DÖRDÜNCÜ SINIF FEN BİLGİSİ ÖĞRETMEN ADAYLARININ TEKNOLOJİ DESTEKLİ BİLİMSEL ARAŞTIRMA WEB-SİTESİ ÜZERİNDEN YAPTIKLARI DİYALOGLARININ İNCELENMESİ

Year 2013, Issue: 20, 138 - 155, 01.06.2013

MUAMMER Çalık , Hüseyin Artun , Zeynel Küçük

Abstract

Bu çalışmanın amacı, dördüncü sınıf Fen Bilgisi öğretmen adaylarının Teknoloji Destekli Bilimsel Araştırma (TEDBA) Web-Sitesi Üzerinden Yaptıkları diyalogları incelemektir. Araştırmanın örneklemini, KTÜ Fatih Eğitim Fakültesi Fen Bilgisi Öğretmenliği bölümü dördüncü sınıfta okuyan 117 öğretmen adayı oluşturmaktadır. Bu öğretmen adayları, proje hazırlama ve öğretmenlik uygulamasında teknolojik aletleri kullanma konusunda kendi istekleriyle toplam 32 grup oluşturmuşlardır. Öğretmen adaylarının, TEDBA web sitesindeki diyalogları grup bazında benzerlik ve farklılıklarına göre tema ve kategoriler dâhilinde analiz edilip, basit istatiksel yöntemler (frekans ve yüzde) kullanılarak verilmiştir. Aynı zamanda, diyalogların yeterlik düzeylerinin ve niteliklerinin belirlenmesi için Liang, Ebenezer ve Yost (2010) tarafından önerilen Çevrimiçi Söylemlerin Değerlendirilmesi Rubriği kullanılmıştır. Çalışmanın sonucunda, öğretmen adaylarının ilk defa TEDBA web-sitesi üzerinden akranları ve uzmanlarla iletişim kurmaları ve bunun lisans öğrenimlerinin son dönemine denk gelmesinden dolayı, TEDBA web-sitesini yeterince etkili kullanamadıkları söylenebilir. Bu durumu ortadan kaldırmak için, benzer uygulamaların lisans öğreniminin önceki dönemlerinde yapılmasının daha faydalı olacağı önerilmektedir.

Keywords

Fen Bilgisi Öğretmen Adayları, TEDBA Web-sitesi, Diyalog

INVESTIGATING SENIOR SCIENCE STUDENT TEACHERS’ DIALOGUES UNDERTAKEN ON TECHNOLOGY EMBEDDED SCIENTIFIC INQUIRY WEB-SITE

Abstract

The aim of this study is to investigate senior science student teachers’ dialogues undertaken on Technology Embedded Scientific Inquiry (TESI) Web-site. The sample consisted of 117 senior science student teacher enrolled in Department of Science Education, Fatih Faculty of Education, KTU. To conduct research project and adapt innovative technologies into “Teaching Practice” course, 32 self-created groups appeared. Dialogues in the TESI web-site were thematically analyzed in regard to similarities and differences and presented with simple statistical methods (frequency and percentage). At the same time, to identify competency level and quality of dialogues, Online Discourse Evaluation Rubric developed by Liang, Ebenezer and Yost (2010) was employed. It can be deduced that the senior science student teachers had deficiency using effectively the TESI web-site due to two principal reasons: (a) their first-time experiences concerning communication with peers and experts on the TESI web-site, and (b) the implementation procedure falling into their senior year. To eliminate these pitfalls, it is recommended that similar implementation procedure be undertaken in earlier years of the undergraduate level.

Keywords

Science Student Teachers, TESI web-site, Dialogue

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