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MİKRO ÖĞRETİMİN FEN BİLGİSİ ÖĞRETMEN ADAYLARININ PEDAGOJİK ALAN BİLGİLERİ ÜZERİNDEKİ ETKİSİ

Yıl 2017, Cilt: 18 Sayı: 3, 740 - 771, 01.08.2017

Tezcan Kartal Havva Yamak Nusret Kavak

Öz

Bu çalışmada öğretmen adaylarının ısı ve sıcaklık konusuna ilişkin PAB’ları Park 2005 tarafından geliştirilen “Hexagon Modeli” çerçevesinde incelenmiştir. Bu çerçevede fen bilgisi öğretmen adaylarının ısı ve sıcaklık konusunun öğretiminde 1 öğretim program bilgilerine, 2 öğrenciyi anlama bilgilerine, 3 ölçme ve değerlendirme bilgilerine, 4 öğretim yöntem ve teknik bilgilerine, 5 fen öğretimi oryantasyonuna ve 6 öğretmen öz-yeterlik inançlarının gelişimlerine mikro öğretim uygulama etkilerinin incelenmesi amaçlanmıştır. Araştırmada nitel araştırma yöntemlerinden bütüncül çoklu durum deseni kullanılmıştır. Çalışma grubunun oluşturulmasında, mikro öğretim uygulamalarının yapılması planlanan iki farklı üniversitede iki farklı grup içerisinde yer alan öğretmen adaylarının ısı ve sıcaklık konusunda sahip oldukları alan bilgileri önemli bir kriter olarak belirlenmiştir. Alan bilgisi yüksek n=6 , düşük n=6 ve orta n=4 düzeyde olan 16 öğretmen adayı çalışma grubunu oluşturmuştur. Öğretmen adaylarının PAB gelişimlerine ilişkin veriler yarı yapılandırılmış mülakatlar ile elde edilmiştir. Veriler betimsel ve içerik analizi yöntemleri birlikte kullanılarak analiz edilmiştir. Araştırma sonuçlarına göre, öğretmen adaylarının mesleki gelişimleri pek çok faktörden etkilenmekle birlikte fen öğretimi oryantasyonları kişiye özgü farklılıklar göstermektedir. Öğretmen adayları mikro öğretim ile birlikte genel olarak konuya özgü ölçme ve değerlendirme tekniklerini kullanarak deneyim kazandıklarını, öğrenci öğrenmeleri hakkında bilgi sahibi olduklarını ve mesleğe ilişkin özgüvenlerini geliştirdiklerini düşünmektedirler.

