Research Article
BibTex RIS Cite

Fen Bilgisi Öğretmen Adaylarının Fen Öğretimi Oryantasyonlarının Belirlenmesi

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

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 çalı
şmasının
benimsendiği araştırmada, ders planları, gözlemler ve günlükler veri toplama
aracı olarak kullanılmı
ştır.
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. 

References

  • Abd-EI-Khalick, F. S., Bell, R.L., Lederman, N.G.(1998). The Nature of Science and Instructional Practice: Making the Unnatural Natural. Science Education, 82(4), 417-526.
  • Abell, S.K., Bryan, L.A. (1997). Reconceptualising the elementary science methodscourse using a reflection orientation. Journal of Science Teacher Education, 8(3), 153-166.
  • Alev, N., Karal, I.S., (2013). Fizik öğretmenlerinin Elektrik ve Manyetizma konularına ilişkin pedagojik alan bilgilerinin belirlenmesi. Mersin Üniversitesi Eğitim Fakültesi Dergisi, 9(2), 88-108.
  • Avraamidou, L. (2012). Prospective elementary teachers’ science teaching orientations and experiences that impacted their development. International Journal of Science Education, 1, 1-27.
  • Anderson, C.W., Smith, E.L. (1987). Teaching science. In V. Richardson-Koehler (Ed.), Educators’ handbook: A research perspective (pp.84-111). New York: Longman.
  • Blaxter, L., Hughes, C., Tight, M. (2006). How to Research (Third Ed.). London: Open University Press.
  • Brownlee, J.M. (2001). Knowing and learning in teacher education: A theoretical framework of core and peripheral beliefs in application. Asia-Pacific Journal of Teacher Education and Development, 4(1), 131-155.
  • Brown, P., Friedrichsen, P., Abell, S.K. (2009). Do beliefs change? Investigating prospective teachers’ science teaching orientations during an accelerated post-baccalaureate program. European Science Education Research Association (ESERA) Conference, September, Istanbul, Turkey.
  • Brown, P., Friedrichsen, P., Abell, S.K. (2013). The development of prospective secondary biology teachers’ PCK. Journal of Science Teacher Education, 24(1), 133-155.
  • Cohen, R., Yarden, A. (2009). Experienced junior-high-school teachers’ PCK in light of a curriculum change: “The cell is to be studied longitudinally”. Research in Science Education, 39, 131-155.
  • Çobanoğlu, R. (2015). A review of research in Turkey on beliefs about teaching. Hacettepe Üniversitesi Eğitim Fakültesi Dergisi (H. U. Journal of Education),30(3), 48-59.
  • Dede, Y. ve Karakuş, F. (2014). Matematik öğretmeni adaylarının matematiğe yönelik inançları üzerinde öğretmen eğitimi programlarının etkisi. Kuram ve Uygulamada Eğitim Bilimleri,14(2), 791-813.
  • Eick, C. ve Reed, C.(2002). What makes an inquiry-oriented science teacher? The influence of learning histories on student teacher role identity and practice. Science Education, 86(3), 401–416.
  • Feimen-Nemser, S. (1990). Teacher preparation: Structural and conceptual alternatives. In J.Sikula (Ed) Handbook of Research on Teacher Education (s.212-233). New York: Macmillan Publishing Company.
  • Friedrichsen, P.M., Dana, T.M. (2005). Substantive-level theory of highly regarded secondary biology teachers’ science teaching orientations. Journal of Research in Science Teaching, 42(2), 218-244.
  • Friedrichsen, P., Van Driel, J.H., Abell, S.K. (2011). Taking a closer look at science teaching orientations. Science Education, 95(2), 358-376.
  • Garet, M., Porter, A., Desimone, L. Birman, B., Yoon, K. (2001). What makes Professional development effective? Analysis of a national sample of teachers. American Education Research Journal, 38(4), 915-945.
  • Greenwood, A.M. (2003). Factors influencing the development of career-change teachers’ science teacher orientation. Journal of Science Teacher Education, 14(3), 217-234.
