Research Article
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Year 2017, Volume: 4 Issue: 1, 26 - 31, 01.06.2016

Abstract

References

  • Alpagut, A. (2002). Çevre İçin Eğitimde Müzelerin ve Müzeciliğin Rolü. Ankara Üniversitesi Sosyal Bilimler Enstitüsü Sosyal Bilimler Çevre Anabilim Dalı. Ankara. (Yayınlanmamış Yüksek Lisans Tezi).
  • Anderson, D., Bethan, L. & Mayer-Smith, J. (2006). Investigating the impact of practicum experience in an aquarium on preservice teachers. Teaching Education. 17, 341–353.
  • Bowker, R. (2004). Children’s perceptions of plants following their visit to the Eden Project.Research in Science and Technological Education. 22(2), 227-243.
  • Bozdoğan, A. E. (2007). Role and Importance of Science And Technology Museum in Education. Unpublished doctoral dissertation, Gazi University, Enstitude of Educational Science. Ankara, Turkey. (Unpublished Doktoral Dissertation).
  • Bozdoğan, A. E. (2012). Eğitim amaçlı gezilerin planlanmasına ilişkin fen bilgisi öğretmen adaylarının uygulamaları: Altı farklı alan gezisinin değerlendirilmesi. Kuram ve Uygulamada Eğitim Bilimleri, 12(2), 1050-1072.
  • Carrier, S. J. (2009). The effects of outdoor science lessons with elementary school students on preservice teachers’ self-efficacy. Journal of Elementary Science Education,21(2),35-48.
  • Demir, M. K. (2007a). Sınıf öğretmeni adaylarının gözlem gezisi yöntemine bakış açılarının incelenmesi. Gazi Eğitim Fakültesi Dergisi, 27(3), 83-98.
  • Demir, M. K. (2007b). Sınıf öğretmenlerinin Hayat Bilgisi ve Sosyal Bilgiler derslerinde gözlem gezisi yöntemini uygulama durumları. Türk Eğitim Bilimleri Dergisi, 5(2), 323341.
  • Ferry, B. (1993). Science centers and outdoor education centers provide valuable experience for preservice teachers. Journal of Science Teacher Education, 4, 85–88.
  • Griffin, J. & Symington, D. (1997). Moving from task-oriented to learning-oriented strategies on school excursions to museums. Science Education, 81 (6), 763–779.
  • http://mevzuat.meb.gov.tr/html/temkanun_0/temelkanun_0.html adresinden 10.12.2014 tarihinde indirilmiştir.
  • Kete, R. & Horasan, Y. (2013). Öğretmen adaylarının uygulamalı (Doğa merkezli) Biyoloji derslerinde verimlilikleri. VI. Ulusal Lisansüstü Eğitim Sempozyumu Bildiriler Kitabı II, 85-90.
  • Kisiel, J. (2003). Teachers, museums, and worksheets: A closer look at learning experience. Journal of Science Teacher Education, 14, 3-21.
  • MEB, (2013). 3-8. Sınıflar Fen Bilimleri dersi öğretim program. Talim ve Terbiye Kurulu Başkanlığı, Ankara.
  • Michie, M. (1998). Factors influencing secondary science teachers to organize and conduct field trips. Australian Science Teacher Journal, 44, 43 – 50.
  • Moseley, C.; Reinke, K. & Bookout, V. (2002). The effect of teaching outdoor environmental education on preservice teachers’ attitudes toward self-eff icacy and outcome expectancy. The Journal of Environmental Education, 34(1), 9-15.
  • Olson, J. K.; Cox-Petersen, A. M. & McComas, W. F. (2001). The inclusion of informal environments in science teacher preparation. Journal of Science Teacher Education, 12, 155-173.
  • Orion, N.; Hofstein, A.; Tamir, P. & Giddings, G. J. (1997). Devolopment and validation of an instrument for assesing the learning environment of outdoor science activities. Science Education, 81, 161-171.
  • Simmons, D. (1998). Using natural settings for environmental education: Perceived benefits and barriers. Journal of Environmental Education, 29 (3), 23–31.
  • Smith-Sebasto, N. J. & Smith, T. L. (1997). Environmental education in Illinois and Wisconsin: A tale o f two s tates. Journal of Environmental Education, 28 (4), 26-36.
  • Tal, T. & Steiner, L. (2006). Patterns of teacher-museum staff relationships: School visits to the educational centre of a science museum.Canadian Journal of Science, Mathematics and Technoiogy Education. 6(1), 25-46.
  • Tal, T. & Morag, O. (2009). Reflective practice as a means for preparing to teach outdoors in an ecological garden. Journal of Science Teacher Education, 20, 245-262.
  • Tal, T. (2004). Using a field trip as a guide for conceptual understanding in environmental education: A case study of a pre-service teacher’s research. Chemical Education Research and Practice, 5, 127–142.
  • Tal, T., Bamberger, Y. & Morag, O. (2005). Guided school visits to Natural History Museums in Israel: Teachers’ roles. Science Education, 89 (6), 920-935.
  • Tatar, N. & Bağrıyanık, K.E. (2012). Fen ve Teknoloji dersi öğretmenlerinin okul dışı eğitime yönelik görüşleri. İlköğretim Online. 11(4), 883-896.
  • Türkmen, H. (2010). İnformal (Sınıf-Dışı) Fen Bilgisi eğitimine tarihsel bakış ve eğitimimize entegrasyonu. Çukurova Üniversitesi Eğitim Fakültesi Dergisi, 3(39), 46-59.

