Fen Bilgisi Öğretmen Adaylarının Fen Öğretimi Oryantasyonlarının Belirlenmesi

Year 2017, Volume: 14 Issue: 1, 779 - 814, 15.09.2017

İşık Saliha Karal Eyüboğlu

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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