  • Grossman, P. L. (1990). The making of a teacher: Teacher knowledge and teacher education. New York: Teachers College Press.
  • Gürbüztürk, O., Şad, S. N. (2009). Student teacher’ beliefs about teaching and their sense of self-efficacy: A descriptive and comparative analysis. Inonu University Journal of the Faculty of Education, 10(3), 201-226.
  • Hashweh, M.Z. (1996). Effects of science teachers’ epistemological beliefs in teaching. Journal of Research in Science Teaching, 33(1), 47-63.
  • Huibregtse, I., Korthagen, F., Wubbels, T. (1994). Physics teachers’ conceptions of learning, teaching and Professional development. International Journal of Science Education, 16(5), 539-561.
  • Holt-Reynolds, D. (2000). What does the teacher do? Constructivist pedagogies and prospective teachers’ beliefs about the role of a teacher. Teaching and Teacher Education, 16, 21–32.
  • Karal, I.S. (2017). Describing physics student teachers' orientations through lesson planning. Universal Journal of Educational Research, 5(5), 715 – 722.
  • Karal, I.S., Alev, N. (2016). Development of pre-service physics teachers ‘pedagogical content knowledge (PCK) throughout their initial training. Teacher Development, 20(2), 162-180.
  • Kind, V. (2016). Preservice science teachers’ science teaching orientations and beliefs about science. Science Education, 100(1), 122-152.
  • Koballa, T. R.,Glynn, S. M., Leslie, U., Coleman, D. (2005). Conceptions of teaching science held by novice teachers in an alternative certification program. Journal of Science Teacher Education, 16, 287-308.
  • Konopak, B.C., Readence, J.E., Wilson, E.K. (1994). Pre-service and in-service secondary teachers’ orientations toward content area reading. Journal of Educational Research, 87(4), 220-227.
  • Korthagen, F.A.J. (2004). In search of the essence of a good teacher: Towards a more holistic approach in teacher education. Teaching and Teacher Education, 20(1), 77–97
  • Laplante, B.(1997). Teachers’ beliefs and instructional strategies in science: pushing analysis further. Science Education, 81(3), 277–294.
  • Levitt, K. (2001). An analysis of elementary teachers’ beliefs regarding the teaching and learning of science. Science Education, 86 (1), 1-22.
  • Luft, J.A., Roehring, G.H. (2007). Capturing science teachers’ epistemological beliefs: The development of teacher’s beliefs interview. Electronic Journal of Science Education, 11(2), 38-63.
  • Magnusson, S., Krajcik, J., Borko, H. (1999). Nature, sources and development of pedagogical content knowledge for science teaching. In Gess-Newsome, J. And Lederman, N.G. (Ed.), Examining pedagogical content knowledge, (s.95-132).London: Kluwer Academics Publishers.
  • Mellado, V. (1998). The classroom practice of preservice teachers and their conceptions of teaching and learning science. Science Teacher Education, 82, 197-214.
  • Merriam, S.B. (2009). Qualitative research: A quide to design and implementation. San Francisco, CA: Jossey-Bass. Milli Eğitim Bakanlığı (2006). Talim ve Terbiye Kurulu Başkanlığı, İlköğretim Fen ve Teknoloji Dersi Öğretim Programı, Ankara
  • Milli Eğitim Bakanlığı (2013). Talim ve Terbiye Kurulu Başkanlığı, İlköğretim Kurumları (İlkokullar ve Ortaokullar) Fen Bilimleri Dersi Öğretim Programı, Ankara
  • Miles, M.B., Huberman, A.M. (1994). Qualitative data analysis, Second edition. Thousand Oaks, CA: Sage Publications.
  • Nargund-Joshi, V., Liu, X. (2013).Understanding in-service teachers’ orientation towards interdisciplinary science inquiry. National association for research in science teaching annual conference, Rio Grande, Puerto Rico.
