Öğretmen Adaylarının FeTeMM Öğretim Yönelimlerinin Anabilim Dalına ve Sınıf Düzeyine Göre İncelenmesi

Year 2018, Volume: 8 Issue: 2, 152 - 175, 30.12.2018

Dilek Karışan , Hasan Bakırcı

https://doi.org/10.17984/adyuebd.439199

Cited By: 5

Abstract

FeTeMM
eğitiminin, 2017 yılından itibaren fen ve matematik öğretim programında yer
aldığı söylenebilir. FeTeMM eğitiminin öğretim programında yer almasıyla,
öğretmen adaylarının FeTeMM öğretim yönelimlerinin araştırılması önemli hale
gelmiştir. Çünkü öğretim programlarının uygulayıcıları bugünün öğretmen
adayları olacaktır. Bunun yanında nitelikli bireylerin yetişmesinde FeTeMM
eğitimi önemli bir yere sahiptir. Bu kapsamda sınıf, fen bilimleri ve
matematik öğretmen adaylarının öğrenimleri boyunca FeTeMM öğretim
yönelimlerinin belirlenmesi önem arz etmektedir.  Bu araştırmanın amacı; fen bilimleri,
matematik ve sınıf öğretmeni adaylarının FeTeMM öğretim yönelimlerini
belirlemektir. Çalışmada nicel araştırma yöntemlerinden ilişkisel tarama
modeli kullanılmıştır. Çalışma 2017-2018 eğitim-öğretim yılı güz döneminde
gerçekleştirilmiştir. Çalışmaya üç farklı anabilim dalında toplam 521 (354
kadın, 167 erkek) öğretmen adayı katılmıştır. Öğretmen adaylarının STEM
öğretim yönelimlerini belirlemek için veri toplama aracı olarak Lin ve William
(2015) tarafından geliştirilen ve Hacımeroğlu ve Bulut (2016) tarafından
Türkçe uyarlaması yapılan “FeTeMM öğretim yönelimi” ölçeği kullanılmıştır.
Veriler, PASW İstatistik 18 ve LISREL 8.80 istatistiksel paketler kullanılarak
analiz edilmiştir. Öğretmen adaylarının toplam FeTeMM öğretim yönelim ölçek
puanlarının anabilim dallarına göre değiştiği bulunmuştur. Bu anlamlı fark,
fen bilimleri öğretmen adayları lehindedir. FeTeMM öğretim yönelim puanları
fen bilimleri ve sınıf öğretmeni adaylarının, matematik öğretmeni adaylarından
daha iyi olduğunu ortaya koymaktadır. Öğretmen ve öğretmen adaylarının FeTeMM
öğretim yönelimlerini arttırmak için bu konuda daha fazla çalışmanın yapılması
önerilmektedir.

Keywords

Disiplinlerarası Eğitim, FeTeMM, Öğretmen Adayları, Öğretim Yönelimleri

Exploration of Preservice Teachers’ STEM Teaching Intentions with respect to the Department and Grade

Abstract

STEM education included in undergraduate science and mathematics education
program in 2017. Inclusion of STEM education in teacher education programs
higlights the importance of the investigating the preservice teachers STEM
teaching intentions.   In this scope, it
is important to determine STEM teaching intentions of preservice primary,
science and mathematics teachers. This
research aims to identify the preservice primary school, mathematics, elementary
science teachers’ STEM teaching intentions. In this study, relational screening
model was used. The study was conducted in fall semester of 2017-2018 academic
year.  A total of 521 (354 woman, 167
man) preservice teachers from three different departments enrolled in
the study. The questionnaire, developed by Lin and William (2015) and adapted
to Turkish by Hacımeroğlu and Bulut (2016) was used to assess preservice teachers’
STEM teaching intentions. Data was analyzed by using PASW Statistics 18 and
LISREL 8.80 statistical packages for windows. It was found that preservice
teachers’ STEM teaching intentions vary according to their field of education.
This significant difference is in favour of preservice science teacher.
Findings reveal that preservice science and primary school teachers STEM
teaching intentions are better than preservice mathematics teachers. It is
suggested that more studies are needed to determine inservice and preservice teachers’
STEM teaching intentions to identify what can be done to increase their teaching
intentions.                                                     

Keywords

Preservice Teacher, Interdisciplinary Education, STEM, Teaching Intentions

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