Araştırma Makalesi
BibTex RIS Kaynak Göster

Yıl 2020, , 827 - 852, 29.11.2020

Serkan Ekinci , Özlem Oktay , Ahmet İlhan Şen

https://doi.org/10.17152/gefad.761655
Cited By: 2

Öz

Proje Numarası

STS-2016-11735

Kaynakça

  • Alon, N. L., & Tal, T. (2017). Teachers as secondary players: Involvement in field trips to natural environments. Research in Science Education, 47(4), 869-887. doi:10.1007/s11165-016-9531-0
  • Anderson, D., Kisiel, J., & Storksdieck, M. (2006). Understanding teachers' perspectives on field trips: Discovering common ground in three countries. Curator: The Museum Journal, 49(3), 365-386.
  • Anderson, D., Lucas, K. B., Ginns, I. S., & Dierking, L. D. (2000). Development of knowledge about electricity and magnetism during a visit to a science museum and related post‐visit activities. Science Education, 84(5), 658-679.
  • Anderson, D., & Zhang, Z. (2003). Teacher perceptions of field-trip planning and implementation. Visitor Studies Today, 6(3), 6-11.
  • Bakioğlu, B. & Karamustafaoğlu, O. (2017). A study on developing a guide material for science classes supported by out-of-school learning, Universal Journal of Educational Research, 5(5), 773-786.
  • Bamberger, Y., & Tal, T. (2007). Learning in a personal context: Levels of choice in a free choice learning environment in science and natural history museums. Science Education, 91(1), 75-95. doi:10.1002/sce.20174
  • Bamberger, Y., & Tal, T. (2008). Multiple outcomes of class visits to natural history museums: The students’ view. Journal of Science Education and Technology, 17(3), 274-284. doi:10.1007/s10956-008-9097-3
  • Bell, R. L., & Trundle, K. C. (2008). The use of a computer simulation to promote scientific conceptions of moon phases. Journal of research in science teaching, 45(3), 346-372.
  • Braund, M., & Reiss, M. (2006). Towards a more authentic science curriculum: The contribution of out-of‐school learning. International Journal of Science Education, 28(12), 1373-1388.
  • Chastenay, P. (2016). From geocentrism to allocentrism: Teaching the phases of the moon in a digital full-dome planetarium. Research in Science Education, 46(1), 43-77.
  • Creswell, J. W. (2007). Qualitative inquiry & Research design, Choosing among five approaches. (2nd ed.). Thousand Oaks, California Sage Publications, Inc.
  • Crowley, K., Callanan, M. A., Jipson, J. L., Galco, J., Topping, K., & Shrager, J. (2001). Shared scientific thinking in everyday parent-child activity. Science Education, 85(6), 712-732. doi:10.1002/sce.1035
  • Davidson, S. K., Passmore, C., & Anderson, D. (2010). Learning on zoo field trips: The interaction of the agendas and practices of students, teachers, and zoo educators. Science Education, 94(1), 122-141.
  • DeWitt, J., & Storksdieck, M. (2008). A short review of school field trips: Key findings from the past and implications for the future. Visitor Studies, 11(2), 181-197. doi:10.1080/10645570802355562
  • Dillon, J., Rickinson, M., Teamey, K., Morris, M., Choi, M. Y., Sanders, D et al.(2006). The value of outdoor learning: evidence from research in the UK and elsewhere. School science review, 87(320), 107.
  • Ertaş Kılıç, H., & Şen, A. İ. (2014). Okul dışı öğrenme etkinliklerine ve eleştirel düşünmeye dayalı fizik öğretiminin öğrenci tutumlarına etkisi. Eğitim ve Bilim, 39(176), 13-30.
  • Eshach, H. (2007). Bridging in-school and out-of-school learning: Formal, non-formal, and informal education. Journal of Science Education and Technology, 16(2), 171-190. doi:10.1007/s10956-006-9027-1
  • Falk, J. H., Koran, J. J., & Dierking, L. D. (1986). The things of science: Assessing the learning potential of science museums. Science Education, 70(5), 503-508.
  • Faria, C., & Chagas, I. (2013). Investigating school-guided visits to an aquarium: What roles for science teachers? International Journal of Science Education, Part B, 3(2), 159-174. doi:10.1080/09500693.2012.674652
  • Fraenkel, J. R., Wallen, N. E., & Hyun, H. H. (2012). How to design and evaluate research in education (8th ed.). New York, NY: McGraw-Hill.
  • Griffin, J., & Symington, D. (1997). Moving from task‐oriented to learning‐oriented strategies on school excursions to museums. Science Education, 81(6), 763-779.