  • Nargund-Joshi, V., Park Rogers, M.A, Akerson, V.A. (2011).Exploring Indian secondary teacher’s orientations and practice for teaching science with respect to reform. Journal of Research in Science Teaching, 48(6), 624-647.
  • Ogan-Bekiroglu, F., Akkoç, H. (2009). Pre-service teachers’ instructional beliefs and examination of consistency between beliefs and practices. International Journal of Science and Mathematics Education,6(7), 1173-1199.
  • Özgün-Koca, A. S., Şen, A. İ. (2006). The beliefs and perceptions of pre-service teachers enrolled in a subject-area dominant teacher education program about “effective education”. Teaching and Teacher Education, 22(7), 946-960.
  • Patton, M.Q. (2002). Qualitative Research and Evaluation Methods, Third Edition, Sage Publications, London.
  • Pilitsis, V., Duncan, R.G. (2012).Changes in belief orientations of pre-service teachers and their relation to inquiry activities. Journal of Science Teacher Education, 23(8), 909-936.
  • Robson, C. (2002). Real world research: A resource for social scientists and practitioner-researchers, Second Edition, Oxford, UK: Wiley-Blackwell.
  • Schwartz, C.V., Gwekwerere, Y. (2007). Using a guided inquiry and modelling instructional framework (EIMA) to support pre-service K-8 science teaching. Science Education, 91, 158-186.
  • Shulman, L. S. (1986). Those who understand: Knowledge growth in teaching. Educational Researcher, 15(2), 4-14.
  • Şaban, A. (2003). A Turkish profile of prospective elementary school teachers and their views of teaching. Teaching and Teacher Education, 19(8), 829-846.
  • Talanquer, V, Novodvorksy, I, Tomanek, D. (2010). Factors influencing entering teacher candidates’ preferences for instructional activities: A glimpse into their orientations towards teaching. International Journal of Science Education, 32(10), 1389 -1406.
  • Tillema, H.H., Smith, K. (2009). Assessment orientation in formative assessment of learning to teach. Teachers and Teaching: theory and practice, 15(3), 391-405.
  • Tokmak, H.S. (2011). ICT Pre-service teachers’ opinions about the contribution of initial teacher training to teaching practice. Contemporary Educational Technology, 2(4), 319-332.
  • Uzuntiryaki, E., Boz, Y., Kirbulut, D., Bektas, O. (2010). Do pre-service chemistry teachers reflect their beliefs about constructivism in their teaching practices?.Research in Science Education, 40(3), 403-424.
  • Volkman, M.J., Abell, S.K, Zgagacz, M. (2005).The challenges of teaching physics to pre-service elementary teachers: Orientations of the professor, teaching assistant, and students. Science Education, 89, 847-869.
  • Witz, K.G., Lee, H. (2009). Science as an ideal: teachers’ orientations to science and science education reform. Journal of Curriculum Studies, 41(3), 409-431.
  • Wang, J., Odell, S.J., Klecka, C.L., Spalding, E., Lin, E. (2010). Understanding teacher education reform. Journal of Teacher Education, 61(5), 395-402.
  • Wongsopawiro, D.S. (2012). Examining science teachers’ pedagogical content knowledge in the context of a Professional development program. Dissertation, Leiden: ICLON, Leiden University Graduate School of Teaching.
  • Yerrick, R.K., Hoving T.J. (2003). One foot on the dock and one foot on the boat: Differences among pre-service science teacher’s interpretations of field-based science methods in culturally diverse contexts. Science Teacher Education, 87, 390–418.
  • Yin, R. K. (2003).Case study research, design and methods, Third Edition, Newbury Park: Sage Publications.
  • Zang, B., Krajcik, J., Sutherland, L.M., Wang, L., Wu, J.,Qiang, Y. (2003). Opportunities and challenges of China’s inquiry-based education reform in middle and high school: Perspectives of science teachers and teacher educators. International Journal of Science and Mathematics Education, 1, 477-503.

