Pedagojik Formasyon Programının Biyoloji, Fizik ve Kimya Öğretmen Adaylarının Öğretmenlik İmajlarına Etkisi

Year 2016, Volume: 17 Issue: 2, 0 - 0, 24.05.2016

Sinem Üner Hüseyin Akkuş

https://doi.org/10.17679/iuefd.17247323

Abstract

Bu çalışmanın amacı; pedagojik formasyon programına katılan toplam 73 biyoloji, fizik ve kimya öğretmen adayının formasyon programının başlangıcında ve sonunda bir öğretmen olarak kendileri ile ilgili imajlarını ve formasyon programının bu imajlar üzerindeki etkisini incelemektir. Öğretmen adaylarının öğretmenlik imajlarını tespit edildiği bu çalışmada tarama deseni kullanılmıştır. Çalışmada veri toplama aracı olarak Draw a Science Teacher Test Checklist (DASTT-C) kullanılarak, öğretmen adaylarının programın başındaki ve sonundaki öğretmenlik imajları belirlenmiştir. Çalışmanın sonucunda; öğretmen adaylarının formasyon programının başlangıcında çoğunlukla öğretmen merkezli imajlara sahip oldukları tespit edilmiştir. Formasyon programının sonunda ise öğretmen adaylarının daha öğrenci merkezli öğretmenlik imajlarına sahip oldukları belirlenmiştir. Ayrıca programın başlangıcında öğretmen adaylarının genellikle açıklayıcı öğretim stiline sahip olmalarına rağmen, programın sonunda biyoloji ve fizik öğretmen adaylarının kavramsal ve kimya öğretmen adaylarının keşfettirici öğretim stiline sahip oldukları tespit edilmiştir. 

Keywords

Ögretmenlik imajı, DASTT-C; Öğretmen adayı

The Effect of Pedagogical Formation Program on Pre-Service Biology, Physics and Chemistry Teachers’ Teaching Images

Abstract

The purpose of this study is to examine the images of 73 pre-service biology, physics and chemistry teachers about themselves as a teacher at the beginning and end of pedagogical formation program and the effect of formation program on these images. In this study which the pre-service teachers’ teaching images were identified, survey design was used. In this study, the Draw a Science Teacher Test Checklist (DASTT-C) was used as data collection tool. In conclusion, it was determined that pre-service teachers mostly had teacher-centered images at the beginning of the program. On the other hand, it was found that participants had more student-centered images at the end of the program. Also, it was determined that although participants usually had exploratory teaching style at the beginning of the program, pre-service biology and physics teachers had conceptual teaching style and pre-service chemistry teachers had exploratory teaching style at the end of the program. 