Development of Teaching Packs of Exhibitions in Science Centres into Elementary School Science Curriculum for Grades 5-8: Konya Science Centres Sample

Year 2017, Volume: 4 Issue: 1, 26 - 31, 01.06.2016

Abstract

Science courses in elementary schools are one of the most important courses which build attitude towards science, scientific thinking system and knowledge basis. Due to these reasons, exhibitions/materials in science centres should particularly be connected to science curriculum and these will make important contributions to the education of younger generation who like, understand, and use/produce science. The purpose of the research which will be carried out within this framework is to develop teaching packs to integrate exhibitions/materials in Konya Science Centre in elementary school science curriculum for grades 5-8. The teaching packs which have been developed will include the following information: which exhibitions / materials will be visited regarding the subjects/ concepts and gains in science curriculum, how to maximize the effectiveness of the trips (pre-visit and post visit materials) (information sheets before the trip, worksheets during the trip, and evaluation forms after the trip).These documents will be a resource for teachers regarding using science centres in science instruction and it will also connect science centres which were set up and continue to set up in our country to science curriculum. Moreover, the research can be regarded as a pre-study for science centres intended to be set up in 81 cities to promote science course. 

References

  • Alpagut, A. (2002). Çevre İçin Eğitimde Müzelerin ve Müzeciliğin Rolü. Ankara Üniversitesi Sosyal Bilimler Enstitüsü Sosyal Bilimler Çevre Anabilim Dalı. Ankara. (Yayınlanmamış Yüksek Lisans Tezi).
  • Anderson, D., Bethan, L. & Mayer-Smith, J. (2006). Investigating the impact of practicum experience in an aquarium on preservice teachers. Teaching Education. 17, 341–353.
  • Bowker, R. (2004). Children’s perceptions of plants following their visit to the Eden Project.Research in Science and Technological Education. 22(2), 227-243.
  • Bozdoğan, A. E. (2007). Role and Importance of Science And Technology Museum in Education. Unpublished doctoral dissertation, Gazi University, Enstitude of Educational Science. Ankara, Turkey. (Unpublished Doktoral Dissertation).
  • Bozdoğan, A. E. (2012). Eğitim amaçlı gezilerin planlanmasına ilişkin fen bilgisi öğretmen adaylarının uygulamaları: Altı farklı alan gezisinin değerlendirilmesi. Kuram ve Uygulamada Eğitim Bilimleri, 12(2), 1050-1072.
  • Carrier, S. J. (2009). The effects of outdoor science lessons with elementary school students on preservice teachers’ self-efficacy. Journal of Elementary Science Education,21(2),35-48.
  • Demir, M. K. (2007a). Sınıf öğretmeni adaylarının gözlem gezisi yöntemine bakış açılarının incelenmesi. Gazi Eğitim Fakültesi Dergisi, 27(3), 83-98.
  • Demir, M. K. (2007b). Sınıf öğretmenlerinin Hayat Bilgisi ve Sosyal Bilgiler derslerinde gözlem gezisi yöntemini uygulama durumları. Türk Eğitim Bilimleri Dergisi, 5(2), 323341.
  • Ferry, B. (1993). Science centers and outdoor education centers provide valuable experience for preservice teachers. Journal of Science Teacher Education, 4, 85–88.