Determining Science Teaching Orientations of Science Student Teachers

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

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’.

References

  • Abd-EI-Khalick, F. S., Bell, R.L., Lederman, N.G.(1998). The Nature of Science and Instructional Practice: Making the Unnatural Natural. Science Education, 82(4), 417-526.
  • Abell, S.K., Bryan, L.A. (1997). Reconceptualising the elementary science methodscourse using a reflection orientation. Journal of Science Teacher Education, 8(3), 153-166.
  • Alev, N., Karal, I.S., (2013). Fizik öğretmenlerinin Elektrik ve Manyetizma konularına ilişkin pedagojik alan bilgilerinin belirlenmesi. Mersin Üniversitesi Eğitim Fakültesi Dergisi, 9(2), 88-108.
  • Avraamidou, L. (2012). Prospective elementary teachers’ science teaching orientations and experiences that impacted their development. International Journal of Science Education, 1, 1-27.
  • Anderson, C.W., Smith, E.L. (1987). Teaching science. In V. Richardson-Koehler (Ed.), Educators’ handbook: A research perspective (pp.84-111). New York: Longman.
  • Blaxter, L., Hughes, C., Tight, M. (2006). How to Research (Third Ed.). London: Open University Press.
  • Brownlee, J.M. (2001). Knowing and learning in teacher education: A theoretical framework of core and peripheral beliefs in application. Asia-Pacific Journal of Teacher Education and Development, 4(1), 131-155.
  • Brown, P., Friedrichsen, P., Abell, S.K. (2009). Do beliefs change? Investigating prospective teachers’ science teaching orientations during an accelerated post-baccalaureate program. European Science Education Research Association (ESERA) Conference, September, Istanbul, Turkey.
  • Brown, P., Friedrichsen, P., Abell, S.K. (2013). The development of prospective secondary biology teachers’ PCK. Journal of Science Teacher Education, 24(1), 133-155.
  • Cohen, R., Yarden, A. (2009). Experienced junior-high-school teachers’ PCK in light of a curriculum change: “The cell is to be studied longitudinally”. Research in Science Education, 39, 131-155.
  • Çobanoğlu, R. (2015). A review of research in Turkey on beliefs about teaching. Hacettepe Üniversitesi Eğitim Fakültesi Dergisi (H. U. Journal of Education),30(3), 48-59.
  • Dede, Y. ve Karakuş, F. (2014). Matematik öğretmeni adaylarının matematiğe yönelik inançları üzerinde öğretmen eğitimi programlarının etkisi. Kuram ve Uygulamada Eğitim Bilimleri,14(2), 791-813.
  • Eick, C. ve Reed, C.(2002). What makes an inquiry-oriented science teacher? The influence of learning histories on student teacher role identity and practice. Science Education, 86(3), 401–416.
  • Feimen-Nemser, S. (1990). Teacher preparation: Structural and conceptual alternatives. In J.Sikula (Ed) Handbook of Research on Teacher Education (s.212-233). New York: Macmillan Publishing Company.
  • Friedrichsen, P.M., Dana, T.M. (2005). Substantive-level theory of highly regarded secondary biology teachers’ science teaching orientations. Journal of Research in Science Teaching, 42(2), 218-244.
  • Friedrichsen, P., Van Driel, J.H., Abell, S.K. (2011). Taking a closer look at science teaching orientations. Science Education, 95(2), 358-376.
  • Garet, M., Porter, A., Desimone, L. Birman, B., Yoon, K. (2001). What makes Professional development effective? Analysis of a national sample of teachers. American Education Research Journal, 38(4), 915-945.
  • Greenwood, A.M. (2003). Factors influencing the development of career-change teachers’ science teacher orientation. Journal of Science Teacher Education, 14(3), 217-234.
  • Grossman, P. L. (1990). The making of a teacher: Teacher knowledge and teacher education. New York: Teachers College Press.