Anahtar Kelimeler

Mikro öğretim Pedagojik alan bilgisi Fen bilgisi öğretmen adayı

Kaynakça

  • Abell, S. K. (2007). Research on teacher knowledge. In S. K. Abell and N. G. Lederman (Eds.), Handbook of research on science education (pp. 1105-1150). Mahwah, NJ: Lawrence Erlbaum Associates, Publishers.
  • Allen, D. W. (1980). Microteaching: A personal review. British Journal of Teacher Education, 6(2), 147- 151.
  • Ashton, P., and Webb, R. (1986). Making a difference: Teachers’ sense of efficacy and student achievement. New York: Longman.
  • Ball, D. L. (1988). Knowledge and reasoning in mathematical pedagogy: examining what prospective teachers bring to teacher education. Unpublished Doctoral Dissertation, Michigan State University, East Lansing.
  • Bassey, M. (1999). Case study research in education settings. Buckingham and philadelphia: Open University Press.
  • Borko, H., and Putman, R. T. (1995). Expanding a Teacher’s Knowledge Base: A Cognitive Psychological Perspective on Professional Development. In T.R. Guskey and M. Huberman (Eds.). Professional Development in Education: New Paradigm and Practices. New York, N.Y., Teachers College Press.
  • Büyüköztürk, Ş., Kılıç-Çakmak, E., Akgün, Ö. E., Karadeniz, Ş., ve Demirel, F. (2011). Bilimsel araştırma yöntemleri. Pegem-A Yayınları. Ankara.
  • Clermont, C. P., Borko, H., and Krajcik, J. S. (1994). Comparative study of the pedagogical content knowledge of experienced and novice chemical demonstrators. Journal of Research in Science Teaching, 31(4), 419–441.
  • Cohen, R., and Yarden, A. (2009). Experienced Junior-High-School Teachers’ PCK in Light of a Curriculum Change: The Cell is to be Studied Longitudinally. Research in Science Education, 39, 131-155.
  • Creswell, J. W. (2005). Educational research: Planning, conducting, and evaluating quantitative and qualitative research (2nd Edition). Upper Saddle River, NJ: Pearson/Merrill Prentice Hall.
  • Creswell, J. W., and Clark,V. L. (2007). Designing and conducting mixed method research. Thousand Oaks: Sage Publications.
  • De Mesquita, P. B., and Drake, J. C. (1994). Educational reform and self-efficacy beliefs of teachers implemting nongraded primary school reform programs. Teaching and Teacher Education, 10(3), 291-302.
  • Dembo, M. H., and Gibson, S. (1985). Teachers’ sense of efficacy: An important factor in school improvement. The Elementary School Journal, 86(2), 173-184.
  • Doran, R. L., Lawrenz, F., and Helgeson, S. (1994). Research on assessment in science. In D. L. Gabel (Ed.), Handbook of Research on Science Teaching and Learning (pp. 388-442). New York, NY: MacMillan.
  • Eryılmaz, A. (2010). Development and application of three-tier heat and temperature test: Sample of bachelor and graduate students. Egitim Arastirmalari – Eurasian Journal of Educational Research, 40, 17-31.
  • Even, R. (1993). Subject-matter knowledge and pedagogical content knowledge: Prospective secondary teachers and the function concept. Journal for Research in Mathematics Education, 24, 94-116.
  • Finson, K. D., and Beaver, J. B. (2001). Applicability of the DAST-C to the images of scientists drawn by students of different racial groups. Paper presented at the Annual Regional Meeting of the North Central Region Association for the Education of Teachers of Science. Madison, WI.
  • Friedrichsen, P. M., and Dana, T. M. (2005). Substantive-level theory of highly regarded secondary biology teachers' science teaching orientations. Journal of Research in Science Teaching, 42, 218- 244.
  • Geddis, A. N., Onslow, B., Beynon, C., and Oesch, J. (1993). Transforming content knowledge: Learning to teach about isotopes. Science Education, 77(6), 575-591.
  • Gee, C. J., Boberg, W. S., and Gabel, D. L. (1996). Preservice elementary teachers: Their science content knowledge, pedagogical knowledge, and pedagogical content knowledge. Paper presented at the annual meeting of the National Association for Research in Science Teaching. St. Louis, MO.
  • Gibson, S., and Dembo, M. (1984). Teacher efficacy: A construct validation. Journal of Educational Psychology, 76, 569–582.
  • Grossman, P. L. (1990). The making of a teacher: Teacher knowledge and teacher education. New York: Teachers College Press.
  • Haney, J., Czerniak, C. M., and Lumpe, A. T. (1996). Teacher beliefs and intentions regarding the implementation of science education reform strands. Journal of Research in Science Teaching, 33(9), 971-993.
  • Kalaycı, S. (2010). SPSS uygulamalı çok değiskenli istatistik teknikleri. Ankara: Asil Yayın Dağıtım.
  • Kartal, T., Öztürk, N., and Ekici, G. (2012). Developing pedagogical content knowledge in preservice science teachers through microteaching lesson study. Procedia-Social and Behavioral Sciences. 46, 2753-2758.
  • Lotter, C., Harwood, W. S., and Bonner, J. J. (2007). The influence of core teaching conceptions on teachers' use of inquiry teaching practices. Journal of Research in Science Teaching, 44(9), 1318- 1347.