  • Hofstein, A., & Rosenfeld, S. (1996). Bridging the gap between formal and informal science learning. Studies in Science Education, 28(1), 87-112. doi:10.1080/03057269608560085
  • Jarvis, T., & Pell, A. (2005). Factors influencing elementary school children's attitudes toward science before, during, and after a visit to the UK National Space Centre. Journal of research in science teaching, 42(1), 53-83.
  • Karnezou, M., Avgitidou, S., & Kariotoglou, P. (2013). Links between teachers' beliefs and their practices in a science and technology museum visit. International Journal of Science Education, Part B, 3(3), 246-266.
  • Kisiel, J. (2005). Understanding elementary teacher motivations for science fieldtrips. Science Education, 89(6), 936-955. doi:10.1002/sce.20085
  • Lantz, E. (2011). Planetarium of the future. Curator: The Museum Journal, 54(3), 293-312.
  • Lincoln, Y. S., & Guba, E. G. (1985). Naturalistic inquiry. Beverly Hills: CA: Sage.
  • Lindemann-Matthies, P., & Knecht, S. (2011). Swiss elementary school teachers’ attitudes toward forest education. The Journal of Environmental Education, 42(3), 152-167. doi:10.1080/00958964.2010.523737
  • Luehmann, A. L. (2009). Students’ eerspectives of a science enrichment programme: Out‐of‐school inquiry as access. International Journal of Science Education, 31(13), 1831-1855.
  • Luehmann, A. L., & Markowitz, D. (2007). Science teachers’ perceived benefits of an out‐of‐school enrichment programme: Identity needs and university affordances. International Journal of Science Education, 29(9), 1133-1161.
  • Michie, M. (1998). Factors influencing secondary science teachers to organise and conduct field trips. Australian Science Teacher’s Journal, 44(4), 43-50.
  • Patton, M. Q. (1987). How to use qualitative methods in evaluation. Newbury Park, California: Sage Publications, Inc.
  • Plakitsi, K. (2013). Activity theory in formal and informal science education. In K. Plakitsi (Ed.), Activity Theory in Formal and Informal Science Education (pp. 1-15). Rotterdam: SensePublishers.
  • Plummer, J. D. (2009). Early elementary students' development of astronomy concepts in the planetarium. Journal of Research in Science Teaching, 46(2), 192-209.
  • Plummer, J. D., Kocareli, A., & Slagle, C. (2014). Learning to explain astronomy across moving frames of reference: Exploring the role of classroom and planetarium-based instructional contexts. International Journal of Science Education, 36(7), 1083-1106.
  • Sontay, G., Tutar, M. ve Karamustafaoğlu, O. (2016). Okul dışı öğrenme ortamları ile fen öğretimi hakkında öğrenci görüşleri: Planetaryum gezisi. İnformal Ortamlarda Araştırmalar Dergisi, 1(1), 1-24.
  • Storksdieck, M. (2001). Differences in teachers’ and students’ museum field-trip experiences. Visitor Studies Today, 4(1), 8-12.
  • Şentürk, E. (2019). Gökevleri (Planetaryumlar). İçinde A.İ. Şen (Yay. Haz.). Okul Dışı Öğrenme Ortamları. (s. 91-116). Ankara: Pegem Akademi.
  • Tal, R., Bamberger, Y., & Morag, O. (2005). Guided school visits to natural history museums in Israel: Teachers' roles. Science Education, 89(6), 920-935.
  • Tal, T., & Steiner, L. (2006). Patterns of teacher-museum staff relationships: School visits to the educational centre of a science museum. Canadian Journal of Math, Science & Technology Education, 6(1), 25-46.
  • Teddlie, C., & Yu, F. (2007). Mixed methods sampling: A typology with examples. Journal ofMixed Methods Research, 1(1), 77-100. DOI 10.1177/1558689806292430
  • Turk, C., & Kalkan, H. (2015). The effect of planetariums on teaching specific astronomy concepts. Journal of Science Education and Technology, 24(1), 1-15.
  • Wilder, S. (2014). Effects of parental involvement on academic achievement: A meta-synthesis. Educational Review, 66(3), 377-397.
  • Wulf, R., Mayhew, L. M., & Finkelstein, N. D. (2010). Impact of informal science education on children’s attitudes about science. Paper presented at the AIP Conference Proceedings.
  • Yıldırım, A. ve Şimşek, H. (2011). Sosyal bilimlerde nitel araştırma yöntemleri. (8. Baskı). Ankara: Seçkin Yayıncılık.