  • Gürbüztürk, O., Şad, S. N. (2009). Student teacher’ beliefs about teaching and their sense of self-efficacy: A descriptive and comparative analysis. Inonu University Journal of the Faculty of Education, 10(3), 201-226.
  • Hashweh, M.Z. (1996). Effects of science teachers’ epistemological beliefs in teaching. Journal of Research in Science Teaching, 33(1), 47-63.
  • Huibregtse, I., Korthagen, F., Wubbels, T. (1994). Physics teachers’ conceptions of learning, teaching and Professional development. International Journal of Science Education, 16(5), 539-561.
  • Holt-Reynolds, D. (2000). What does the teacher do? Constructivist pedagogies and prospective teachers’ beliefs about the role of a teacher. Teaching and Teacher Education, 16, 21–32.
  • Karal, I.S. (2017). Describing physics student teachers' orientations through lesson planning. Universal Journal of Educational Research, 5(5), 715 – 722.
  • Karal, I.S., Alev, N. (2016). Development of pre-service physics teachers ‘pedagogical content knowledge (PCK) throughout their initial training. Teacher Development, 20(2), 162-180.
  • Kind, V. (2016). Preservice science teachers’ science teaching orientations and beliefs about science. Science Education, 100(1), 122-152.
  • Koballa, T. R.,Glynn, S. M., Leslie, U., Coleman, D. (2005). Conceptions of teaching science held by novice teachers in an alternative certification program. Journal of Science Teacher Education, 16, 287-308.
  • Konopak, B.C., Readence, J.E., Wilson, E.K. (1994). Pre-service and in-service secondary teachers’ orientations toward content area reading. Journal of Educational Research, 87(4), 220-227.
  • Korthagen, F.A.J. (2004). In search of the essence of a good teacher: Towards a more holistic approach in teacher education. Teaching and Teacher Education, 20(1), 77–97
  • Laplante, B.(1997). Teachers’ beliefs and instructional strategies in science: pushing analysis further. Science Education, 81(3), 277–294.
  • Levitt, K. (2001). An analysis of elementary teachers’ beliefs regarding the teaching and learning of science. Science Education, 86 (1), 1-22.
  • Luft, J.A., Roehring, G.H. (2007). Capturing science teachers’ epistemological beliefs: The development of teacher’s beliefs interview. Electronic Journal of Science Education, 11(2), 38-63.
  • Magnusson, S., Krajcik, J., Borko, H. (1999). Nature, sources and development of pedagogical content knowledge for science teaching. In Gess-Newsome, J. And Lederman, N.G. (Ed.), Examining pedagogical content knowledge, (s.95-132).London: Kluwer Academics Publishers.
  • Mellado, V. (1998). The classroom practice of preservice teachers and their conceptions of teaching and learning science. Science Teacher Education, 82, 197-214.
  • Merriam, S.B. (2009). Qualitative research: A quide to design and implementation. San Francisco, CA: Jossey-Bass. Milli Eğitim Bakanlığı (2006). Talim ve Terbiye Kurulu Başkanlığı, İlköğretim Fen ve Teknoloji Dersi Öğretim Programı, Ankara
  • Milli Eğitim Bakanlığı (2013). Talim ve Terbiye Kurulu Başkanlığı, İlköğretim Kurumları (İlkokullar ve Ortaokullar) Fen Bilimleri Dersi Öğretim Programı, Ankara
  • Miles, M.B., Huberman, A.M. (1994). Qualitative data analysis, Second edition. Thousand Oaks, CA: Sage Publications.
  • Nargund-Joshi, V., Liu, X. (2013).Understanding in-service teachers’ orientation towards interdisciplinary science inquiry. National association for research in science teaching annual conference, Rio Grande, Puerto Rico.
  • Nargund-Joshi, V., Park Rogers, M.A, Akerson, V.A. (2011).Exploring Indian secondary teacher’s orientations and practice for teaching science with respect to reform. Journal of Research in Science Teaching, 48(6), 624-647.
  • Ogan-Bekiroglu, F., Akkoç, H. (2009). Pre-service teachers’ instructional beliefs and examination of consistency between beliefs and practices. International Journal of Science and Mathematics Education,6(7), 1173-1199.