  • Magnusson, S., Krajcik, J., and Borko, H. (1999). Nature, sources, and development of pedagogical content knowledge for science teaching. In J. Gess-Newsome and N. G. Lederman (Eds.), Examining pedagogical content knowledge: The construct and its implications for science education (pp. 95-132). Boston: Kluwer Academic Publishers.
  • Miles, M., and Huberman, A. (1994). An expanded sourcebook: Qualitative data analysis. Thousand Oaks: Sage Publications. Thousand Oaks, CA: Sage.
  • Morrison, J. A., and Lederman, N. G. (2003). Science teachers' diagnosis and understanding of students' preconceptions. Science Education, 87(6), 849-867.
  • Nilsson, P. (2008). Teaching for understanding: The complex nature of pedagogical content knowledge in pre-service education. International Journal of Science Education, 30(10), 1281–1299.
  • Novak, J. D. (1993). How do we learn our lessons? The Science Teacher, 60(3), 50-55.
  • Özdamar, K. (2004). Paket programlar ile istatistiksel veri analizi. Eskişehir: Kaan Kitabevi.
  • Park, S. (2005). A study of pck of science teachers for gifted secondary students going through the national board certification process. A Dissertation Submitted to the Graduate Faculty of The University of Georgia in Partial Fulfillment of the Requirements for the Degree.
  • Park, S., and Oliver, J. S. (2008a). National Board Certification (NBC) as a catalyst for teachers’ learning about teaching: The effects of the NBC process on candidate teachers’ PCK development. Journal of Research in Science Teaching, 45, 812-834.
  • Park, S., and Oliver, J. S. (2008b). Revisiting the conceptualisation of pedagogical content knowledge (PCK): PCK as a conceptual tool to understand teachers as professionals. Research in Science Education, 38, 261-284.
  • Raudenbush, S. W., Rowan, B., and Cheong, Y. F. (1992). Contextual effects on the self-perceived efficacy of high school teachers. Sociology of Education, 65, 150-167.
  • Richardson, V. (1996). The role of attitudes and beliefs in learning to teach. In J. Sikula (Ed.), Handbook of research on teacher education (pp. 102-119). New York: Macmillan.
  • Riggs, I., and Enochs, L. (1990). Toward the development of an efficacy belief instrument for elementary teachers. Science Education, 74(6), 625-637.
  • Shulman, L. S. (1986). Those whose understant: Knowledge growth in teaching. Educational Researcher, 15(2), 4-14.
  • Shulman, L. S. (1987). Knowledge and teaching: Foundations of the new reform. Harward Educational Review, 57(1), 1-22.
  • Smith, D. C., and Neale, D. C. (1991). The construction of subject-matter knowledge in primary science teaching. In J. Brophy (Ed.), Advances in research on teaching. Vol: 2. Teachers’ knowledge of subject matter as it relates to their teaching practice (pp. 187-243). Greenwich, CT: JAI Press.
  • Staley, K. N. (2004). Tracing the development of understanding rate of change: A case study of changes in a pre-service teacher’s pedagogical content knowledge. Unpublished Doctoral Dissertation, North Carolina State University.
  • Tamir, P. (1988). Subject matter and related pedagogical knowledge in teacher education. Teaching and Teacher Education, 4, 99-110.
  • Tamir, P. (1991). Professional and personal knowledge of teachers and teacher educators. Teaching and Teacher Education, 7(3), 263-268.
  • Tosun, T. (2000). The beliefs of pre-service elementary teachers toward science and science teaching. School Science and Mathematics, 100 (7), 374-379.
  • Tournaki, N., and Podell, D. M. (2005). The impact of student characteristics and teacher efficacy on teachers’ predictions of student success. Teaching and Teacher Education, 21, 299-314.
  • Van Driel, J. H., Verloop, N., and De Vos, W. (1998). Developing science teachers' pedagogical content knowledge. Journal of Research in Science Teaching, 35(6), 673-695.
  • Veal, W. R., Tippins, D. J., and Bell, J. (1999). The evolution of pedagogical content knowledge in prospective secondary physics teachers (No. ED443719). Indiana, IN, USA: Indiana University.
  • Weiss, I. R. (1987). Report of the 1985-86 national survey of science and mathematics education. Research Triangle Park, NC: Center for Educational Research and Evaluation, Research Triangle Institute.
  • Woolfolk, A. E., Rosoff, B., and Hoy, W. K. (1990). Teachers’ sense of efficacy and their beliefs about managing students. Teaching and Teacher Education, 6, 137-148.
  • Yıldırım, A., ve Şimsek, H. (2008). Sosyal bilimlerde nitel araştırma yöntemleri. Seçkin Kitapevi. Ankara.
  • Yin, R. K. (2003). Case study research: Design and method (3rd Edition). Thousand Oaks, London: Sage.
  • Yip, D. Y., Chung, C. M., and Mak, S. Y. (1998). The subject matter knowledge in physics related topics of Hong Kong junior secondary science teachers. Journal of Science Education and Technology, 7(4), 319–328.