Mobil Planetaryum Etkinliği: Ortaokul Öğretmenlerinin Görüşlerinin İncelenmesi

Yıl 2020, , 827 - 852, 29.11.2020

Serkan Ekinci , Özlem Oktay , Ahmet İlhan Şen

https://doi.org/10.17152/gefad.761655
Cited By: 2

Öz

Bu çalışmanın amacı, öğrencileriyle birlikte okul ortamında düzenlenen mobil planetaryum etkinliğine katılan ortaokul öğretmenlerinin etkinlik hakkındaki görüşlerini incelemektir. Çalışmada nitel bütüncül tek durum deseni kullanılmıştır. Ölçüt örnekleme yöntemi kullanılarak toplam sekiz ortaokul öğretmeni çalışmaya dahil edilmiştir. Öğretmenlerin mobil planetaryum etkinliğine yönelik görüşleri, derinlemesine yapılan yarı yapılandırılmış görüşmeler aracılığıyla incelenmiştir. Çalışma kapsamında ayrıca etkinlik çerçevesinde öğretmenlerin beklenen rollerine yönelik düşünceleri tespit edilmeye çalışılmıştır. İçerik analizi yöntemiyle elde edilen bulgular, öğretmenlerin tamamının ailenin çocuğuyla birlikte etkinliğe katılımına yönelik olumlu görüşe sahip olduklarını göstermektedir. Bununla birlikte katılımcı öğretmenler, etkinliğin okul ortamında yapılmasının maliyet açısından avantajlı olduğunu belirtmişlerdir. Öte yandan öğretmenlerin bu tür ortamlardaki beklenen rollerinin alanyazında değinilen bazı öğretmen rolleriyle benzerlik gösterdiği tespit edilmiştir. Bu bağlamda öğretmenlerin beklenen rolleri; öğrencileri tanıma, öğrencilerin hazırlığı, etkinliğe dâhil olma ve ziyaret sonrası yapılacaklar olmak üzere dört ayrı kategoride tartışılmıştır. Okul ortamında düzenlenen mobil planetaryum etkinliğinin öğretmen gözünden değerlendirildiği bu çalışmadan elde edilen sonuçların gelecekteki benzer çalışmalara ışık tutacağı düşünülmektedir.

Anahtar Kelimeler

İnformal ortam Okul dışı öğrenme Mobil planetaryum

Destekleyen Kurum

Hacettepe Üniversitesi Bilimsel Araştırmalar Birimi Koordinatörlüğü

Proje Numarası

STS-2016-11735

Teşekkür

Bu çalışmaya sağladığı destek için Hacettepe Üniversitesi Bilimsel Araştırmalar Birimi Koordinatörlüğüne (Proje No: STS-2016-11735) teşekkür ederiz. Ayrıca, kısmi maddi desteği için Türkiye Bilimsel ve Teknolojik Araştırma Kurumuna (TÜBİTAK) teşekkür ederiz.

