Identifying Science Teachers’ Needs About Developing Students’ Scientific Reasoning Skills

Yıl 2020, Sayı: 50, 399 - 425, 01.09.2020

Merve Kocagül Sağlam , Gül Ünal Çoban

https://doi.org/10.9779/pauefd.595490

Cited By: 3

Öz

The aim of this study is to determine science teachers’ needs for developing students’ scientific reasoning skills. The study was a qualitative descriptive survey and participants were 32 science teachers working at state middle schools with different socio-economic statuses in Izmir. Data were collected via Needs Determination Survey developed by researchers. Content validity of survey was provided by expert views. Data obtained from the survey were analyzed using content analysis. At the end of the study, findings showed that teachers associated scientific reasoning skills with science process skills mostly; although they knew the place of scientific reasoning skills in the curriculum, they could not make any explanations about them; they could not design a scientific reasoning skills-based learning environment due to the lack of their inadequacy and to overcome this, they needed some factors related to them such as training and colleague support and external factors such as enough experimental material and class size and they had an expectancy from a possible training to experience activities which they could use directly in the class and in which simple and cheap materials were used. It is hoped that this need analysis may contribute to other stakeholders to design training programs.

Anahtar Kelimeler

scientific reasoning skills, need analysis, science teachers

Öğrencilerde Bilimsel Akıl Yürütme Becerilerini Geliştirme Konusunda Fen Bilimleri Öğretmenlerinin İhtiyaçlarının Belirlenmesi

Öz

Bu çalışmanın amacı, fen bilimleri öğretmenlerinin öğrencilerinde akıl yürütme becerilerini geliştirebilme konusunda nelere ihtiyaç duyduklarının belirlenmesidir. Çalışma nitel betimsel tarama türündedir ve katılımcılarını İzmir ilinde farklı sosyo-ekonomik düzeye sahip resmi ortaokullarda görev yapan 32 fen bilimleri öğretmeni oluşturmaktadır. Çalışma kapsamında veriler, araştırmacılar tarafından geliştirilen İhtiyaçları Belirleme Anketi kullanılarak toplanmıştır. Söz konusu anketin kapsam geçerliği uzman görüşü alınarak sağlanmıştır. Anketten elde edilen verilerin analizinde içerik analizi tekniği kullanılmıştır. Çalışmanın sonunda, öğretmenlerin akıl yürütme becerilerini en fazla bilimsel süreç becerileri ile ilişkilendirdikleri, öğretmenlerin öğretim programında akıl yürütme becerilerinden söz edildiğini bildikleri ancak ne şekilde söz edildiğine dair bir açıklama yapamadıkları, öğretmenlerin bir kısmının kendilerini yeterli hissetmemeleri sebebiyle derslerinde akıl yürütme becerilerinin öğretimine yönelik uygulamalar yapamadıklarını ve bunun üstesinden gelebilmek için eğitim, meslektaş desteği vb. gibi kendileriyle ilgili faktörler ve yeterli deney malzemesi, sınıf mevcudu vb. gibi dışsal faktörler konusunda gelişime ihtiyaç duydukları ve akıl yürütme becerileri konusunda kendilerine verilecek olası bir eğitimde derslerinde doğrudan kullanabilecekleri etkinlik örnekleri görmek istedikleri ve eğitimde deneyimleyecekleri etkinliklerin basit ve ucuz malzemelerle yapılıyor olmasına yönelik beklentileri olduğu bulunmuştur. Gerçekleştirilen bu ihtiyaç analizinin, alanda çalışan diğer paydaşlara gerekli eğitim programlarının hazırlanması konusunda katkı sunması umulmaktadır.

Anahtar Kelimeler

bilimsel akıl yürütme becerileri, ihtiyaç analizi, fen bilimleri öğretmenleri

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