  • Özgün-Koca, A. S., Şen, A. İ. (2006). The beliefs and perceptions of pre-service teachers enrolled in a subject-area dominant teacher education program about “effective education”. Teaching and Teacher Education, 22(7), 946-960.
  • Patton, M.Q. (2002). Qualitative Research and Evaluation Methods, Third Edition, Sage Publications, London.
  • Pilitsis, V., Duncan, R.G. (2012).Changes in belief orientations of pre-service teachers and their relation to inquiry activities. Journal of Science Teacher Education, 23(8), 909-936.
  • Robson, C. (2002). Real world research: A resource for social scientists and practitioner-researchers, Second Edition, Oxford, UK: Wiley-Blackwell.
  • Schwartz, C.V., Gwekwerere, Y. (2007). Using a guided inquiry and modelling instructional framework (EIMA) to support pre-service K-8 science teaching. Science Education, 91, 158-186.
  • Shulman, L. S. (1986). Those who understand: Knowledge growth in teaching. Educational Researcher, 15(2), 4-14.
  • Şaban, A. (2003). A Turkish profile of prospective elementary school teachers and their views of teaching. Teaching and Teacher Education, 19(8), 829-846.
  • Talanquer, V, Novodvorksy, I, Tomanek, D. (2010). Factors influencing entering teacher candidates’ preferences for instructional activities: A glimpse into their orientations towards teaching. International Journal of Science Education, 32(10), 1389 -1406.
  • Tillema, H.H., Smith, K. (2009). Assessment orientation in formative assessment of learning to teach. Teachers and Teaching: theory and practice, 15(3), 391-405.
  • Tokmak, H.S. (2011). ICT Pre-service teachers’ opinions about the contribution of initial teacher training to teaching practice. Contemporary Educational Technology, 2(4), 319-332.
  • Uzuntiryaki, E., Boz, Y., Kirbulut, D., Bektas, O. (2010). Do pre-service chemistry teachers reflect their beliefs about constructivism in their teaching practices?.Research in Science Education, 40(3), 403-424.
  • Volkman, M.J., Abell, S.K, Zgagacz, M. (2005).The challenges of teaching physics to pre-service elementary teachers: Orientations of the professor, teaching assistant, and students. Science Education, 89, 847-869.
  • Witz, K.G., Lee, H. (2009). Science as an ideal: teachers’ orientations to science and science education reform. Journal of Curriculum Studies, 41(3), 409-431.
  • Wang, J., Odell, S.J., Klecka, C.L., Spalding, E., Lin, E. (2010). Understanding teacher education reform. Journal of Teacher Education, 61(5), 395-402.
  • Wongsopawiro, D.S. (2012). Examining science teachers’ pedagogical content knowledge in the context of a Professional development program. Dissertation, Leiden: ICLON, Leiden University Graduate School of Teaching.
  • Yerrick, R.K., Hoving T.J. (2003). One foot on the dock and one foot on the boat: Differences among pre-service science teacher’s interpretations of field-based science methods in culturally diverse contexts. Science Teacher Education, 87, 390–418.
  • Yin, R. K. (2003).Case study research, design and methods, Third Edition, Newbury Park: Sage Publications.
  • Zang, B., Krajcik, J., Sutherland, L.M., Wang, L., Wu, J.,Qiang, Y. (2003). Opportunities and challenges of China’s inquiry-based education reform in middle and high school: Perspectives of science teachers and teacher educators. International Journal of Science and Mathematics Education, 1, 477-503.
There are 58 citations in total.

Details

Journal Section Articles
Authors

İşık Saliha Karal Eyüboğlu

Publication Date September 15, 2017
Published in Issue Year 2017 Volume: 14 Issue: 1

Cite

APA Karal Eyüboğlu, İ. S. (2017). Fen Bilgisi Öğretmen Adaylarının Fen Öğretimi Oryantasyonlarının Belirlenmesi. Van Yüzüncü Yıl Üniversitesi Eğitim Fakültesi Dergisi, 14(1), 779-814.