KİMYA ÖĞRETMEN ADAYLARININ BİLİM YAZMA ARACI YAKLAŞIMI VE UYGULAMALARINI DEĞERLENDİRMELERİ

Yıl 2020, Cilt: 20 Sayı: 3, 1240 - 1257, 15.09.2020

Sinem Dinçol Özgür , Ümit Işık Erdoğan

https://doi.org/10.17240/aibuefd.2020.20.56791-569964

Öz

Çağımız eğitim anlayışında öğretmenlerimizin sınıflarında öğrencilerini aktif hale getirecek, kendilerinin ise rehber olarak onları yönlendirecekleri uygulamaları tasarlamaları ve gerçekleştirmelerine ihtiyaç duyulmaktadır. Öğretmen adaylarının lisans eğitimleri sürecinde bu tür uygulamalara yönelik deneyim kazanmaları da bu nedenle önem taşımaktadır. Bu araştırma ile kimya öğretmeni olarak mezun olacak olan öğretmen adaylarının rehberli sorgulamaya dayalı bilim yazma aracı yaklaşımını kullanarak etkinlikler ve deneyler tasarlayarak yaptıkları uygulamalarına ilişkin görüşlerinin değerlendirilmesi amaçlanmıştır. Araştırmaya bir devlet üniversitesinin Kimya Eğitimi Anabilim Dalı’nda öğrenim gören son sınıf öğretmen adayları katılmıştır. Verilerin toplanmasında “Görüş Alma Formu” kullanılmıştır. Kimya öğretmen adaylarının görüşlerine ilişkin nitel veriler için içerik analizi yapılmıştır. Elde edilen görüş verileri: “Rehberli Sorgulamaya Dayalı Bilim Yazma Aracı Uygulamaları Sürecine Hazırlık (Aşaması), Rehberli Sorgulamaya Dayalı Bilim Yazma Aracı Uygulamaları Sürecinin Değerlendirilmesi ve Rehberli Sorgulamaya Dayalı Bilim Yazma Aracı Uygulamaları Deneyimleri ile Sürecin Çıktılarının Değerlendirilmesi” temaları altında incelenmiştir. 

Anahtar Kelimeler

Bilim yazma aracı, sorgulamaya dayalı öğrenme, kimya öğretmen adayları, görüşler, views

Destekleyen Kurum

Hacettepe Üniversitesi Bilimsel Araştırma Projeleri Koordinasyon Birimi

Proje Numarası

15186

Teşekkür

Bu araştırma Hacettepe Üniversitesi Bilimsel Araştırma Projeleri Koordinasyon Birimince desteklenen hızlı destek projesinin bir kısmını içermektedir. Desteklerinden dolayı Hacettepe Üniversitesi Bilimsel Araştırma Projeleri Koordinasyon Birimi’ne teşekkürlerimizi sunarız.

PROSPECTIVE CHEMISTRY TEACHERS’ EVALUATION OF SCIENCE WRITING HEURISTIC APPROACH AND ITS APPLICATIONS

Öz

Teachers are required to design applications in which they make their students active and in which they lead their students acting as guides and to put them into force in contemporary conception of education. For this reason, it is important for prospective teachers to gain experience in such applications during their undergraduate education. This study aims to evaluate prospective chemistry teachers’ views on the applications they make by designing activities and experiments using guided inquiry-based science writing heuristic approach (GIBSWHA). The study was conducted with the participation of final year students attending the Chemistry Education Department of a public university. The form for obtaining views was used in collecting the data. The qualitative data concerning the prospective chemistry teachers’ views were put to content analysis. The data obtained were examined under the themes of “preparation for the process of GIBSWHA applications”, “evaluation of the process of GIBSWHA applications" and "experience with GIBSWHA applications and evaluating the outcome of the process”.

Anahtar Kelimeler

Science writing heuristic, inquiry based learning, prospective chemistry teachers

Proje Numarası

15186

Kaynakça

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