İlkokul Öğretmen Adaylarının Deney Etkinliklerinin Faydalarına İlişkin Düşünceleri: Deney Etkinlikleri Öncesi ve Sonrası

Year 2018, , 1021 - 1031, 15.07.2018

Engin Baysen

https://doi.org/10.24106/kefdergi.434138

Abstract

Bu çalışma ilkokul öğretmen
adaylarının (n=20) deney etkinliklerinin faydalarına ilişkin kavramlarının,
deneysel etkinlikleri içeren ders öncesi ve sonrası, çeşitliliğini ve uygulanan
dersin etkisini ortaya çıkarmayı amaçlamakatadır. Çalışmada araştırma deseni
olarak fenomenografi, veri olarak ise yazılı cevaplar, raporlar ve görüşme ve
gözlem notları kullanılmıştır. Araştırmada temel ve ileri düzey olmak üzere iki
çeşit faydaya ulaşılmıştır. Temel faydalar, düşük, nedene dayalı, geleceğe
dönük profesyonel plan içeren, ve tutku içeren olmak üzere dört kategoride
toplanmıştır. İleri düzey fayda ise, umut verici, orta düzeyde umut verici ve
yüksek düzeyde umut verici olmak üzere üç kategoride toplanmıştır. Öğretmen
adaylarının fayda kavramları derse bağlı olarak gelişmiştir.   

Keywords

Kavramlar, deneysel etkinlikler, fenomenografi, öğretmen adayları, kavramsal değişim

Primary School Teacher Candidates’ Reflections on Benefits of Experimental Activities: Before And After Experimental Activities

Abstract

The present study aims
to reveal the variety in primary school teacher candidates’ (n=20) benefit
conceptions regarding EA, both before and after course including EA, as well as
any improvements that occurred. Phenomenography was utilized, while written
responses and reports, interviews and observation notes were used as the data.
Two types of benefits, fundamental and advance emerge. Fundamental benefits
emerged in four categories, namely low benefit, benefit with reasoning, benefit
with a future professional plan and benefit with passion. Advance level
benefits were captured in three categories, namely promising, moderately
promising and highly promising. Overall, the PSTCs’ benefit conceptions improved
as a result of the course. 

Keywords

Conceptions, experimental activities, phenomenography, teacher candidates, conceptual change