Kaynakça

  • Alon, N. L., & Tal, T. (2017). Teachers as secondary players: Involvement in field trips to natural environments. Research in Science Education, 47(4), 869-887. doi:10.1007/s11165-016-9531-0
  • Anderson, D., Kisiel, J., & Storksdieck, M. (2006). Understanding teachers' perspectives on field trips: Discovering common ground in three countries. Curator: The Museum Journal, 49(3), 365-386.
  • Anderson, D., Lucas, K. B., Ginns, I. S., & Dierking, L. D. (2000). Development of knowledge about electricity and magnetism during a visit to a science museum and related post‐visit activities. Science Education, 84(5), 658-679.
  • Anderson, D., & Zhang, Z. (2003). Teacher perceptions of field-trip planning and implementation. Visitor Studies Today, 6(3), 6-11.
  • Bakioğlu, B. & Karamustafaoğlu, O. (2017). A study on developing a guide material for science classes supported by out-of-school learning, Universal Journal of Educational Research, 5(5), 773-786.
  • Bamberger, Y., & Tal, T. (2007). Learning in a personal context: Levels of choice in a free choice learning environment in science and natural history museums. Science Education, 91(1), 75-95. doi:10.1002/sce.20174
  • Bamberger, Y., & Tal, T. (2008). Multiple outcomes of class visits to natural history museums: The students’ view. Journal of Science Education and Technology, 17(3), 274-284. doi:10.1007/s10956-008-9097-3
  • Bell, R. L., & Trundle, K. C. (2008). The use of a computer simulation to promote scientific conceptions of moon phases. Journal of research in science teaching, 45(3), 346-372.
  • Braund, M., & Reiss, M. (2006). Towards a more authentic science curriculum: The contribution of out-of‐school learning. International Journal of Science Education, 28(12), 1373-1388.
  • Chastenay, P. (2016). From geocentrism to allocentrism: Teaching the phases of the moon in a digital full-dome planetarium. Research in Science Education, 46(1), 43-77.
  • Creswell, J. W. (2007). Qualitative inquiry & Research design, Choosing among five approaches. (2nd ed.). Thousand Oaks, California Sage Publications, Inc.
  • Crowley, K., Callanan, M. A., Jipson, J. L., Galco, J., Topping, K., & Shrager, J. (2001). Shared scientific thinking in everyday parent-child activity. Science Education, 85(6), 712-732. doi:10.1002/sce.1035
  • Davidson, S. K., Passmore, C., & Anderson, D. (2010). Learning on zoo field trips: The interaction of the agendas and practices of students, teachers, and zoo educators. Science Education, 94(1), 122-141.
  • DeWitt, J., & Storksdieck, M. (2008). A short review of school field trips: Key findings from the past and implications for the future. Visitor Studies, 11(2), 181-197. doi:10.1080/10645570802355562
  • Dillon, J., Rickinson, M., Teamey, K., Morris, M., Choi, M. Y., Sanders, D et al.(2006). The value of outdoor learning: evidence from research in the UK and elsewhere. School science review, 87(320), 107.
  • Ertaş Kılıç, H., & Şen, A. İ. (2014). Okul dışı öğrenme etkinliklerine ve eleştirel düşünmeye dayalı fizik öğretiminin öğrenci tutumlarına etkisi. Eğitim ve Bilim, 39(176), 13-30.
  • Eshach, H. (2007). Bridging in-school and out-of-school learning: Formal, non-formal, and informal education. Journal of Science Education and Technology, 16(2), 171-190. doi:10.1007/s10956-006-9027-1
  • Falk, J. H., Koran, J. J., & Dierking, L. D. (1986). The things of science: Assessing the learning potential of science museums. Science Education, 70(5), 503-508.
  • Faria, C., & Chagas, I. (2013). Investigating school-guided visits to an aquarium: What roles for science teachers? International Journal of Science Education, Part B, 3(2), 159-174. doi:10.1080/09500693.2012.674652
  • Fraenkel, J. R., Wallen, N. E., & Hyun, H. H. (2012). How to design and evaluate research in education (8th ed.). New York, NY: McGraw-Hill.
  • Griffin, J., & Symington, D. (1997). Moving from task‐oriented to learning‐oriented strategies on school excursions to museums. Science Education, 81(6), 763-779.
