FEN BİLGİSİ ÖĞRETMEN ADAYLARININ FARK ETME BECERİLERİNİN İNCELENMESİ

Year 2024, Issue: 69, 24 - 51, 31.01.2024

Hüseyin İnaltun

https://doi.org/10.21764/maeuefd.1286808

Abstract

Fen bilgisi öğretmenlerinin sürekli değişim içerisindeki karmaşık sınıf ortamlarında öğrencilerin fen ile ilgili düşüncelerine katılım göstermeleri, bu düşüncelerin altında yatan gerekçeleri ortaya çıkarmak için analiz etmeleri ve analiz sonuçlarına göre öğretimlerini planlamaları gerekmektedir. Fark etme becerisi olarak isimlendirilen bu uygulamalar öğrencilerin fen öğrenmeleri açısından kritik öneme sahiptir. Bu sebeple fen bilgisi öğretmen adaylarının bu becerilerini geliştirmeleri için gerekli desteğin sağlanması gerekmektedir. Ancak bu desteğin etkili bir şekilde sağlanabilmesi için ilk olarak fen bilgisi öğretmen adaylarının fark etme becerilerinin mevcut durumları keşfedilmelidir. Bu sebeple bu çalışmada temel nitel araştırma deseni kullanılarak Türkiye’de bir devlet üniversitesinde öğrenim görmekte olan 11 dördüncü sınıf fen bilgisi öğretmen adayının fark etme becerileri araştırılmıştır. Öğretmen adaylarının hazırladıkları ders planları, staj uygulamaları sırasında elde ettikleri öğrenci ürünleri ve açık uçlu sorulara verdikleri yanıtlar aracılığıyla elde edilen veriler içerik analiziyle incelenmiştir. Çalışmanın bulguları öğretmen adaylarının öğrencilerin ilgili fen konusunda anlayışlarını yansıttıklarını düşündükleri ürünlere genellikle öğrencilerin derste anlatılanları hatırlamalarını gerektiren etkinlikler aracılığıyla ulaştıklarını göstermiştir. Ayrıca bulgular öğretmen adaylarının bu ürünlerde çoğunlukla öğrencilerin fen ile ilgili düşünceleri yerine ürünlerin doğruluğu veya yanlışlığına odaklandıklarını ortaya çıkarmıştır. Son olarak bulgular öğretmen adaylarının öğrenci ürünlerini yüzeysel olarak öğrenmiş/öğrenmemiş perspektifinden analiz ettiklerini ve öğrenci ürünlerinin altında yatan gerekçeleri ortaya çıkarmaya yönelik girişimlerde bulunmadıklarını göstermiştir.

Keywords

fark etme becerileri, fen bilgisi öğretmen adayları, öğretmen yetiştirme, öğrenci ürünleri

An Exploration of Pre-Service Science Teachers' Noticing Skills

Abstract

Science teachers must attentively engage with students' perspectives, uncover underlying reasons, and shape instructional strategies in a dynamic classroom setting. These practices, which are called noticing skills, play a crucial role in students' science learning. Hence, examining the current level of noticing skills of pre-service science teachers is necessary to provide effective support for their development. Therefore, this study employed a basic qualitative research design to investigate the noticing skills of 11 fourth-year pre-service science teachers enrolled in a state university in Turkey. The data collected from pre-service teachers, including their lesson plans, student artifacts generated during their internships, and responses to open-ended questions, were analyzed using content analysis techniques. The results showed that pre-service teachers generally obtained the artifacts they thought reflected the students' understanding of the relevant science subject through activities that required students to remember what was explained in the lesson. Moreover, the results revealed that pre-service teachers tended to attend to the accuracy of student artifacts rather than the students' scientific reasoning and thought. Finally, the results showed that pre-service teachers analyzed student artifacts from a superficial perspective of whether the content was learned, without attempting to uncover the underlying reasoning behind the student artifacts.

Keywords

Noticing skills, pre-service science teachers, teacher education, student artefacts

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