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Öğretmen Adaylarının Gözlem ve Çıkarım Becerilerinin İyileştirilmesi

Yıl 2018, Cilt: 19 Sayı: 3, 362 - 373, 30.12.2018
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.

Kaynakça

  • Abd-El-Khalick, F., Bell, R.L., & Lederman, N.G. (1998). The nature of science and instructional practice: Making the unnatural natural. Science Education, 82, 417–437.
  • Abd-El-Khalick, F., Waters, M., & Le, A.-P. (2008). Representations of nature of science in high school chemistry textbooks over the past four decades. Journal of Research in Science Teaching, 45(7), 835–855.
  • Akerson, V. L., Abd-El-Khalick, F., & Lederman, N. G. (2000). Influence of a reflective explicit activity-based approach on elementary teachers’ conceptions of nature of science. Journal of Research in Science Teaching, 37(4), 295-317.
  • American Association for the Advancement of Science. (1990). Science for all Americans. New York: Oxford University Press.
  • American Association for the Advancement of Science. (1993). Benchmarks for science literacy: A Project 2061 report. New York: Oxford University Press.
  • Bandura, A. (1977). Self-efficacy: Toward a unifying theory of behavioral change. Psychological Review, 84(2), 191.
  • Burns, J. C., Okey, J. R., & Wise, K. C. (1985). Development of an integrated process skill test: TIPS II. Journal of Research in Science Teaching, 22(2), 169–177.
  • Chalmers, A. F. (1999). What is this thing called Science? Australia: University of Queensland Press.
  • Chan, M. T. (2002). The teaching of science process skills: Primary teachers’ self-perception. Asia-Pacific Journal of Teacher Education & Development, 5, 91-111.
  • Chiappetta, E., Koballa, T., & Collette, A. (1998). Science instruction in the middle and secondary schools (4th ed.) Upper Saddle River, NJ: Merrill.
  • Clough, M. P. (2006). Learners’ responses to the demands of conceptual change: Considerations for effective nature of science instruction. Science & Education, 15(5), 463-494.
  • Feyerabend, P. (1993). Against method. New York: Verso.
  • Harlen, W. (2000). Teaching, learning and assessing science 5-12 (3rd edition). California: SAGE Publications.
  • Karamustafaoğlu, S. (2011). Improving the science process skills ability of science student teachers using I diagrams. Eurasian Journal of Physics and Chemistry, 3(1), 26-38.
  • Karslı, F., Yaman, F., & Ayaş, A. (2010). Prospective chemistry teachers’ competency of evaluation of chemical experiments in terms of science process skills. Procedia Social and Behavioral Sciences, 2, 778-781.
  • Leager, C. R. (2008). Observation versus inference. Science and Children, 45(6), 48–50.
  • Lederman, N. G. (2007). Nature of science: Past, present, and future. In S.K. Abell & N.G. Lederman (Eds.), Handbook of Research on Science Education (pp. 831–879). Mahwah, NJ: Erlbaum.
  • Lederman, N.G., Abd-El-Khalick, F., Bell, R. L., & Schwatrz, R. S. (2002). Views of nature of science questionnaire: Toward valid and meaningful assessment of learners’ conceptions of nature of science. Journal of Research in Science Teaching, 39(6), 497–521.
  • Lederman, N. G., Schwartz, R. S., Abd-El-Khalick, F., &, Bell, R. L. (2001). Preservice teachers’ understanding and teaching of the nature of science: An intervention study. The Canadian Journal of Science, Mathematics, and Technology Education, 1(2), 135-160.
  • Lederman, N. G., & Zeidler, D. (1986). Science teachers’ conceptions of the nature of science: Do they really influence teaching behavior? Paper presented at the annual meeting of National Association for Research in Science Teaching, San Francisco, CA.
  • Miles, E. (2008). In-service elementary teachers’ familiarity, interest, conceptual knowledge, and performance on science process skills. Unpublished master thesis. Southern Illinois University Carbondale.
  • Morrell, P. D., & Popejoy, K. (2014). Nature of science. In P. D. Morrell & K. Popejoy (Eds.) A few of our favorite things: Teaching ideas for K-12 science methods instructors (pp. 31-62). The Netherlands: Sense Publishers.
  • National Academy of Sciences (1998). Teaching about evolution and the nature of science. Washington, DC: National Academy Press.
  • National Research Council. (1996). National science education standards. Washington, DC: National Academic Press.
  • Project Archaeology. (n.d.). Retrieved from http://www.nh.gov/nhdhr/programs/documents/boyinthewater.pdf
  • Shaw, T. J. (1983). The effect of process-oriented science curriculum upon problem-solving ability. Science Education 67, 615-623.
  • Studylib. (n.d.). Retrieved from http://studylib.net/doc/6818341/scientific-method-worksheet.
  • Suppe, F. (1977). The structure of scientific theories (2nd ed.) Chicago: University of Illinois Press.
  • Trembath, R. J. (1972) The structure of science. The Australian Science Teachers Journal, 18, 59-63.
  • Watson, D. (2006). Character evidence: An abductive theory. Netherlands: Springer.