  • Hofstein, A., & Rosenfeld, S. (1996). Bridging the gap between formal and informal science learning. Studies in Science Education, 28(1), 87-112. doi:10.1080/03057269608560085
  • Jarvis, T., & Pell, A. (2005). Factors influencing elementary school children's attitudes toward science before, during, and after a visit to the UK National Space Centre. Journal of research in science teaching, 42(1), 53-83.
  • Karnezou, M., Avgitidou, S., & Kariotoglou, P. (2013). Links between teachers' beliefs and their practices in a science and technology museum visit. International Journal of Science Education, Part B, 3(3), 246-266.
  • Kisiel, J. (2005). Understanding elementary teacher motivations for science fieldtrips. Science Education, 89(6), 936-955. doi:10.1002/sce.20085
  • Lantz, E. (2011). Planetarium of the future. Curator: The Museum Journal, 54(3), 293-312.
  • Lincoln, Y. S., & Guba, E. G. (1985). Naturalistic inquiry. Beverly Hills: CA: Sage.
  • Lindemann-Matthies, P., & Knecht, S. (2011). Swiss elementary school teachers’ attitudes toward forest education. The Journal of Environmental Education, 42(3), 152-167. doi:10.1080/00958964.2010.523737
  • Luehmann, A. L. (2009). Students’ eerspectives of a science enrichment programme: Out‐of‐school inquiry as access. International Journal of Science Education, 31(13), 1831-1855.
  • Luehmann, A. L., & Markowitz, D. (2007). Science teachers’ perceived benefits of an out‐of‐school enrichment programme: Identity needs and university affordances. International Journal of Science Education, 29(9), 1133-1161.
  • Michie, M. (1998). Factors influencing secondary science teachers to organise and conduct field trips. Australian Science Teacher’s Journal, 44(4), 43-50.
  • Patton, M. Q. (1987). How to use qualitative methods in evaluation. Newbury Park, California: Sage Publications, Inc.
  • Plakitsi, K. (2013). Activity theory in formal and informal science education. In K. Plakitsi (Ed.), Activity Theory in Formal and Informal Science Education (pp. 1-15). Rotterdam: SensePublishers.
  • Plummer, J. D. (2009). Early elementary students' development of astronomy concepts in the planetarium. Journal of Research in Science Teaching, 46(2), 192-209.
  • Plummer, J. D., Kocareli, A., & Slagle, C. (2014). Learning to explain astronomy across moving frames of reference: Exploring the role of classroom and planetarium-based instructional contexts. International Journal of Science Education, 36(7), 1083-1106.
  • Sontay, G., Tutar, M. ve Karamustafaoğlu, O. (2016). Okul dışı öğrenme ortamları ile fen öğretimi hakkında öğrenci görüşleri: Planetaryum gezisi. İnformal Ortamlarda Araştırmalar Dergisi, 1(1), 1-24.
  • Storksdieck, M. (2001). Differences in teachers’ and students’ museum field-trip experiences. Visitor Studies Today, 4(1), 8-12.
  • Şentürk, E. (2019). Gökevleri (Planetaryumlar). İçinde A.İ. Şen (Yay. Haz.). Okul Dışı Öğrenme Ortamları. (s. 91-116). Ankara: Pegem Akademi.
  • Tal, R., Bamberger, Y., & Morag, O. (2005). Guided school visits to natural history museums in Israel: Teachers' roles. Science Education, 89(6), 920-935.
  • Tal, T., & Steiner, L. (2006). Patterns of teacher-museum staff relationships: School visits to the educational centre of a science museum. Canadian Journal of Math, Science & Technology Education, 6(1), 25-46.
  • Teddlie, C., & Yu, F. (2007). Mixed methods sampling: A typology with examples. Journal ofMixed Methods Research, 1(1), 77-100. DOI 10.1177/1558689806292430
  • Turk, C., & Kalkan, H. (2015). The effect of planetariums on teaching specific astronomy concepts. Journal of Science Education and Technology, 24(1), 1-15.
  • Wilder, S. (2014). Effects of parental involvement on academic achievement: A meta-synthesis. Educational Review, 66(3), 377-397.
  • Wulf, R., Mayhew, L. M., & Finkelstein, N. D. (2010). Impact of informal science education on children’s attitudes about science. Paper presented at the AIP Conference Proceedings.
  • Yıldırım, A. ve Şimşek, H. (2011). Sosyal bilimlerde nitel araştırma yöntemleri. (8. Baskı). Ankara: Seçkin Yayıncılık.
Toplam 45 adet kaynakça vardır.

