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Prospective Science Teachers’ Views towards Contemporary Approaches in Science Education

Yıl 2022, Cilt 23, Sayı 2, 1830 - 1890, 31.08.2022

Öz

The aim of this study is to determine prospective science teachers’ views towards contemporary science education approaches and conducting them. This study consists as a part of the Turkish Science Community 2229 project titled “Contemporary approaches education towards prospective science teachers”. A single group experimental research design was used in this study. At the start of the study, a purposeful sampling method was used while selecting participant prospective science teachers. When choosing science teacher candidates, criteria such as not having participated in a similar study before and their academic success were taken into consideration. The workgroup of this study consists of 30 prospective science teachers studying 3rd and 4th grades in 29 different universities around Turkey. The experimental practice took 8 days and 8 hours each day. Education in experimental practice was given by 11 expert academicians whose expertise was proven by their national/international studies. The applications were conducted by sharing knowledge with prospective science teachers and using effective practices after. The opinion form was used as a data collection tool in this study. The opinion form was applied to prospective science teachers as pre-test and post-test with paper. As a result of the analysis of the data, it was determined that the prospective science teachers' knowledge of contemporary learning approaches was weak at the beginning, but improved positively after the experimental application.

Kaynakça

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Fen Bilgisi Öğretmen Adaylarının Fen Eğitiminde Çağdaş Yaklaşımlara Yönelik Görüşleri

Yıl 2022, Cilt 23, Sayı 2, 1830 - 1890, 31.08.2022

Öz

Bu çalışmanın amacı, fen öğretiminde çağdaş yaklaşımlar eğitiminin öğretmen adaylarının fen öğretiminde güncel yöntemlere ilişkin görüşlerine etkisini belirlemektir. Çalışma, TÜBİTAK-2229-Bilimsel Etkinlikleri Destekleme Programı kapsamında fen bilgisi öğretmen adaylarıyla gerçekleştirilen “Fen Bilgisi Öğretmen Adaylarına Yönelik Fen Öğretiminde Çağdaş Yaklaşımlar Eğitimi” projesinin bir bölümünü oluşturmaktadır. Çalışmada, tek gruplu deneysel desen araştırma yöntemi kullanılmıştır. Araştırmanın çalışma grubu fen bilgisi öğretmen adayları seçilirken amaçlı örnekleme yöntemi kullanılmıştır. Fen bilgisi öğretmen adayları seçilirken daha önce benzer bir çalışmaya katılmamış olmaları ve akademik başarıları gibi kriterler göz önünde bulundurulmuştur. Araştırmanın çalışma grubunu Türkiye’nin 7 farklı coğrafi bölgesindeki 29 farklı üniversitede 3. ve 4. sınıfta öğrenim görmekte olan 30 fen bilgisi öğretmen adayı oluşturmaktadır. Deneysel uygulama süreci 8 günlük ve günlük 8 saatlik eğitimler şeklinde gerçekleştirilmiştir. Bu eğitimler, ulusal/uluslararası düzeyde yayınladıkları bilimsel çalışmalarla konuya ilişkin yetkinliklerini kanıtlamış alanında uzman 11 öğretim üyesi tarafından gerçekleştirilmiştir. Eğitimler, öğretmen adaylarıyla konuya ilişkin teorik bilgilerin paylaşılmasının yanında öğretilen konuya yönelik yerinde ve zamanında etkin uygulamalı öğretimlerin verilmesi şeklinde gerçekleştirilmiştir. Çalışmada veri toplama aracı olarak 12 sorudan oluşan açık uçlu soru formu kullanılmış ve bu form ön-son test olarak uygulanmıştır. Toplanan verilerin analizinde, içerik analizi yöntemi kullanılmıştır. Verilerin analizi sonucunda öğretmen adaylarının çağdaş öğrenme yaklaşımlarına ilişkin bilgilerinin başlangıçta zayıf olduğu ancak deneysel uygulama sonrasında olumlu yönde geliştiği tespit edilmiştir.

Kaynakça

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Ayrıntılar

Birincil Dil Türkçe
Konular Eğitim, Eğitim Araştırmaları
Bölüm Araştırma Makaleleri
Yazarlar

Sevinç KAÇAR> (Sorumlu Yazar)
ULUSLARARASI KIBRIS ÜNİVERSİTESİ
0000-0003-4288-592X
Türkiye


Ümmühan ORMANCI>
ULUDAĞ ÜNİVERSİTESİ, EĞİTİM FAKÜLTESİ
0000-0003-3669-4537
Türkiye


Erkan ÖZCAN>
DOKUZ EYLÜL ÜNİVERSİTESİ, BUCA EĞİTİM FAKÜLTESİ
0000-0002-8579-6233
Türkiye


Ali Günay BALIM>
DOKUZ EYLÜL ÜNİVERSİTESİ, BUCA EĞİTİM FAKÜLTESİ
0000-0003-2010-1696
Türkiye


Osman URHAN Bu kişi benim
EYTA
0000-0002-3001-1734
Türkiye

Destekleyen Kurum TÜBİTAK-4004
Proje Numarası 401607
Yayımlanma Tarihi 31 Ağustos 2022
Başvuru Tarihi 31 Ağustos 2021
Kabul Tarihi 23 Mayıs 2022
Yayınlandığı Sayı Yıl 2022, Cilt 23, Sayı 2

Kaynak Göster

APA Kaçar, S. , Ormancı, Ü. , Özcan, E. , Balım, A. G. & Urhan, O. (2022). Fen Bilgisi Öğretmen Adaylarının Fen Eğitiminde Çağdaş Yaklaşımlara Yönelik Görüşleri . Ahi Evran Üniversitesi Kırşehir Eğitim Fakültesi Dergisi , 23 (2) , 1830-1890 . Retrieved from https://dergipark.org.tr/tr/pub/kefad/issue/72605/989197

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