Araştırma Makalesi
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The Effects of Problem Based Learning on Development of Preservice Science Teachers’ Pedagogical Content Knowledge

Yıl 2019, Cilt: 20 Sayı: 1, 78 - 112, 31.07.2019
https://doi.org/10.12984/egeefd.398279

Öz

The aim of this study is to examine the effect
of problem based learning (PBL) on progress of preservice science teachers in
pedagogical content knowledge (PCK). Progress of preservice teachers in PCK was
examined in the context of
orientations
toward teaching
, curriculum, student understanding,
instructional strategies and representations and knowledge of assessment.

The research was conducted with 60 preservice teachers (experimental group,
n = 30 and control group, n = 30) who were in the third year at
the department of science teaching at a state university in İstanbul. The
experimental group formalised the construction of PCK through practises of PBL
whereas the ones in the control group did it through practises of lecturer. The
data was collected via
Test of
Orientation in Science Teaching
and Form
of Teaching Representation.
The data was analyzed via techniques of
descriptive and content analysis. Results indicated that the preservice
teachers who carried out the construction of PCK through PBL had made more
progress than the ones in the control group. Thus, the efficient blending of
major area courses in undergraduate period would make a great contribution to
vocational development of preservice science teachers.

Kaynakça

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Probleme Dayalı Öğrenmenin Fen Bilimleri Öğretmen Adaylarının Pedagojik Alan Bilgisi Gelişimlerine Etkisi

Yıl 2019, Cilt: 20 Sayı: 1, 78 - 112, 31.07.2019
https://doi.org/10.12984/egeefd.398279

Öz

Bu araştırmanın amacı, probleme dayalı öğrenme
(PDÖ) yaklaşımının fen bilimleri öğretmen adaylarının pedagojik alan bilgisi
(PAB) gelişimlerine etkisini incelemektir. Araştırmada, öğretmen adaylarının
öğretim uyumu, program, öğrenciyi anlama,
öğretim stratejileri
ve temsilleri
ile
değerlendirme bilgisi bağlamında
PAB gelişimleri incelenmiştir. Araştırmada öntest – sontest kontrol gruplu
deneysel araştırma modeli kullanılmıştır. Bu araştırma, İstanbul ilindeki bir
devlet üniversitesinin fen bilimleri öğretmenliği programı üçüncü sınıfında
öğrenim gören 30’u deney, 30’u kontrol grubu olmak üzere toplam 60 öğretmen
adayıyla yürütülmüştür. Deney grubunda öğretmen adayları PAB yapılarını PDÖ ile
kontrol grubundakiler ise öğretmen adayı eğitimcisinin ders sunumları ve
öğrenci çalışmalarıyla biçimlendirmişlerdir. Veriler
Fen Öğretim Uyumu Testi ve
Öğretim Temsil Formu
kullanılarak toplanmıştır. Verilerin analizinde
betimsel analiz tekniği kullanılmıştır. Araştırmanın bulguları, PDÖ yoluyla PAB
yapılanmasını gerçekleştiren deney grubu öğretmen adaylarının, kontrol
grubundakilere kıyasla PAB yapılarını daha fazla geliştirdiklerini ortaya
koymuştur.
Araştırmadan elde edilen
bu sonuç, lisans dönemi fen bilimleri öğretmen adayı hazırlığında
eğitimcilerin, PDÖ uygulamaları yoluyla alan ve pedagoji derslerini
harmanlamalarının, öğretmen adaylarının mesleki gelişimlerine önemli katkılar
sağlayacağını göstermektedir.

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  • Traianou, A. (2006). Teachers’ adequacy of subject knowledge in primary science: assessing constructivist approaches from a sociocultural perspective. International Journal of Science Education, 28(8), 827–842.
  • Van Driel, J. (2010, February). Model-based development of science teachers’ pedagogical content knowledge. Paper presented at the International Seminar ‘Professional Reflections’, National Science Learning Centre, York.
  • Veal, W. R., & MaKinster, J. G. (2001). Pedagogical content knowledge taxonomies. http://wolfweb.unr.edu/homepage/crowther/ejse/vealmak.html adresinden elde edildi.
  • Weinburgh, M. (2007). The effect of tenebrio obscurus on elementary preservice teachers’ content knowledge, attitudes, and self-efficacy. Journal Science Teacher Education, 18, 801–815.
  • Weizman, A., Covitt, B. A., Koehler, M. J., Lundeberg, M. A., Oslund, J. A., Low, M. A., Eberhardt, J., & Urban-Lurain, M. (2008). Measuring teachers’learning from a problem- based learning approach to professional development in science education. Interdisciplinary Journal of Poblem Based Learning, 2, 29-60.
  • Williams, J., Eames, C., Hume, A., & Lockley, J. (2012). Promoting pedagogical content knowledge development for early career secondary teachers in science and technology using content representations. Research in Science & Technological Education, 30(3), 327-343.
  • Yen, H. C., Tuan, H. L., & Liao, C. H. (2011). Investigating the influence of motivation on students’conceptual learning outcomes in web-based vs. classroom-based science teaching contexts. Research Science Education, 41, 211–224.
  • Yıldırım, A. ve Şimşek, H. (2011). Sosyal bilimlerde nitel araştırma yöntemleri (8. Baskı). Ankara: Seçkin Yayıncılık.
  • Yore, L. (2001). What is meant by constructivist science teaching and will the science education community stay the course for meaningful reform? Electronic Journal of Science Education, 5(4), 1-7.
  • Yurdakul, B. (2010). Yapılandırmacılık. Ö. Demirel (Ed.), Eğitimde yeni yönelimler (s. 39-65). Ankara: Pegem Akademi.
  • Zhang, M., Lundeberg, M., McConnell, T. J., Koehler, M. J., & Eberhardt, J. (2010). Using questioning to facilitate discussion of science teaching problems in teacher professional development. Interdisciplinary Journal of Problem Based Learning, 4(1), 57-82.
  • Zhang, M., Lundeberg, M., & Eberhardt, J. (2011). Strategic faciliation of problem-based discussion for teacher professional development. Journal of The Learning Science, 20(3), 342-394.
Toplam 134 adet kaynakça vardır.

Ayrıntılar

Birincil Dil Türkçe
Konular Alan Eğitimleri
Bölüm Makaleler
Yazarlar

Tufan İnaltekin 0000-0002-3843-7393

Fatma Şahin 0000-0002-6291-0013

Yayımlanma Tarihi 31 Temmuz 2019
Yayımlandığı Sayı Yıl 2019 Cilt: 20 Sayı: 1

Kaynak Göster

APA İnaltekin, T., & Şahin, F. (2019). Probleme Dayalı Öğrenmenin Fen Bilimleri Öğretmen Adaylarının Pedagojik Alan Bilgisi Gelişimlerine Etkisi. Ege Eğitim Dergisi, 20(1), 78-112. https://doi.org/10.12984/egeefd.398279