Ayrıntılar

Birincil Dil Türkçe
Bölüm Makaleler
Yazarlar

Serkan Ekinci 0000-0001-8306-4605

Özlem Oktay 0000-0002-0207-1211

Ahmet İlhan Şen 0000-0002-9913-8573

Proje Numarası STS-2016-11735
Yayımlanma Tarihi 29 Kasım 2020
Yayımlandığı Sayı Yıl 2020

Kaynak Göster

APA Ekinci, S., Oktay, Ö., & Şen, A. İ. (2020). Mobil Planetaryum Etkinliği: Ortaokul Öğretmenlerinin Görüşlerinin İncelenmesi. Gazi Üniversitesi Gazi Eğitim Fakültesi Dergisi, 40(3), 827-852. https://doi.org/10.17152/gefad.761655
AMA Ekinci S, Oktay Ö, Şen Aİ. Mobil Planetaryum Etkinliği: Ortaokul Öğretmenlerinin Görüşlerinin İncelenmesi. GEFAD. Kasım 2020;40(3):827-852. doi:10.17152/gefad.761655
Chicago Ekinci, Serkan, Özlem Oktay, ve Ahmet İlhan Şen. “Mobil Planetaryum Etkinliği: Ortaokul Öğretmenlerinin Görüşlerinin İncelenmesi”. Gazi Üniversitesi Gazi Eğitim Fakültesi Dergisi 40, sy. 3 (Kasım 2020): 827-52. https://doi.org/10.17152/gefad.761655.
EndNote Ekinci S, Oktay Ö, Şen Aİ (01 Kasım 2020) Mobil Planetaryum Etkinliği: Ortaokul Öğretmenlerinin Görüşlerinin İncelenmesi. Gazi Üniversitesi Gazi Eğitim Fakültesi Dergisi 40 3 827–852.
IEEE S. Ekinci, Ö. Oktay, ve A. İ. Şen, “Mobil Planetaryum Etkinliği: Ortaokul Öğretmenlerinin Görüşlerinin İncelenmesi”, GEFAD, c. 40, sy. 3, ss. 827–852, 2020, doi: 10.17152/gefad.761655.
ISNAD Ekinci, Serkan vd. “Mobil Planetaryum Etkinliği: Ortaokul Öğretmenlerinin Görüşlerinin İncelenmesi”. Gazi Üniversitesi Gazi Eğitim Fakültesi Dergisi 40/3 (Kasım 2020), 827-852. https://doi.org/10.17152/gefad.761655.
JAMA Ekinci S, Oktay Ö, Şen Aİ. Mobil Planetaryum Etkinliği: Ortaokul Öğretmenlerinin Görüşlerinin İncelenmesi. GEFAD. 2020;40:827–852.
MLA Ekinci, Serkan vd. “Mobil Planetaryum Etkinliği: Ortaokul Öğretmenlerinin Görüşlerinin İncelenmesi”. Gazi Üniversitesi Gazi Eğitim Fakültesi Dergisi, c. 40, sy. 3, 2020, ss. 827-52, doi:10.17152/gefad.761655.
Vancouver Ekinci S, Oktay Ö, Şen Aİ. Mobil Planetaryum Etkinliği: Ortaokul Öğretmenlerinin Görüşlerinin İncelenmesi. GEFAD. 2020;40(3):827-52.

Cited By

FEN EĞİTİMİNDE OKUL DIŞI ÖĞRENME ORTAMLARINA YÖNELİK ETKİNLİK PLANI OLUŞTURMA SÜRECİ VE ÖRNEK ETKİNLİKLER
Anadolu Öğretmen Dergisi
https://doi.org/10.35346/aod.1325117
Okul Dışı Öğrenme Ortamlarının Öğrencilerin Bilimin Doğası Anlayışlarına Etkisi ve Bu Ortamlar Hakkındaki Görüşleri
Uludağ Üniversitesi Eğitim Fakültesi Dergisi
https://doi.org/10.19171/uefad.1343908