FEN VE MATEMATİK EĞİTİMİNDE KAVRAM YANILGILARI ÜZERİNE FARKINDALIK: ÖĞRETMEN ADAYLARININ ALGI VE DENEYİMLERİ

Abstract

Bu çalışma, fen ve matematik öğretmen adaylarının kavram yanılgıları hakkındaki algılarını ve deneyimlerini ortaya çıkarmayı amaçlamaktadır. Öğretmen adaylarının öğrencilerdeki kavram yanılgılarının ne kadar farkında oldukları ve kavram yanılgılarını belirlerken ve kavram yanılgıları ile çalışırken neler deneyimledikleri bu çalışmanın kapsamı içerisindedir. Fen ve matematik eğitimi bölümlerinden 11 öğretmen adayları ile yarı yapılandırılmış görüşmeler gerçekleştirilmiştir. Çalışmanın sonuçları göstermektedir ki öğretmen adayları kavram yanılgılarının doğası ile ilgili bir farkındalığa sahip olmakla beraber tanımlama yapmakta zorlanmaktadırlar. Kavram yanılgıları sıklıkla ek örnekler yoluyla tespit edilmektedir. Öğretmen adayları kavram yanılgılarının sonuçlarını akademik başarısızlık, diğer konuları öğrenmeye olumsuz etki, psikolojiye olumsuz etki ve sınıf yönetimi sorunları olarak görmektedirler. Bulgular son olarak bir SWOT analizi ile geliştirilerek sunulmuştur. Sonuçlar aracılığı ile algı ve deneyimlerinin ortaya konması öğretmen adaylarının geliştirilebilir yönlerine işaret etmektedir.

Keywords

• kavram yanılgıları,öğretmen eğitimi,fen ve matematik eğitimi,nitel araştırma

Awareness of Misconceptions in Science and Mathematics Education: Perceptions and Experiences of Pre-service Teachers

Abstract

This study aimed to reveal elementary science and mathematics pre-service teachers’ perceptions and experiences on misconceptions. To what extent pre-service teachers are aware of students’ misconceptions, and what they experienced about identifying and working with misconceptions were of interest for this study. Semi-structured interviews were conducted with 11 pre-service teachers from elementary science education and mathematics education programs. The results revealed that pre-service teachers had awareness on nature of misconceptions while having difficulties in providing more concise definitions of misconceptions. The misconceptions were mostly realized while giving additional examples compared to students’ explanation during teaching learning process. Another finding showed pre-service teachers believed that misconceptions might lead to academic underachievement, can have impact on other topics, can create negative symptoms of psychology, and classroom management problems. The findings were further structured into a SWOT analysis framework that can help future researchers

Keywords

• misconceptions,teacher education,science and mathematics education,qualitative research

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