Enhancing Preservice Teachers’ Observation and Inference Skills

Yıl 2018, Cilt: 19 Sayı: 3, 362 - 373, 30.12.2018
https://doi.org/10.17679/inuefd.335762

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.

Kaynakça

  • Abd-El-Khalick, F., Bell, R.L., & Lederman, N.G. (1998). The nature of science and instructional practice: Making the unnatural natural. Science Education, 82, 417–437.
  • Abd-El-Khalick, F., Waters, M., & Le, A.-P. (2008). Representations of nature of science in high school chemistry textbooks over the past four decades. Journal of Research in Science Teaching, 45(7), 835–855.
  • Akerson, V. L., Abd-El-Khalick, F., & Lederman, N. G. (2000). Influence of a reflective explicit activity-based approach on elementary teachers’ conceptions of nature of science. Journal of Research in Science Teaching, 37(4), 295-317.
  • American Association for the Advancement of Science. (1990). Science for all Americans. New York: Oxford University Press.
  • American Association for the Advancement of Science. (1993). Benchmarks for science literacy: A Project 2061 report. New York: Oxford University Press.
  • Bandura, A. (1977). Self-efficacy: Toward a unifying theory of behavioral change. Psychological Review, 84(2), 191.
  • Burns, J. C., Okey, J. R., & Wise, K. C. (1985). Development of an integrated process skill test: TIPS II. Journal of Research in Science Teaching, 22(2), 169–177.
  • Chalmers, A. F. (1999). What is this thing called Science? Australia: University of Queensland Press.
  • Chan, M. T. (2002). The teaching of science process skills: Primary teachers’ self-perception. Asia-Pacific Journal of Teacher Education & Development, 5, 91-111.
  • Chiappetta, E., Koballa, T., & Collette, A. (1998). Science instruction in the middle and secondary schools (4th ed.) Upper Saddle River, NJ: Merrill.
  • Clough, M. P. (2006). Learners’ responses to the demands of conceptual change: Considerations for effective nature of science instruction. Science & Education, 15(5), 463-494.
  • Feyerabend, P. (1993). Against method. New York: Verso.
  • Harlen, W. (2000). Teaching, learning and assessing science 5-12 (3rd edition). California: SAGE Publications.
  • Karamustafaoğlu, S. (2011). Improving the science process skills ability of science student teachers using I diagrams. Eurasian Journal of Physics and Chemistry, 3(1), 26-38.
  • Karslı, F., Yaman, F., & Ayaş, A. (2010). Prospective chemistry teachers’ competency of evaluation of chemical experiments in terms of science process skills. Procedia Social and Behavioral Sciences, 2, 778-781.
  • Leager, C. R. (2008). Observation versus inference. Science and Children, 45(6), 48–50.
  • Lederman, N. G. (2007). Nature of science: Past, present, and future. In S.K. Abell & N.G. Lederman (Eds.), Handbook of Research on Science Education (pp. 831–879). Mahwah, NJ: Erlbaum.
  • Lederman, N.G., Abd-El-Khalick, F., Bell, R. L., & Schwatrz, R. S. (2002). Views of nature of science questionnaire: Toward valid and meaningful assessment of learners’ conceptions of nature of science. Journal of Research in Science Teaching, 39(6), 497–521.
  • Lederman, N. G., Schwartz, R. S., Abd-El-Khalick, F., &, Bell, R. L. (2001). Preservice teachers’ understanding and teaching of the nature of science: An intervention study. The Canadian Journal of Science, Mathematics, and Technology Education, 1(2), 135-160.
  • Lederman, N. G., & Zeidler, D. (1986). Science teachers’ conceptions of the nature of science: Do they really influence teaching behavior? Paper presented at the annual meeting of National Association for Research in Science Teaching, San Francisco, CA.
  • Miles, E. (2008). In-service elementary teachers’ familiarity, interest, conceptual knowledge, and performance on science process skills. Unpublished master thesis. Southern Illinois University Carbondale.
  • Morrell, P. D., & Popejoy, K. (2014). Nature of science. In P. D. Morrell & K. Popejoy (Eds.) A few of our favorite things: Teaching ideas for K-12 science methods instructors (pp. 31-62). The Netherlands: Sense Publishers.
  • National Academy of Sciences (1998). Teaching about evolution and the nature of science. Washington, DC: National Academy Press.
  • National Research Council. (1996). National science education standards. Washington, DC: National Academic Press.
  • Project Archaeology. (n.d.). Retrieved from http://www.nh.gov/nhdhr/programs/documents/boyinthewater.pdf
  • Shaw, T. J. (1983). The effect of process-oriented science curriculum upon problem-solving ability. Science Education 67, 615-623.
  • Studylib. (n.d.). Retrieved from http://studylib.net/doc/6818341/scientific-method-worksheet.
  • Suppe, F. (1977). The structure of scientific theories (2nd ed.) Chicago: University of Illinois Press.
  • Trembath, R. J. (1972) The structure of science. The Australian Science Teachers Journal, 18, 59-63.
  • Watson, D. (2006). Character evidence: An abductive theory. Netherlands: Springer.
Toplam 30 adet kaynakça vardır.