MİKRO ÖĞRETİMİN FEN BİLGİSİ ÖĞRETMEN ADAYLARININ PEDAGOJİK ALAN BİLGİLERİ ÜZERİNDEKİ ETKİSİ

Yıl 2017, Cilt: 18 Sayı: 3, 740 - 771, 01.08.2017

Tezcan Kartal Havva Yamak Nusret Kavak

Öz

Kaynakça

  • Abell, S. K. (2007). Research on teacher knowledge. In S. K. Abell and N. G. Lederman (Eds.), Handbook of research on science education (pp. 1105-1150). Mahwah, NJ: Lawrence Erlbaum Associates, Publishers.
  • Allen, D. W. (1980). Microteaching: A personal review. British Journal of Teacher Education, 6(2), 147- 151.
  • Ashton, P., and Webb, R. (1986). Making a difference: Teachers’ sense of efficacy and student achievement. New York: Longman.
  • Ball, D. L. (1988). Knowledge and reasoning in mathematical pedagogy: examining what prospective teachers bring to teacher education. Unpublished Doctoral Dissertation, Michigan State University, East Lansing.
  • Bassey, M. (1999). Case study research in education settings. Buckingham and philadelphia: Open University Press.
  • Borko, H., and Putman, R. T. (1995). Expanding a Teacher’s Knowledge Base: A Cognitive Psychological Perspective on Professional Development. In T.R. Guskey and M. Huberman (Eds.). Professional Development in Education: New Paradigm and Practices. New York, N.Y., Teachers College Press.
  • Büyüköztürk, Ş., Kılıç-Çakmak, E., Akgün, Ö. E., Karadeniz, Ş., ve Demirel, F. (2011). Bilimsel araştırma yöntemleri. Pegem-A Yayınları. Ankara.
  • Clermont, C. P., Borko, H., and Krajcik, J. S. (1994). Comparative study of the pedagogical content knowledge of experienced and novice chemical demonstrators. Journal of Research in Science Teaching, 31(4), 419–441.
  • Cohen, R., and Yarden, A. (2009). Experienced Junior-High-School Teachers’ PCK in Light of a Curriculum Change: The Cell is to be Studied Longitudinally. Research in Science Education, 39, 131-155.
  • Creswell, J. W. (2005). Educational research: Planning, conducting, and evaluating quantitative and qualitative research (2nd Edition). Upper Saddle River, NJ: Pearson/Merrill Prentice Hall.
  • Creswell, J. W., and Clark,V. L. (2007). Designing and conducting mixed method research. Thousand Oaks: Sage Publications.
  • De Mesquita, P. B., and Drake, J. C. (1994). Educational reform and self-efficacy beliefs of teachers implemting nongraded primary school reform programs. Teaching and Teacher Education, 10(3), 291-302.
  • Dembo, M. H., and Gibson, S. (1985). Teachers’ sense of efficacy: An important factor in school improvement. The Elementary School Journal, 86(2), 173-184.
  • Doran, R. L., Lawrenz, F., and Helgeson, S. (1994). Research on assessment in science. In D. L. Gabel (Ed.), Handbook of Research on Science Teaching and Learning (pp. 388-442). New York, NY: MacMillan.
  • Eryılmaz, A. (2010). Development and application of three-tier heat and temperature test: Sample of bachelor and graduate students. Egitim Arastirmalari – Eurasian Journal of Educational Research, 40, 17-31.
  • Even, R. (1993). Subject-matter knowledge and pedagogical content knowledge: Prospective secondary teachers and the function concept. Journal for Research in Mathematics Education, 24, 94-116.
  • Finson, K. D., and Beaver, J. B. (2001). Applicability of the DAST-C to the images of scientists drawn by students of different racial groups. Paper presented at the Annual Regional Meeting of the North Central Region Association for the Education of Teachers of Science. Madison, WI.