References

• Abrahams, I., & Millar, R. (2008). Does practical work really work? A study of the effectiveness of practical work as a teaching and learning method in school science. International Journal of Science Education, 30(14), 1945–1969.
• Baysen, E. (2003). New improvements in science education and its (1960-1985 peri-od) applications in Turkey (Unpublished doctoral dissertation). Gazi Uni-versity, Ankara.
• Baysen, E., & Baysen, F. (2013). Turkish prospective kindergarten teachers’ con-ceptions concerning some selected atmospheric events. International Jour-nal of Elementary Education, 2(5), 32–37.
• Baysen, F., Baysen, E., & Çakmak, N. (2017). The effect of international baccalau-reate program on high school students’ misconceptions regarding plagia-rism. Information World, 18(1), 29-47.
• Berry, A., Mulhall, P., Gunstone, R., & Loughran, J. (1999). Helping students learn from laboratory work. Australian Science Teachers Journal, 45(1), 27–33.
• Bigozzi, L., Tarchi, C., Falsini, P., & Fiorentini, C. (2014). ‘Slow Science’: Building scientific concepts in physics in high school. International Journal of Sci-ence Education, 36(13), 2221–2242.
• Bilaloglu, R. G., Aslan, D., & Arnas, Y. A. (2008). The analysing of preschool teachers’ levels of knowledge about science activities. Milli Eğitim, 37(178), 88–104.
• Boz, Y., & Boz, N. (2005). A review on the practical work in school science. Educa-tion and Science, 30(136), 61–67.
• Brante, G., Olander, M. H., Holmquist, P. O., & Palla, M. (2015). Theorising teach-ing and learning: pre-service teachers’ theoretical awareness of learning. European Journal of Teacher Education, 38(1), 102–118.
• Bruner, J. S. (1960). The process of education. Cambridge: Harvard University Press.
• Cepni, S., Kucuk, M., & Ayvacı, H. S. (2003). A study on implementation of the science program at the first grade of primary schools. Journal of Gazi Edu-cation Faculty, 23(3), 131–145.
• Crawford, K., Gordon, S., Nicholas, J., & Prosser, M. (1994). Conceptions of math-ematics and how it is learned: The perspective of students entering universi-ty. Learning and Instruction, 4(4), 331–345.
• Dindar, H., & Yaman, S. (2003). The using condition of educational tools by science teachers in first grade of primary schools. Journal of Pamukkale Education Faculty, 13: 167–176.
• Dunlop, L., Compton, K., Clarke, L., & McKelvey, M. V. (2015). Child-led enquiry in primary science. International Journal of Primary, Elementary and Early Years Education 3-13, 43(5), 462–481.
• Dursun, H. (2003). The Problems faced in science education in primary schools and the effects of these problems to the performance of the teacher (the sample of Diyarbakır province) (Unpublished master’s thesis). Pamukkale Univer-sity, Denizli.
• Ferreira, M. E., Porteiro, A. C., & Pitarma, R. (2015). Enhancing children’s success in science learning: An experience of science teaching in teacher primary school training. Journal of Education and Practice, 6(8), 24–31.
• Gullberg, I., Kellner E., Attorps, A., Thoren, I., & Tarneberg, R. (2008). Prospective teachers' initial conceptions about pupils' understanding of science and mathematics. European Journal of Teacher Education, 31(3), 257–278.
• Gunel, M., Kabatas Memis, E., & Buyukkasap, E. (2010). Effects of the science writing Heuristic approach on primary school students’ science achieve-ment and attitude toward science course. Education and Science, 35(155), 49–62.
• Havu-Nuutinen, S. (2005). Examining young children’s conceptual change process in floating and sinking from a social constructivist perspective. Internation-al Journal of Science Education, 27(3), 259–279.
• Hodson, D. (1996). Laboratory work as scientific method: three decades of confu-sion and distortion. Journal of Curriculum Studies, 28(12), 115–135.
• Kampa, N., Neumann, I., Heitmann, P., & Kremer, K. (2016). Epistemological be-liefs in science - a person- centered approach to investigate high school stu-dent’ profiles. Contemporary Educational Psychology, 46, 81–93.
• Kozandag, I. (2001). The Problems faced in the curriculum of science lesson in the fourth and fifth classes of the elementary schools and the solution sugges-tions according to the opinions of the teachers (Unpublished master’s the-sis). Dokuz Eylul University, Izmir.
• Kutluca, A. Y., & Aydın, A. (2016). The investigation of pre-service science teach-ers’ self-efficacy beliefs in terms of different variables: Effect of construc-tivist instruction. Abant Izzet Baysal University Journal of Faculty of Edu-cation, 16(1), 217–236.
• Loughland, T., Reid, A., & Petocz, P. (2002). Young people’s conceptions of envi-ronment: A phenomenographic analysis. Environmental Education Re-search, 8(2), 187–197.
• Martinez, M. E., & Haertel, E. (1991). Components of interesting science experi-ments. Science Education, 75(4), 471–479.
• Mafra, P., Lima, N., & Carvalho, G. S. (2015). Experimental activities in primary school to learn about microbes in an oral health education context. Journal of Biological Education, 49(2), 190–203.
• Marton, F., & Booth, S. (1997). Learning and awareness. Mahwah, New Jersey: Lawrence Erlbaum Associates.
• Ministry of National Education. (2005). Primary school science and technology lesson (grades 4 and 5) program. Ankara: ME Publishing.
• Ministry of National Education. (2013). Primary school science and technology lesson (grades 3, 4, 5, 6, 7 and 8) program. Ankara: ME Publishing.
• Newton, D. P., & Newton, L. D. (2011). Engaging science: Pre-service primary school teachers’ notions of engaging science lessons. International Journal of Science and Mathematics Education, 9(2), 327–345.
• Ottander, C., & Grelsson, G. (2006). Laboratory work: the teachers’ perspective. Journal of Biological Education, 40(3), 113–118.
• Oz, B. (2007). The views of teachers’ relation to the primary science curriculum in 2001 and 2005 (Unpublished master’s thesis). Cukurova University, Adana.
• Piaget, J. (1973). To understand is to invent: The future of education. New York: Grossman Publishers.
• Piaget, J. (1986). Science and education and the psychology of the child. In H. E. Gruber, & J. J. Voneche (Eds.), The essential Piaget: An interpretive refer-ence guide (pp.XX-YY). New York: Basic Books.
• Satterthwait, D. (2010). Why are ‘hands- on’ science activities so effective for stu-dent learning? Teaching Science, 56(2), 7–10.
• Sarikaya, M., Güven, E., Göksu, V., & Aka, E. I. (2010). The impact of constructiv-ist approach on students’ academic achievement and retention of knowledge. Elementary Education Online, 9(1), 413–423.
• Taylor-Robertson, M. (1984). Use of videotape-stimulated recall interviews to study the thoughts and feelings of students in an introductory biology laboratory course (Unpublished master’s thesis). Cornell University, Ithaca, NY.
• Tiberghien, A., Vellard, L., Marechal, L. J-F., & Buty, C. (2001). An analysis of laboratory work tasks used in science teaching at upper secondary school and university levels in several European countries. Science Education, 85(5), 483–508.
• Trnova, E., & Trna, J. (2015). Formation of science concepts in pre-school science education. Procedia Social and Behavioral Sciences, 197, 2339–2346.
• Varma, K. (2014). Supporting scientific experimentation and reasoning in young elementary school students. Journal of Science Education and Technology, 23(3), 381–397.
• Yip, Din-y. (1999). Assessing and developing the concept of negative experimental results in science teachers. Australian Science Teachers Journal, 45(4), 35–41.