  • Griffin, J. & Symington, D. (1997). Moving from task-oriented to learning-oriented strategies on school excursions to museums. Science Education, 81 (6), 763–779.
  • http://mevzuat.meb.gov.tr/html/temkanun_0/temelkanun_0.html adresinden 10.12.2014 tarihinde indirilmiştir.
  • Kete, R. & Horasan, Y. (2013). Öğretmen adaylarının uygulamalı (Doğa merkezli) Biyoloji derslerinde verimlilikleri. VI. Ulusal Lisansüstü Eğitim Sempozyumu Bildiriler Kitabı II, 85-90.
  • Kisiel, J. (2003). Teachers, museums, and worksheets: A closer look at learning experience. Journal of Science Teacher Education, 14, 3-21.
  • MEB, (2013). 3-8. Sınıflar Fen Bilimleri dersi öğretim program. Talim ve Terbiye Kurulu Başkanlığı, Ankara.
  • Michie, M. (1998). Factors influencing secondary science teachers to organize and conduct field trips. Australian Science Teacher Journal, 44, 43 – 50.
  • Moseley, C.; Reinke, K. & Bookout, V. (2002). The effect of teaching outdoor environmental education on preservice teachers’ attitudes toward self-eff icacy and outcome expectancy. The Journal of Environmental Education, 34(1), 9-15.
  • Olson, J. K.; Cox-Petersen, A. M. & McComas, W. F. (2001). The inclusion of informal environments in science teacher preparation. Journal of Science Teacher Education, 12, 155-173.
  • Orion, N.; Hofstein, A.; Tamir, P. & Giddings, G. J. (1997). Devolopment and validation of an instrument for assesing the learning environment of outdoor science activities. Science Education, 81, 161-171.
  • Simmons, D. (1998). Using natural settings for environmental education: Perceived benefits and barriers. Journal of Environmental Education, 29 (3), 23–31.
  • Smith-Sebasto, N. J. & Smith, T. L. (1997). Environmental education in Illinois and Wisconsin: A tale o f two s tates. Journal of Environmental Education, 28 (4), 26-36.
  • Tal, T. & Steiner, L. (2006). Patterns of teacher-museum staff relationships: School visits to the educational centre of a science museum.Canadian Journal of Science, Mathematics and Technoiogy Education. 6(1), 25-46.
  • Tal, T. & Morag, O. (2009). Reflective practice as a means for preparing to teach outdoors in an ecological garden. Journal of Science Teacher Education, 20, 245-262.
  • Tal, T. (2004). Using a field trip as a guide for conceptual understanding in environmental education: A case study of a pre-service teacher’s research. Chemical Education Research and Practice, 5, 127–142.
  • Tal, T., Bamberger, Y. & Morag, O. (2005). Guided school visits to Natural History Museums in Israel: Teachers’ roles. Science Education, 89 (6), 920-935.
  • Tatar, N. & Bağrıyanık, K.E. (2012). Fen ve Teknoloji dersi öğretmenlerinin okul dışı eğitime yönelik görüşleri. İlköğretim Online. 11(4), 883-896.
  • Türkmen, H. (2010). İnformal (Sınıf-Dışı) Fen Bilgisi eğitimine tarihsel bakış ve eğitimimize entegrasyonu. Çukurova Üniversitesi Eğitim Fakültesi Dergisi, 3(39), 46-59.
There are 26 citations in total.

Details

Primary Language English
Subjects Studies on Education
Journal Section Research Articles
Authors

Aykut Emre Bozdoğan

Publication Date June 1, 2016
Acceptance Date November 30, 2016
Published in Issue Year 2017 Volume: 4 Issue: 1

Cite

APA Bozdoğan, A. E. (2016). Development of Teaching Packs of Exhibitions in Science Centres into Elementary School Science Curriculum for Grades 5-8: Konya Science Centres Sample. Participatory Educational Research, 4(1), 26-31.