Sosyobilimsel argümantasyona yönelik pedagojik alan bilgisi (PAB) bileşenlerinin etkileşimindeki değişimin incelenmesi: Deneyimlerin etkisi

Year 2022, Volume: 5 Issue: 1, 152 - 179, 31.05.2022

Ali Yiğit Kutluca

https://doi.org/10.33400/kuje.1057670

Cited By: 1

Abstract

Bu araştırmanın amacı, sınıf öğretmenlerinin öğrenme ve öğretme deneyimlerinin ve kıdemlerinin sosyo-bilimsel argümantasyona yönelik pedagojik alan bilgisi (PAB) bileşenleri arasındaki etkileşimi nasıl değiş-tirdiğini incelemektir. Bu amaçlara ulaşmak için resimsel bir metodolojik yaklaşım olan PAB Haritalama kullanılmıştır. Bu araştırma beş sınıf öğretmeninin katılımıyla gerçekleştirilmiştir. Toplam 10 hafta süren bu çoklu durum çalışmasında tüm öğretmenler sosyobilimsel argümantasyon ve PAB ile ilgili öğrenme ve öğretme sürecine dâhil edilmişlerdir. Sürecin başında ve sonunda katılımcılara Ders Yapılandırma Görevi (DYG) ve yarı yapılandırılmış görüşme soruları uygulanmıştır. Bu uygulamalardan gelen veriler uygun bir şekilde bütünleştirilerek PAB bileşenlerine göre alt kategorilere ayrılmıştır. Bu veriler, doğrudan derinle-mesine PAB analizi, tümevarım yöntemi, numaralandırma yaklaşımı, PAB haritalama ve sürekli karşılaştır-ma yöntemi aracılığıyla analiz edilmiştir. Sonuçlar, deneyimlerin sosyobilimsel argümantasyona yönelik PAB bileşenleri arasındaki etkileşimlere farklı şekillerde katkıda bulunduğunu ortaya çıkarmıştır. Öğrenme ve öğretme deneyimleri, öğrenci anlayışları bilgisi bileşeninin önemini arttırmıştır. Ayrıca bu sürecin mesleki deneyimi az olan sınıf öğretmenlerini daha az etkilediği, mesleki deneyimi daha fazla olan sınıf öğretmenlerini ise daha fazla etkilediği tespit edilmiştir. Sosyobilimsel argümantasyon süreçleri göz önüne alındığında, kendine özgü bir yapıya sahip olan PAB bileşenleri arasındaki etkileşimlerin değişmesinde kıdem eşiğinden söz edilebilir. Mevcut literatür ışığında tartışılan bu sonuçların eğitsel çıkarımlarına da değinilmiştir.

Keywords

sosyobilimsel argümantasyon, SBK, pedagojik alan bilgisi, PAB

Examination of changes in interaction of pedagogical content knowledge (PCK) components for socioscientific argumentation: The effect of experiences

Abstract

The purpose of this research is to examine how elementary teachers' learning and teaching experiences and seniority change pedagogical content knowledge (PCK) integrations for socioscientific argumentation. PCK Mapping, which is a pictorial methodology approach, was used to achieve these aims. This research is a multiple case study, which is one of the qualitative research patterns. In this study, which lasted for a total of 10 weeks, five elementary teachers were included in the learning and teaching process related to socioscientific argumentation and PCK. The data were collected from all participants through the lesson plan and PCK interview protocol at the beginning and end of the course. Data from these applications have been appropriately integrated and subcategorized according to PCK components. These data were analysed through in-depth analysis of explicit PCK, inductive method, enumerative approach, PCK mapping and the constant comparative method. The results revealed that experiences contributed in different ways to the integration of PCK for socioscientific argumentation. Experiences increased the importance of the knowledge of students’ understanding. Furthermore, it was determined that while this course less affected the elementary teachers with little professional experience, it more affected the elementary teachers with more professional experience. In view of socioscientific argumentation processes, seniority threshold can be mentioned in the change of the integration of PCK which has an idiosyncratic nature. The educational implications of these results, which have been discussed in the light of the existing literature, have been also mentioned.

Keywords

socioscientific argumentation, SSI, pedagogical content knowledge, PCK

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