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Öz

The purpose of this study was to investigate preservice science teachers’ preferences of representational modalities when they organize knowledge with multiple representations (MR) in an argumentation-based socioscientific issue context. In order to increase knowledge in this area of research, a three session lesson unit was designed on healthy eating subject. Preservice teachers organized their knowledge about healthy eating with a web-based knowledge organization system called iKOS. iKOS incorporates three distinct representation modalities: textual (Wiki), pictorial (Event), and Concept Map. In this paper, preservice teachers’ knowledge organization with MR that contributed to the knowledge base created through MR and the reasons for chosing specific type of representations to organize knowledge were investigated. A sequential mixed methods research design was employed. Data sources included logged iKOS statistics that reported the number of entries and the links between them; and an open ended questionnaire that included questions about the preservice teachers’ preferences and their use of MR. Social network analysis was employed to investigate the knowledge network. Results indicated that Wiki was the most created, and both Wiki and Concept Maps contributed to knowledge base more than Event. Open coding was employed to understand the underlying reasons for representational modality chocies of the preservice science teachers. Qualitative analysis results showed that the reasons for preservice teachers to choose specific type of representations were (a) the ease of representation construction, (b) creating multiple representations in one space, and (c) the appropriateness of using concept maps in learning socioscientific issues

Anahtar Kelimeler

• Knowledge organization, Multiple representations, Socioscientific issues, Computersupported learning, Social network analysis

An examination of preservice science teachers’ representational modality preferences during computer-supported knowledge organization /Fen bilgisi öğretmen adaylarının bilgisayar destekli bilgi düzenleme sürecindeki gösterim türü tercihlerinin incelenmesi

Öz

Bu çalışmanın amacı fen bilgisi öğretmen adaylarının çoklu gösterimlerle, argümantasyon tabanlı sosyo- bilimsel bir konunun öğreniminde bilgi düzenlemeleri sırasında gösterim türü tercihlerinin tespitidir. Bu araştırmada alanındaki mevcut bilgi düzeyini arttırmak için üç dersten oluşan bir sağlıklı beslenme ünitesi tasarlanmıştır. Çalışmada öğremen adayları iKOS adlı web tabanlı bilgi düzenleme ortamını kullanarak sağlıklı beslenme konusundaki bilgilerini düzenlemişlerdir. iKOS üç tür gösterim türünü içermektedir: metinsel (Viki), resimsel (Olay) ve Kavram haritası. Bu makalede, fen bilgisi öğretmen adaylarının bilgi düzenlemeleri sonucunda çoklu gösterimlerinin oluşturulan bilgi ağına nasıl katkıda bulunduğu ve belirli türde gösterimleri bilgi düzenlemesinde tercih etmelerinin nedenleri araştırılmıştır. Araştırmada sıralı karma yöntem araştırma deseni kullanılmıştır. Araştırmada kullanılan veri toplama araçları iKOS tarafından rapor edilen ve gösterim türlerinin sayısı ve aralarındaki bağların sayısını bildiren bir istatistik sayfası ve açık uçlu sorulardan oluşan bir ankettir. Bilgi ağının araştırılması için sosyal ağ analizi yöntemi kullanılmıştır. Analiz sonuçları Vikilerin en çok oluşturulan gösterim türü olduğunu ve Viki ve Kavram haritalarının bilgi ağına Olaylara oranla daha fazla katkı sağladığı göstermiştir. Öğretmen adaylarının gösterim türü tercihleri altında yatan nedenlerin araştırılması için açık kodlama kullanılmıştır. Nitel analiz sonuçlarına göre öğretmen adaylarının belirli bir gösterim türünü tercih etme nedenlerinin: (a) gösterim türünün oluşturulma kolaylığı, (b) tek bir sayfada çoklu gösterimler oluşturabilme ve (c) kavram haritalarının sosyal bilimsel konuların öğrenimindeki uygunluğu olduğu bulunmuştur. 

Anahtar Kelimeler

• Bilgi düzenleme, Çoklu gösterimler, Sosyo-bilimsel konular, Bilgisayar destekli işbirlikli öğrenme, Sosyal ağ analizi

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