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FEN BİLİMLERİ ÖĞRETMEN ADAYLARININ FEN ÖĞRENME VE ÖĞRETME ANLAYIŞLARI ARASINDAKİ UYUMUN İNCELENMESİ: BİR FENOMENOGRAFİ ÇALIŞMASI

Yıl 2014, Cilt: 15 Sayı: 3, 147 - 166, 01.08.2014

Öz

Bu çalışmanın iki amacı vardır: 1 fen bilimleri öğretmen adaylarının fen öğrenme ve öğretme anlayışlarının belirlenmesi ve 2 bu anlayışlar arasındaki uyum ve uyumsuzlukların sebeblerinin incelenmesi. 87 öğretmen adayını kapsayan bir fenomenografi çalışması gerçekleştirilmiştir. Çalışmada açık uçlu veri toplama araçları ve yarı yapılandırılmış görüşmeler yolu ile veri toplanmıştır. Analizler öğretmen adaylarının 5 farklı fen öğrenme anlayışı ve 2 farklı fen öğretme anlayışına sahip olduğunu göstermiştir. Örneklemin 67%’sinde bu anlayışlar arasında uyum olduğu gözlemlenmiştir. Bununla birlikte hem beklenilen uyumun hem de uyumsuzlukların sebebinin öğretmen adaylarının ön deneyimleri olduğu bulunmuştur. Çalışmanın bulguları doğrultusunda öneriler sunulmuştur.

