Öğretmen Adaylarının Gözlem ve Çıkarım Becerilerinin İyileştirilmesi

Yıl 2018, , 362 - 373, 30.12.2018

Nurcan Cansız , Mustafa Cansız

https://doi.org/10.17679/inuefd.335762

Öz

Bu
çalışmada, sınıf içi uygulama sonrası sınıf öğretmeni adaylarının gözlem ve
çıkarım yapma becerilerindeki değişimin nasıl olduğu araştırılmıştır. Ayrıca,
sınıf içi uygulamanın katılımcıların gözlem ile çıkarımı birbirinden ayırt
edebilme yetenekleri üzerindeki etkisi de test edilmiştir. Araştırmaya üçüncü
sınıfta öğrenim gören 27 öğretmen adayı katılmış olup katılımcıların uygulama
öncesi ve sonrası gözlem ve çıkarım becerileri analiz edilmiştir. Sınıf
öğretmeni adaylarına Fen Öğretimi dersi kapsamında bilimsel süreç becerileri
konusunda sınıf içi uygulama yaptırılmıştır. Uygulama öncesinde öğretmen
adaylarının gözlem yapma konusunda eksikliklerinin olduğu ve gözlem ile
çıkarımı birbirlerine karıştırdıkları tespit edilmiştir. Öğretmen adaylarının
sınıf içi uygulama kapsamında katıldıkları bilimsel tartışma ve etkinliklerden
olumlu kazanımlar elde ettikleri ortaya konmuştur. Ayrıca, çıkarım yapma
becerileri ile karşılaştırıldığında, katılımcıların gözlem yapma becerilerinde
daha yüksek düzeyde bir kazanım elde ettikleri bulunmuştur. Bulgulardan yola
çıkarak öğretmen yetiştirme programlarına ve ileride yapılacak olan çalışmalara
önerilerde bulunulmuştur.

Anahtar Kelimeler

gözlem, çıkarım, bilimsel süreç becerileri, bilimin doğası, fen eğitimi

Enhancing Preservice Teachers’ Observation and Inference Skills

Öz

In this study, we aimed to
investigate the change in third-grade preservice elementary teachers’
observation and inference skills. We also aimed to develop their ability to
distinguish observation from inference. A total of 27 preservice elementary
teachers participated in the study. Participants’ preinstruction and
postinstruction observation and inference skills were explored through written
statements about three different drawings. An instruction on science process
skills within Science Teaching course was provided to the preservice
elementary teachers. Analysis of their pre and postinstruction observation and
inference statements showed that, at the beginning, preservice elementary
teachers were not adequate in observation and mostly confused observation with
inference. After participating in classroom discussions and activities, they
improved in making observation and inference. They showed better enhancement
in making observation than drawing inference. Implications were suggested in
terms of elementary teacher education programs and further research.

Anahtar Kelimeler

observation, inference, science process skills, nature of science, science education

Kaynakça

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