  • Friedrichsen, P. M., and Dana, T. M. (2005). Substantive-level theory of highly regarded secondary biology teachers' science teaching orientations. Journal of Research in Science Teaching, 42, 218- 244.
  • Geddis, A. N., Onslow, B., Beynon, C., and Oesch, J. (1993). Transforming content knowledge: Learning to teach about isotopes. Science Education, 77(6), 575-591.
  • Gee, C. J., Boberg, W. S., and Gabel, D. L. (1996). Preservice elementary teachers: Their science content knowledge, pedagogical knowledge, and pedagogical content knowledge. Paper presented at the annual meeting of the National Association for Research in Science Teaching. St. Louis, MO.
  • Gibson, S., and Dembo, M. (1984). Teacher efficacy: A construct validation. Journal of Educational Psychology, 76, 569–582.
  • Grossman, P. L. (1990). The making of a teacher: Teacher knowledge and teacher education. New York: Teachers College Press.
  • Haney, J., Czerniak, C. M., and Lumpe, A. T. (1996). Teacher beliefs and intentions regarding the implementation of science education reform strands. Journal of Research in Science Teaching, 33(9), 971-993.
  • Kalaycı, S. (2010). SPSS uygulamalı çok değiskenli istatistik teknikleri. Ankara: Asil Yayın Dağıtım.
  • Kartal, T., Öztürk, N., and Ekici, G. (2012). Developing pedagogical content knowledge in preservice science teachers through microteaching lesson study. Procedia-Social and Behavioral Sciences. 46, 2753-2758.
  • Lotter, C., Harwood, W. S., and Bonner, J. J. (2007). The influence of core teaching conceptions on teachers' use of inquiry teaching practices. Journal of Research in Science Teaching, 44(9), 1318- 1347.
  • Magnusson, S., Krajcik, J., and Borko, H. (1999). Nature, sources, and development of pedagogical content knowledge for science teaching. In J. Gess-Newsome and N. G. Lederman (Eds.), Examining pedagogical content knowledge: The construct and its implications for science education (pp. 95-132). Boston: Kluwer Academic Publishers.
  • Miles, M., and Huberman, A. (1994). An expanded sourcebook: Qualitative data analysis. Thousand Oaks: Sage Publications. Thousand Oaks, CA: Sage.
  • Morrison, J. A., and Lederman, N. G. (2003). Science teachers' diagnosis and understanding of students' preconceptions. Science Education, 87(6), 849-867.
  • Nilsson, P. (2008). Teaching for understanding: The complex nature of pedagogical content knowledge in pre-service education. International Journal of Science Education, 30(10), 1281–1299.
  • Novak, J. D. (1993). How do we learn our lessons? The Science Teacher, 60(3), 50-55.
  • Özdamar, K. (2004). Paket programlar ile istatistiksel veri analizi. Eskişehir: Kaan Kitabevi.
  • Park, S. (2005). A study of pck of science teachers for gifted secondary students going through the national board certification process. A Dissertation Submitted to the Graduate Faculty of The University of Georgia in Partial Fulfillment of the Requirements for the Degree.
  • Park, S., and Oliver, J. S. (2008a). National Board Certification (NBC) as a catalyst for teachers’ learning about teaching: The effects of the NBC process on candidate teachers’ PCK development. Journal of Research in Science Teaching, 45, 812-834.
  • Park, S., and Oliver, J. S. (2008b). Revisiting the conceptualisation of pedagogical content knowledge (PCK): PCK as a conceptual tool to understand teachers as professionals. Research in Science Education, 38, 261-284.
  • Raudenbush, S. W., Rowan, B., and Cheong, Y. F. (1992). Contextual effects on the self-perceived efficacy of high school teachers. Sociology of Education, 65, 150-167.