Ayrıntılar

Birincil Dil Türkçe
Bölüm Makaleler
Yazarlar

Nurcan Cansız

Mustafa Cansız

Yayımlanma Tarihi 30 Aralık 2018
Yayımlandığı Sayı Yıl 2018 Cilt: 19 Sayı: 3

Kaynak Göster

APA Cansız, N., & Cansız, M. (2018). Öğretmen Adaylarının Gözlem ve Çıkarım Becerilerinin İyileştirilmesi. İnönü Üniversitesi Eğitim Fakültesi Dergisi, 19(3), 362-373. https://doi.org/10.17679/inuefd.335762
AMA Cansız N, Cansız M. Öğretmen Adaylarının Gözlem ve Çıkarım Becerilerinin İyileştirilmesi. INUEFD. Aralık 2018;19(3):362-373. doi:10.17679/inuefd.335762
Chicago Cansız, Nurcan, ve Mustafa Cansız. “Öğretmen Adaylarının Gözlem Ve Çıkarım Becerilerinin İyileştirilmesi”. İnönü Üniversitesi Eğitim Fakültesi Dergisi 19, sy. 3 (Aralık 2018): 362-73. https://doi.org/10.17679/inuefd.335762.
EndNote Cansız N, Cansız M (01 Aralık 2018) Öğretmen Adaylarının Gözlem ve Çıkarım Becerilerinin İyileştirilmesi. İnönü Üniversitesi Eğitim Fakültesi Dergisi 19 3 362–373.
IEEE N. Cansız ve M. Cansız, “Öğretmen Adaylarının Gözlem ve Çıkarım Becerilerinin İyileştirilmesi”, INUEFD, c. 19, sy. 3, ss. 362–373, 2018, doi: 10.17679/inuefd.335762.
ISNAD Cansız, Nurcan - Cansız, Mustafa. “Öğretmen Adaylarının Gözlem Ve Çıkarım Becerilerinin İyileştirilmesi”. İnönü Üniversitesi Eğitim Fakültesi Dergisi 19/3 (Aralık 2018), 362-373. https://doi.org/10.17679/inuefd.335762.
JAMA Cansız N, Cansız M. Öğretmen Adaylarının Gözlem ve Çıkarım Becerilerinin İyileştirilmesi. INUEFD. 2018;19:362–373.
MLA Cansız, Nurcan ve Mustafa Cansız. “Öğretmen Adaylarının Gözlem Ve Çıkarım Becerilerinin İyileştirilmesi”. İnönü Üniversitesi Eğitim Fakültesi Dergisi, c. 19, sy. 3, 2018, ss. 362-73, doi:10.17679/inuefd.335762.
Vancouver Cansız N, Cansız M. Öğretmen Adaylarının Gözlem ve Çıkarım Becerilerinin İyileştirilmesi. INUEFD. 2018;19(3):362-73.

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