OKUL ÖNCESİ ÖĞRETMENLERİNİN EPİSTEMOLOJİK İNANÇLARININ FEN ÖĞRETİMİNE YÖNELİK PEDAGOJİK YETERLİKLERİ ÜZERİNDEKİ ETKİSİNİN İNCELENMESİ

Year 2021, Issue: 59, 30 - 59, 12.08.2021

Nilay Mercan Ali Yiğit Kutluca

Abstract

Bu araştırmanın amacı, okul öncesi öğretmenlerinin öğrenme ve öğretmeye yönelik epistemolojik inançlarının fen öğretimine yönelik pedagojik yeterliklerini nasıl etkilediğini belirlemektir. Belirtilen amaca ulaşmak için nitel ve nicel yöntemleri içerisinde bir arada barındıran sıralı açıklayıcı tasarım kullanılmıştır. Araştırma, İstanbul’da MEB’e bağlı eğitim-öğretim kurumlarında çalışan 61 okul öncesi öğretmeninin katılımıyla gerçekleştirilmiştir. Tüm katılımcılara Epistemolojik İnanç Ölçeği uygulanarak hem alt örneklem oluşturulmuş hem de okul öncesi öğretmenlerinin epistemolojik inanç düzeyleri belirlenmiştir. Katılımcılar, bu uygulamadan aldıkları puanlara göre alt ve üst epistemolojik profili temsil edecek şekilde dörder kişilik iki alt gruba ayrılmışlardır. Alt örneklemdeki katılımcılara ise erken fen öğretimine yönelik pedagojik yeterliklerini ortaya çıkarmak için yazılı form uygulanmıştır. Bu şekilde toplanan nitel ve nicel verilerin analizi, toplamda iki adımda ve üç farklı veri analizi yöntemi aracılığıyla gerçekleştirilmiştir. Nicel veriler betimsel istatistik analizi yardımıyla çözümlenmiştir. Diğer yandan nitel veriler ise sürekli karşılaştırma yöntemi aracılığıyla tümevarımsal içerik analizi yardımıyla değerlendirilmiştir. Analiz sonuçları, okul öncesi öğretmenlerinin kesinlikçi ve retorik bilgi yapılandırma anlayışlarına sahip olduklarını ve erken fen öğretimine yönelik kendilerini yetersiz hissettiklerini ortaya çıkarmıştır. Ayrıca epistemolojik inançlar; okul öncesi öğretmenlerinin bilim okuryazarlığı vizyonuna daha fazla atıf yapmalarını sağlamıştır.

Keywords

Okul öncesi öğretmeni, epistemolojik inançlar, erken fen öğretimi, fen öğretimi yetkinliği, pedagojik yeterlik

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