  • Richardson, V. (1996). The role of attitudes and beliefs in learning to teach. In J. Sikula (Ed.), Handbook of research on teacher education (pp. 102-119). New York: Macmillan.
  • Riggs, I., and Enochs, L. (1990). Toward the development of an efficacy belief instrument for elementary teachers. Science Education, 74(6), 625-637.
  • Shulman, L. S. (1986). Those whose understant: Knowledge growth in teaching. Educational Researcher, 15(2), 4-14.
  • Shulman, L. S. (1987). Knowledge and teaching: Foundations of the new reform. Harward Educational Review, 57(1), 1-22.
  • Smith, D. C., and Neale, D. C. (1991). The construction of subject-matter knowledge in primary science teaching. In J. Brophy (Ed.), Advances in research on teaching. Vol: 2. Teachers’ knowledge of subject matter as it relates to their teaching practice (pp. 187-243). Greenwich, CT: JAI Press.
  • Staley, K. N. (2004). Tracing the development of understanding rate of change: A case study of changes in a pre-service teacher’s pedagogical content knowledge. Unpublished Doctoral Dissertation, North Carolina State University.
  • Tamir, P. (1988). Subject matter and related pedagogical knowledge in teacher education. Teaching and Teacher Education, 4, 99-110.
  • Tamir, P. (1991). Professional and personal knowledge of teachers and teacher educators. Teaching and Teacher Education, 7(3), 263-268.
  • Tosun, T. (2000). The beliefs of pre-service elementary teachers toward science and science teaching. School Science and Mathematics, 100 (7), 374-379.
  • Tournaki, N., and Podell, D. M. (2005). The impact of student characteristics and teacher efficacy on teachers’ predictions of student success. Teaching and Teacher Education, 21, 299-314.
  • Van Driel, J. H., Verloop, N., and De Vos, W. (1998). Developing science teachers' pedagogical content knowledge. Journal of Research in Science Teaching, 35(6), 673-695.
  • Veal, W. R., Tippins, D. J., and Bell, J. (1999). The evolution of pedagogical content knowledge in prospective secondary physics teachers (No. ED443719). Indiana, IN, USA: Indiana University.
  • Weiss, I. R. (1987). Report of the 1985-86 national survey of science and mathematics education. Research Triangle Park, NC: Center for Educational Research and Evaluation, Research Triangle Institute.
  • Woolfolk, A. E., Rosoff, B., and Hoy, W. K. (1990). Teachers’ sense of efficacy and their beliefs about managing students. Teaching and Teacher Education, 6, 137-148.
  • Yıldırım, A., ve Şimsek, H. (2008). Sosyal bilimlerde nitel araştırma yöntemleri. Seçkin Kitapevi. Ankara.
  • Yin, R. K. (2003). Case study research: Design and method (3rd Edition). Thousand Oaks, London: Sage.
  • Yip, D. Y., Chung, C. M., and Mak, S. Y. (1998). The subject matter knowledge in physics related topics of Hong Kong junior secondary science teachers. Journal of Science Education and Technology, 7(4), 319–328.
Toplam 53 adet kaynakça vardır.

Ayrıntılar

Birincil Dil Türkçe
Bölüm Research Article
Yazarlar

Tezcan Kartal Bu kişi benim

Havva Yamak Bu kişi benim

Nusret Kavak Bu kişi benim

Yayımlanma Tarihi 1 Ağustos 2017
Yayımlandığı Sayı Yıl 2017 Cilt: 18 Sayı: 3

Kaynak Göster

APA Kartal, T., Yamak, H., & Kavak, N. (2017). MİKRO ÖĞRETİMİN FEN BİLGİSİ ÖĞRETMEN ADAYLARININ PEDAGOJİK ALAN BİLGİLERİ ÜZERİNDEKİ ETKİSİ. Ahi Evran Üniversitesi Kırşehir Eğitim Fakültesi Dergisi, 18(3), 740-771.

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