Kaynakça

  • Abell, S. K. (2007). Research on science teacher knowledge. In Abell, S.K., & Lederman, N.G., (Ed.), Handbook of Research on Science Education (pp. 1105-1149). London: Lawrence Erlbaum Associates Publishers.
  • Author. (in press). Preservice science teachers’ conceptions of learning science and science teaching efficacy beliefs: is there a relationship?
  • Chan, K.W., & Elliott, R. G. (2004). Relational analysis of personal epistemology and conceptions about teaching and learning. Teaching and Teacher Education, 20(8), 817-831.
  • Chan, K., Tan, J., & Khoo, A. (2007). Pre‐service teachers' conceptions about teaching and learning: a closer look at Singapore cultural context. Asia-Pasific Journal of Teacher Education, 35(2), 181-195.
  • Cochran, K. F., DeRuiter, J. A., & King, R. A. (1993). Pedagogical content knowing: An integrative model for teacher preparation. Journal of Teacher Education, 44(4), 263-272.
  • Cresswell, J.W. (2008). Educational research: planning, conducting and evaluating quantitative and qualitative research. New Jersey: Pearson.
  • Creswell, J.W. (2007). Qualitative inquiry and research design. Choosing among five approaches. California: Sage Publications, Inc.
  • Eren, A. (2009). Examining the teacher efficacy and achievement goals as predictors of Turkish student teachers’ conceptions about teaching and learning. Australian Journal of Teacher Education, 34(1), 69-87.
  • Grossman, P. L. (1990). The making of a teacher: Teacher knowledge and teacher education. London: Teachers College Press.
  • Hewson, P.W., & Hewson, M.G. (1987). Science teachers’ conceptions of teaching: implications for teacher education. International Journal of Science Education, 9, 425-440.
  • Hewson, P.W., & Hewson, M.G. (1989). Analysis and use of a task for identifying conceptions of teaching science. Journal of Education for Teaching, 15, 191-209.
  • Hewson, P.W., & Kerby, H.W. (1993). Conceptions of teaching science held by experienced high school science teachers. Paper presented at the annual meeting of the National Association for Research in Science Teaching, Washington, DC. ERIC ED 364426.
  • Isikoglu, N., Basturk, R., & Karaca, F. (2009). Assessing in-service teachers’ instructional beliefs about student-centered education: a Turkish perspective. Teaching and Teacher Education, 25(2), 350-356.
  • Kılınç, A., Kartal, T., Eroğlu, B., Demiral, Ü., Afacan, Ö., Polat, D., Demirci Güler, M.P., & Görgülü, Ö. (2013). Preservice science teachers’ efficacy regarding a socioscientific issue: a belief system approach. Research in Science Education, 43, 2455–2475.
  • Koballa, T.R., Glynn, S.M., Upson, L., & Coleman, D.C. (2005). Conceptions of teaching science held by novice teachers in an alternative certification program. Journal of Science Teacher Education, 16, 287-308.
  • Koballa, T., & Graber, W. (2001, August). Prospective science teachers’ conceptions of teaching and learning: A methodological reconsideration. In D. Psillos, P. Kariotoglou, V. Tselfes, G. Bisdikian, G. Fassoulopoulos, E. Hatzikraniotis, & M. Kallery (Ed.), Proceedings of the 3rd International Conference on Science Education Research in the Knowledge (Volume 1, pp. 115–117). Thessaloniki, Greece: European Science Education Research Association.
  • Koballa, T.R, Graber,W., Coleman, D.C. and Kemp, A.C. (2000) Prospective gymnasium teachers’ conceptions of chemistry learning and teaching. International Journal of Science Education, 22(2), 209-224.
  • Küçük, M., & Çepni, S. (2004). Measurement and assessment for science education in the Turkish educational context: problems and reflections. Asia-Pacific Forum on Science Learning and Teaching, 5(3).
  • Lee, M.-H., Johanson, R.E., & Tsai, C.-C. (2008). Exploring Taiwanese high school students’ conceptions of and approaches to learning science through a structural equation modeling analysis. Science Education, 92(2) 191-220.
  • Magnusson, S., Krajcik, J., & Borko, H. (1999). Nature, sources, and development of pedagogical content knowledge for science teaching. In J. Gess-Newsome & N. G. Lederman (Eds.), Examining pedagogical content knowledge (pp.95-132). Dordrecht, The Netherlands: Kluwer.
  • Marton, F., Dall’Alba, G., & Beaty, E. (1993). Conceptions of learning. International Journal of Educational Research, 19(3), 277-299.
  • MoNE. (2006). İlköğretim fen ve teknoloji dersi (6, 7 ve 8. sınıflar) öğretim programı. Ankara.
  • Otting, H., Zwall, W., Tempelaar, D., & Gijselaers, W. (2010). The structural relationship between students’ epistemological beliefs and conceptions of teaching and learning. Studies in Higher Education, 35(7), 741-760.
  • Pajares, M.F. (1992). Teachers’ beliefs and educational research: Cleaning up a messy construct. Review of Educational Research, 62(3), 307-332.
  • 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.
  • Rokeach, M. (1968). Beliefs, attitudes, and values: a theory of organization and change. San Francisco: Jossey
  • Saljo, R. (1979). Learning in the learner’s perspective: Some commonsense conceptions. Gothenburg, Sweden: Institute of Education, University of Gothenburg.
  • Shulman, L. S., (1987). Knowledge and teaching: foundations of the new reform, Harvard Educational Review, 57(1).
  • Shulman, L. S. (1986). Those who understand: Knowledge growth in teaching. Educational Researcher, 15(2), 4-14.
  • Simsek, H., & Yildirim, A. (2001). The reform of pre-service teacher education in Turkey. In Ronald G. Sultana (Ed.), Challenge and Change in the Euro- Mediterranean Region: Case Studies in Educational Innovation (pp. 411-432). New York, NY: Peter Lang.
  • Tsai, C.-C. (2004). Conceptions of learning science among high school students in Taiwan: A phenomenographic analysis. International Journal of Science Education, 26(14), 1733-1750.
  • Tsai, C.-C. (2002). Nested epistemologies: science teachers’ beliefs of teaching, learning and science. International Journal of Science Education, 24(8), 771-783.
  • Wilson, S. M., Shulman, L. S., & Richert, A. E. (1987). '150 different ways' of knowing: Representations of knowledge in teaching. In Calderhead, J., (Ed.), Exploring Teachers’ Thinking, London: Cassell.
  • Yilmaz-Tuzun, O., & Topcu, M.S. (2008). Relationships among preservice science teachers’ epistemological beliefs, epistemological world views, and self-efficacy beliefs. International Journal of Science Education, 30(1), 65-85.
  • Zembal-Saul, C., Starr, M. L., & Krajcik, J. S. (1999). Constructing a framework for elementary science teaching using pedagogical content knowledge. In J. Gess- Newsome & N. G. Lederman (Ed.), Examining pedagogical content knowledge (pp.237-256). Dordrecht, The Netherlands: Kluwer.