Keywords

Teaching image, DASTT-C, pre-service teacher

References

• Al-Amoush, S. A., Markic, S., Abu-Hola, I., & Eilks, I. (2011). Jordanian prospective and experienced chemistry teachers’ beliefs about teaching and learning and their potential role for educational reform. Science Education International, 22(3), 185-201.
• Akkus, H. (2013). Pre-service secondary science teachers’ images about themselves as science teachers. Journal of Baltic Science Education, 12(2), 249-260.
• Ambusaidi, A. K., & Al-Balushi, S. M. (2012). A longitudinal study to identify prospective science teachers’ beliefs about science teaching using the draw-a-science-teacher-test checklist. International Journal of Environmental & Science Education, 7(2), 291-311.
• Atasoy, B. (2004). Fen öğrenimi ve öğretimi (Genişletilmiş 2.baskı). Ankara: Asil Yayın Dağıtım.
• Başer Gülsoy, V. G., Dulkadir, N. & Sezgin, S. (2013). Böte öğretmen adaylarinin öğretmen ve öğretme süreçleriyle ilgili zihinsel imgeleri: Makü örneği. Eğitim ve Öğretim Araştırmaları Dergisi, 2(4), 105-112.
• Demirdöğen, B., & Elmas, R. (2009). Investigating preservice chemistry teachers’ mental images about science teaching. Paper presented at the European Conference on Educational Research (ECER). Vienna, Austria.
• Elmas, R., Demirdöğen, B., & Geban, Ö. (2011). Preservice chemistry teachers’ images about science teaching in their future classrooms. Hacettepe University Journal of Education, 40, 164-175.
• Kabadayı, A. (2003). Öğrenci-merkezli yabancı dil öğretim modeli tercih ölçeği (YÖMTÖ). Dokuz Eylül Üniversitesi Sosyal Bilimler Enstitüsü Dergisi, 5(1), 55-66.
• Kapanadze, M., & Markic, S. (2013). A broad view on Georgian science teachers’ and science student teachers` beliefs about teaching and learning. Eurasia Journal of Mathematics, Science & Technology Education, 9(2), 143-154.
• Karasar, N. (2006). Bilimsel araştırma yöntemi (15. Baskı). Ankara: Nobel Yayınları.
• Kind, V. (2009). Pedagogical content knowledge in science education: Perspectives and potential for progress. Studies in Science Education, 45(2), 169-204.
• Lay, Y.F. & Khoo, C.H. (2013). Pre-Service Science Teachers’ Mental Images of Science Teaching. Pertanika Journal of Social Sciences & Humanities, 21(4), 1361–1377.
• Louca, P., Rigas, P., & Valanides, N. (2003). Primary student teachers’ conceptions of science teaching. Paper presented at the IV. European Science Education Research Association (ESERA). Noordwijkerhout, The Netherlands.
• Magnusson, S., Krajcik, J., & Borko, H. (1999). Nature, sources and development of pedagogical content knowledge for science teaching. In J. Gess-Newsome & N. G. Lederman (Eds.), Examining pedagogical content knowledge (pp. 95-132). Dordrecht, The Netherlands: Kluwer Academic Publishers.
• Markic, S., & Eilks, I. (2013). Potential changes in prospective chemistry teachers’ beliefs about teaching and learning - a cross-level study. International Journal of Science and Mathematics Education, 11, 979-998.
• Markic, S., & Eilks, I. (2010). First-year science education student teachers’ beliefs about student- and teacher-centeredness: parallels and differences between chemistry and other science teaching domains. Journal of Chemical Education, 87(3), 335-339.
• Markic, S., & Eilks, I. (2008). A case study on German first year chemistry student teachers’ beliefs about chemistry teaching, and their comparison with student teachers from other science teaching domains. Chemistry Education Research and Practice, 9, 25-34.
• Markic, S., Valanides, N., & Eilks, I. (2006). Freshman student teachers’ beliefs about science teaching – A mixed methods study. In I. Eilks, B. Ralle (Eds.): Towards research-based science teacher education (pp. 29-40). Aachen: Shaker.
• Shulman, L. S. (1986). Those who understand: Knowledge growth in teaching. Educational Researcher, 15(2), 4-14.
• Talsma, V. L. (2007, October). Children learning science: Analysis of drawings from the science methods classroom. Paper presented at the Annual Meeting of North-Central Association for Science Teacher Educators (NASTE), Madison.
• Tatar, N., Yıldız Feyzioğlu, E., Buldur, S. & Akpınar, E. (2012). Fen bilgisi öğretmen adaylarının fen öğretimine yönelik zihinsel modelleri. Kuram ve Uygulamada Eğitim Bilimleri, 12(4), 2925-2940.
• Thomas, J. A., & Pedersen, J. E. (2003). Reforming elementary science teacher preparation: What about extant teaching beliefs?. School Science and Mathematics, 103(7), 319-330.
• Thomas, J. A., Pedersen, J. E., & Finson, K. (2001). Validating the draw-a-science-teacher-test checklist (DASTT-C): Exploring mental models and teacher beliefs. Journal of Science Teacher Education. 12(3), 295-310.
• Üner, S., Akkuş, H., & Turan, N. (2012). Image yourself as a chemistry teacher. Procedia - Social and Behavioral Sciences, 47, 417-421.
• Weber, S., & Mitchell, C. (1996). Drawing ourselves into teaching: studying the images that shape and distort teacher education. Teaching & Teacher Education, 12(3), 303-313.
• Whyte, A., & Ellis, N. (2003). Graphic representation as a bridge to conceptual teaching. The Arts and Learning Research Journal, 19(1), 167-194.