Fen Bilgisi Öğretmen Adaylarının Fen Öğretimi Oryantasyonlarının Belirlenmesi

Abstract

Belli bir sınıf seviyesindeki fen öğretimine ilişkin hedeflerle ilgili bilgi ve inançlar ile fen öğretimine ilişkin genel düşünce şekilleri olarak tanımlanan öğretim oryantasyonları öğretmen uygulamalarını etkilemekte ve şekillendirmektedir. Bu çalışma ile fen bilgisi öğretmen adaylarının öğretmen yetiştirme programının son döneminde sahip oldukları oryantasyonların belirlenmesi amaçlanmıştır. Özel durum çalışmasının benimsendiği araştırmada, ders planları, gözlemler ve günlükler veri toplama aracı olarak kullanılmıştır. Çalışmanın örneklemini 10 fen bilgisi öğretmen adayı oluşturmuştur. Öğretmenlik uygulamaları dersi kapsamında yürütülen çalışmadan elde edilen veriler tümdengelim analiz yöntemiyle çözümlenmiştir. Bulgular, katılımcıların yarıdan azının öğretmen merkezli, yarıdan fazlasının ise öğrenci merkezli oryantasyonlar sergilediğini ortaya koymuştur. Sergilenen oryantasyonların akademik hassasiyet, didaktik, kavramsal değişim, etkinliğe dayalı ve keşif tipleri üzerinde yoğunlaştığı, öğrencilerin daha özgür ve araştırmacı olduğu yönlendirilmiş araştırma, süreç ve proje temelli öğretim gibi oryantasyonların hiçbir aday tarafından sergilenmediği belirlenmiştir. Öğretmen yetiştirme programının öğrenci-merkezli oryantasyonlar geliştirmede öğretmen adaylarını etkilediği görülmüş ise de, bu etkinin fen bilimleri öğretim programının istediği ölçüde olmadığı sonucuna varılmıştır. Ayrıca adayların, ‘öğrenci motivasyonunu sağlama’, ‘fen bilgisinin anlaşılmasını kolaylaştırma ve daha kalıcı yapma’ gibi başka amaçlarının da olduğu belirlenmiştir. 

Keywords

• Fen bilgisi,öğretmen adayı,oryantasyon

Determining Science Teaching Orientations of Science Student Teachers

Abstract

Science teaching orientations are defined as ‘the general patterns of thought, beliefs and behaviour related to science teaching and learning at a particular grade level’ or ‘a general way of viewing or conceptualizing science teaching’ and these orientations have effects on teaching implementations of the teachers. The purpose of this study was to describe prospective science teachers’ orientations while they attended their last academic term in the teacher training program. This research employed the case study method using lesson plans, observations and journals as data collection instruments. 10 prospective science teachers formed the study sample. The data collected during the work conducted within the scope of teaching practices course were analysed using inductive analysis. Findings showed that less than half of participants displayed teacher-centred, more than half of them displayed student-centred orientations. These orientations were primarily of type academic rigour, didactic, conceptual change, activity-driven and discovery while the orientations guided inquiry, process and project-centred, for which students are more independent and questioning, were not displayed by any prospective teacher. Although the teacher training program affected prospective teachers in developing student-centred orientations, this effect was not as much as expected from the science syllabus. It was also concluded that prospective teachers had additional aims such as ‘motivating students’, ‘promoting the understanding and permanency of science knowledge’.

Keywords

• Science,prospective teacher,orientation

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