Investigating Coherence between Preservice Science Teachers’ Conceptions of Learning and Teaching Science: A Phenomenographic Study

Yıl 2014, Cilt: 15 Sayı: 3, 147 - 166, 01.08.2014

Öz

The purpose of this study has been twofold: 1 to determine Turkish preservice science teachers’ PSTs conceptions of learning and teaching science and 2 to investigate the reasons of in/consistencies between conceptions. A phenomenography including 87 PSTs has been conducted. Data has been collected through an open ended instruments and semi structured interviews. Analyses have revealed that PSTs have five different conceptions of learning science and two different conceptions of teaching science. 67% of the sample has consistent conceptions. Additionally, PSTs’ previous experiences have been found responsible not only for expected consistencies but also for inconsistencies. Implications have been presented considering the results

Kaynakça

  • Abell, S. K. (2007). Research on science teacher knowledge. In Abell, S.K., & Lederman, N.G., (Ed.), Handbook of Research on Science Education (pp. 1105-1149). London: Lawrence Erlbaum Associates Publishers.
  • Author. (in press). Preservice science teachers’ conceptions of learning science and science teaching efficacy beliefs: is there a relationship?
  • Chan, K.W., & Elliott, R. G. (2004). Relational analysis of personal epistemology and conceptions about teaching and learning. Teaching and Teacher Education, 20(8), 817-831.
  • Chan, K., Tan, J., & Khoo, A. (2007). Pre‐service teachers' conceptions about teaching and learning: a closer look at Singapore cultural context. Asia-Pasific Journal of Teacher Education, 35(2), 181-195.
  • Cochran, K. F., DeRuiter, J. A., & King, R. A. (1993). Pedagogical content knowing: An integrative model for teacher preparation. Journal of Teacher Education, 44(4), 263-272.
  • Cresswell, J.W. (2008). Educational research: planning, conducting and evaluating quantitative and qualitative research. New Jersey: Pearson.
  • Creswell, J.W. (2007). Qualitative inquiry and research design. Choosing among five approaches. California: Sage Publications, Inc.
  • Eren, A. (2009). Examining the teacher efficacy and achievement goals as predictors of Turkish student teachers’ conceptions about teaching and learning. Australian Journal of Teacher Education, 34(1), 69-87.
  • Grossman, P. L. (1990). The making of a teacher: Teacher knowledge and teacher education. London: Teachers College Press.
  • Hewson, P.W., & Hewson, M.G. (1987). Science teachers’ conceptions of teaching: implications for teacher education. International Journal of Science Education, 9, 425-440.
  • Hewson, P.W., & Hewson, M.G. (1989). Analysis and use of a task for identifying conceptions of teaching science. Journal of Education for Teaching, 15, 191-209.
  • Hewson, P.W., & Kerby, H.W. (1993). Conceptions of teaching science held by experienced high school science teachers. Paper presented at the annual meeting of the National Association for Research in Science Teaching, Washington, DC. ERIC ED 364426.
  • Isikoglu, N., Basturk, R., & Karaca, F. (2009). Assessing in-service teachers’ instructional beliefs about student-centered education: a Turkish perspective. Teaching and Teacher Education, 25(2), 350-356.
  • Kılınç, A., Kartal, T., Eroğlu, B., Demiral, Ü., Afacan, Ö., Polat, D., Demirci Güler, M.P., & Görgülü, Ö. (2013). Preservice science teachers’ efficacy regarding a socioscientific issue: a belief system approach. Research in Science Education, 43, 2455–2475.
  • Koballa, T.R., Glynn, S.M., Upson, L., & Coleman, D.C. (2005). Conceptions of teaching science held by novice teachers in an alternative certification program. Journal of Science Teacher Education, 16, 287-308.
  • Koballa, T., & Graber, W. (2001, August). Prospective science teachers’ conceptions of teaching and learning: A methodological reconsideration. In D. Psillos, P. Kariotoglou, V. Tselfes, G. Bisdikian, G. Fassoulopoulos, E. Hatzikraniotis, & M. Kallery (Ed.), Proceedings of the 3rd International Conference on Science Education Research in the Knowledge (Volume 1, pp. 115–117). Thessaloniki, Greece: European Science Education Research Association.
