Exploring Prospective Science Teachers' Pedagogical Reasoning Skills Through Analyses of Student Written Responses

Yıl 2021, Sayı: 53, 495 - 520, 01.09.2021

Metin Şardağ , Kemal İzci

https://doi.org/10.9779/pauefd.808745

Öz

The purpose of this study was to explore prospective science teachers' pedagogical reasoning skills by analyzing what they look for in middle school student's written exam responses, how they evaluate these responses, and how they plan to use these responses. The study was conducted as a case study. 76 prospective science teachers who have taken the assessment and evaluation course participated in the study. The data was collected using a form that contained the responses of middle school students to the two open-ended questions on color formation and light. It was analyzed through the content analysis method. According to the findings, prospective teachers evaluated examined the student responses superficially, prioritized whether the responses were correct or incorrect over diagnosing the subject matters students had problems with, did not provide evidence for the claims they put forward while evaluating, and developed evaluations on students' conceptual learning without establishing a connection among a student's responses to different questions. These results reveal the significance of having practical training on how to evaluate and use student responses as part of prospective teachers' training on assessment and evaluation and that, through this training, they can develop their pedagogical reasoning skills.

Anahtar Kelimeler

pedagogical reasoning, assessment and evaluation, formative assessment, teacher training, prospective teachers

Fen Bilgisi Öğretmen Adaylarının Pedagojik Muhakeme Becerilerinin Öğrenci Yazılı Cevaplarını Yorumlamaları Yoluyla İncelenmesi

Öz

Bu çalışmanın amacı, fen bilgisi öğretmen adaylarının ortaokul öğrencilerinin yazılı sınav cevaplarında nelere dikkat ettiklerine, bu cevapları nasıl yorumladıklarına ve bu cevapları nasıl kullanmayı planladıklarına bakarak pedagojik muhakeme becerilerini incelemektir. Çalışma nitel araştırma desenlerinden olan durum çalışması ile gerçekleştirilmiştir. Çalışmaya ölçme ve değerlendirme dersini almış 76 fen bilgisi öğretmen adayı katılmıştır. Veri toplama aracı olarak ortaokul öğrencilerinin ışıklarda renk oluşumuyla ilgili iki açık uçlu kavramsal soruya verdikleri cevaplardan oluşan bir form kullanılmıştır. Toplanan veriler içerik analizi yöntemiyle analiz edilmiştir. Elde edilen bulgulara göre, öğretmen adaylarının öğrenci cevaplarını yüzeysel olarak inceledikleri, öğrencilerin problem yaşadıkları hususları tespit etmek yerine cevabın doğruluğu ve yanlışlığını ön plana çıkardıkları, yorumlama yaparken ortaya koydukları iddiaları destekleyecek detaylı deliller sunmadıkları ve öğrencinin farklı yanıtları arasında bağlantı kurmadan kavramsal öğrenmesi hakkında yorumlamalar gerçekleştirdikleri görülmektedir. Bu sonuçlar, öğretmen adaylarının eğitimlerinde ölçme değerlendirme hususunda öğrenci cevaplarının nasıl yorumlanıp kullanılabileceğine yönelik uygulamalı eğitimler verilmesinin önem arz ettiğini ve bu şekilde pedagojik muhakeme becerilerini geliştirebileceklerini ortaya koymaktadır.

Anahtar Kelimeler

pedagojik muhakeme, ölçme ve değerlendirme, biçimlendirici değerlendirme, öğretmen eğitimi, öğretmen adayları

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