VIEWS OF ELEMENTARY TEACHERS ON SCIENCE TEACHING AND LABORATORY

Yıl 2008, Cilt: 16 Sayı: 2, 485 - 494, 01.10.2008

Şafak Uluçınar Alev Doğan Osman Nafiz Kaya

Öz

In this study, the views of elementary teachers N=72 , who participated in an In-service science teaching institute, on the methods and laboratory applications that they used in science courses were determined. As the data collection tool, a questionnaire consisting of 6 parts based on the purpose of the study was used. Reading-writing activities based on science textbooks were mostly used; however, teaching methods and techniques such as concept mapping, poster presentations and science games were less used. Based on the teachers’ views obtained, performing laboratory experiments draws attention of students, but it does not affect the retention of their learning. Relationships between the use of student-centered activities, gender, experience and the post-graduate activities of teachers were investigated. Results of statistical analyses showed that there was a significant relationship only between the experience of teachers in their profession and the use of student-centered activities in their science courses p

Anahtar Kelimeler

Elementary Teachers, Science Teaching, Science Laboratory

SINIF ÖĞRETMENLERİNİN FEN ÖĞRETİMİ VE LABORATUVAR UYGULAMALARINA İLİŞKİN GÖRÜŞLERİ

Öz

Bu çalışmada, Fen Bilgisi Öğretimi Hizmet İçi Eğitimi Kursu’na katılmış 72 sınıf öğretmeninin Fen Bilgisi derslerinde kullandıkları yöntemler ve laboratuvar uygulamalarına yönelik görüşleri belirlenmiştir. Veri toplama aracı olarak araştırmanın amacına uygun olarak geliştirilmiş 6 farklı bölümden oluşan bir anket kullanılmıştır. Fen Bilgisi derslerinde, metne dayalı okuma yazma etkinliklerinin sık kullanıldığı; buna karşın kavram haritaları hazırlama, poster hazırlama ve bilimsel oyunlar gibi öğretim yöntem ve tekniklerinin ise daha az kullanıldığı anlaşılmaktadır. Öğretmen görüşlerine göre, deneysel çalışmalar yapmak öğrencinin ilgisini çekmekte fakat öğrendiklerinin kalıcılığına bir etkisi olmamaktadır. Öğrenci merkezli etkinliklerin Fen Bilgisi derslerinde kullanımı ile öğretmenlerin cinsiyeti, mesleki deneyimleri ve mezuniyet sonrası faaliyetler arasındaki ilişkiler de araştırılmıştır. Yapılan istatistiki analiz sonuçları, sadece öğretmenlerin mesleki deneyimleri ile öğrenci merkezli etkinliklerin kullanımı arasında anlamlı bir ilişki olduğunu göstermiştir p

Anahtar Kelimeler

Sınıf Öğretmenleri, Fen Bilgisi Öğretimi, Fen Laboratuvarı.

Kaynakça

• Kaynaklar 1. Boud, D., Dunn, J., & Hegarty-Hazel, E. (1986). Teaching in Laboratories. Milton Keynes: Open University Press.
• 2. Pedersen, J.E., & McCurdy, D.W. (1992). The Effect of Hands-On, Minds-On Teaching Experiences on Attitudes of Preservice Elementary Teachers. Science Education, 76, 141-146.
• 3. Scharmann, L.C., & Orth Hampton, C.M. (1995). Cooperative Learning and Preservice Elementary Teacher Science Self-Efficacy. Journal of Science Teacher Education, 6,125-133.
• 4. Stollberg, R. (1962). The education of elementary school teachers in science. The Task Before Us (pp. 8–25) Association for the Education of Teachers of Science. (Reprinted 1969 Readings on teaching children science, by L. I. Kuslan & A. H. Stone, Belmont, CA: Wadsworth.)
• 5. Tobin, K., Tippins, D., & Gallard, A. J. (1994). Research on instructional strategies for teaching science. In D. Gabel (Ed.), Handbook of research on science teaching and learning. New York:MacMillan.
• 6. Duschl, R.A. (1983). The elementary level science methods course: Breeding ground of apprehension toward science? A case study. Journal of Research in Science Teaching, 20, 745–754.
• 7. Levitt, K. (2001). An Analysis of Elementary Teachers’ Beliefs Regarding the Teaching and Learning of science. Science Education, 86, 1–22, 8. Tilgner, P. (1990). Avoiding science in the elementary school. Science Education, 74(4), 421–431.
• 9. Hofstein, A., & Lunetta, N.N. (2004). The Laboratory in Science Education: Foundations for the Twenty-First Century. Science Education, 88, 28 – 54.
• 10. Ebenezer, J, V., & Haggerty. S. M (1999). Becoming a secondary school science teacher. Merrill Pres.
• 11. American Association for the Advancement of Science (1989) Science for All Americans. A Project 2061 Report on Literacy Goals in Science, Mathematics, and Technology. Washington, DC: AAAS.
• 12. National Research Council (1996). National Science Education Standards. Washington, DC: National Academy Press.
• 13. National Science Teachers Association (2006). NSTA Handbook 2006-07, Arlington, VA.
• 14. Hofstein, A., & Lunetta, N.N. (1982). The role of the laboratuary in science teaching: neglected aspects of research. Review of Educational Research, 52, 201-217.
• 15. Uluçınar, Ş., Cansaran, A., & Karaca, A. (2004). Fen bilimleri laboratuvar uygulamalarının değerlendirilmesi, Türk Eğitim Bilimleri Dergisi, 2, 465-475.
• 16. Karasar, N. (1999). Bilimsel Araştırma Yöntemi, Ankara, Nobel Yay.
• 17. Gunstone, R. F., & Champagne, A. B. (1990). Promoting conceptual change in the laboratory. In E.Hegarty-Hazel (Ed.), The student laboratory and the science curriculum (pp. 159–182). London:Routledge.
• 18. Tamir, P. (1989). Training teachers to teach effectively in the laboratory. Science Education, 73, 59–69.
• 19. Kaya, O. N. (in press). A Student-Centred Approach: Assessing the Changes in Prospective Science Teachers’ Conceptual Understanding by Concept Mapping in a General Chemistry Laboratory. Research in Science Education.