  • Koballa, T.R, Graber,W., Coleman, D.C. and Kemp, A.C. (2000) Prospective gymnasium teachers’ conceptions of chemistry learning and teaching. International Journal of Science Education, 22(2), 209-224.
  • Küçük, M., & Çepni, S. (2004). Measurement and assessment for science education in the Turkish educational context: problems and reflections. Asia-Pacific Forum on Science Learning and Teaching, 5(3).
  • Lee, M.-H., Johanson, R.E., & Tsai, C.-C. (2008). Exploring Taiwanese high school students’ conceptions of and approaches to learning science through a structural equation modeling analysis. Science Education, 92(2) 191-220.
  • Magnusson, S., Krajcik, J., & Borko, H. (1999). Nature, sources, and development of pedagogical content knowledge for science teaching. In J. Gess-Newsome & N. G. Lederman (Eds.), Examining pedagogical content knowledge (pp.95-132). Dordrecht, The Netherlands: Kluwer.
  • Marton, F., Dall’Alba, G., & Beaty, E. (1993). Conceptions of learning. International Journal of Educational Research, 19(3), 277-299.
  • MoNE. (2006). İlköğretim fen ve teknoloji dersi (6, 7 ve 8. sınıflar) öğretim programı. Ankara.
  • Otting, H., Zwall, W., Tempelaar, D., & Gijselaers, W. (2010). The structural relationship between students’ epistemological beliefs and conceptions of teaching and learning. Studies in Higher Education, 35(7), 741-760.
  • Pajares, M.F. (1992). Teachers’ beliefs and educational research: Cleaning up a messy construct. Review of Educational Research, 62(3), 307-332.
  • 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.
  • Rokeach, M. (1968). Beliefs, attitudes, and values: a theory of organization and change. San Francisco: Jossey
  • Saljo, R. (1979). Learning in the learner’s perspective: Some commonsense conceptions. Gothenburg, Sweden: Institute of Education, University of Gothenburg.
  • Shulman, L. S., (1987). Knowledge and teaching: foundations of the new reform, Harvard Educational Review, 57(1).
  • Shulman, L. S. (1986). Those who understand: Knowledge growth in teaching. Educational Researcher, 15(2), 4-14.
  • Simsek, H., & Yildirim, A. (2001). The reform of pre-service teacher education in Turkey. In Ronald G. Sultana (Ed.), Challenge and Change in the Euro- Mediterranean Region: Case Studies in Educational Innovation (pp. 411-432). New York, NY: Peter Lang.
  • Tsai, C.-C. (2004). Conceptions of learning science among high school students in Taiwan: A phenomenographic analysis. International Journal of Science Education, 26(14), 1733-1750.
  • Tsai, C.-C. (2002). Nested epistemologies: science teachers’ beliefs of teaching, learning and science. International Journal of Science Education, 24(8), 771-783.
  • Wilson, S. M., Shulman, L. S., & Richert, A. E. (1987). '150 different ways' of knowing: Representations of knowledge in teaching. In Calderhead, J., (Ed.), Exploring Teachers’ Thinking, London: Cassell.
  • Yilmaz-Tuzun, O., & Topcu, M.S. (2008). Relationships among preservice science teachers’ epistemological beliefs, epistemological world views, and self-efficacy beliefs. International Journal of Science Education, 30(1), 65-85.
  • Zembal-Saul, C., Starr, M. L., & Krajcik, J. S. (1999). Constructing a framework for elementary science teaching using pedagogical content knowledge. In J. Gess- Newsome & N. G. Lederman (Ed.), Examining pedagogical content knowledge (pp.237-256). Dordrecht, The Netherlands: Kluwer.
Toplam 35 adet kaynakça vardır.

Ayrıntılar

Birincil Dil İngilizce
Bölüm Research Article
Yazarlar

Eralp Bahçivan Bu kişi benim

Yayımlanma Tarihi 1 Ağustos 2014
Yayımlandığı Sayı Yıl 2014 Cilt: 15 Sayı: 3

Kaynak Göster

APA Bahçivan, E. (2014). Investigating Coherence between Preservice Science Teachers’ Conceptions of Learning and Teaching Science: A Phenomenographic Study. Ahi Evran Üniversitesi Kırşehir Eğitim Fakültesi Dergisi, 15(3), 147-166.

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