üniversity , Journal of Educational Faculty, 2(2). Şenel Çoruhlu, T. Er Nas, S & Çepni, S. (2008). Fen ve teknoloji öğretmenleri için alternatif ölçme ve değerlendirme tekniklerine yönelik bir hizmet içi eğitim programından yansımalar: Trabzon örneği [Reflection of an in-service education course program for science and technology teachers about alternative measurement and assessment techniques: Trabzon sample], The Journal of Necatibey Education Faculty, 2(2) 1-22. Şenel, T. (2008). Fen ve Teknoloji Öğretmenleri için Alternatif Ölçme ve Değerlendirme Tekniklerine Yönelik Bir Hizmet içi Eğitim Programının Etkililiğinin Araştırılması [Investigating The Effectiveness of In-Service Course Program For Science and Technology Teachers about Alternative Measurement and Assessment Techniques]. Master Thesis, Karadeniz Technical University, Trabzon. Stein, S., McRobbie, C. & Ginns, I. (1999). Introducing technology education: Using teachers’ questions as a platform for professional development. Research in Science Education, 29(4), 501-514. Sweeney, M.A. (2007). The Use of Videoconferencing Techniques Which Support Constructivism in K-12 Education, Doctoral Dissertation, University of Massachusetts Lowel. U.S.A. Şengül, S. & Ekinözü, İ. (2006). Canlandırma yönteminin öğrencilerin matematik tutumuna etkisi [The effect of dramatization method on students’ attitude toward mathematic], The journal of Kastamonu Education Faculty, 14(2), 517-526. Tekin, S. (2004). Kimya Öğretmenleri İçin Kavramsal Anlama ve Kavram Öğretimi Amaçlı Bir Hizmet İçi Eğitim Kurs Programı Geliştirilmesi ve Etkililiğinin Araştırılması [Developing and Investigating Effects an In-Service Education Course Program Relate to Conceptual Understanding and Concept Teach for Chemistry Teachers]. Doktoral Dissertation, Karadeniz Technical University, Trabzon. Tilger, P. J.(1990). Avoiding science in elementary school. Science Education.74, (4),421-431. Wellington, J., 2000. Educational Research, Contemporary Issues and Practical Approaches. London: Continuum. Wright, A. W. (2002). Development of Performance Tasks, an Alternative Assessment for Newyork State Regent Biology Courses. Doctoral Dissertation, University of Newyork, U.S.A. Zimbicki, D. (2007). Examining The Effects of Alternative Assessment On Student Motivation and Self Efficacy. Doctoral dissertation, Walden University, U.S.A. Zoller, U., Donn, S., Wild, R. & Beckett, P. (1991). Students’ versus their teachers’ beliefs and positions on science/technology/society-oriented issues. International Journal of Science Education, 13, 25-36.