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Pre-service Teachers’ Perceptions on Basic Astronomy Concepts

Yıl 2023, , 190 - 207, 28.04.2023
https://doi.org/10.37217/tebd.1141530

Öz

This study is aimed to determine the perceptions of pre-service teachers about the concepts such as universe, celestial body, black hole, the sun and the moon. The phenomenology pattern from qualitative research was adopted in the study. The study group consists of 10 pre-service teachers who are enrolled in the last year of Pre-school, Elementary School and Science Teaching Programs in the 2019-2020 Academic Year. As a data collection tool, a semi-structured interview form was used to collect data and content analysis was made. The findings indicated that the pre-service teachers mostly associated the concept of the universe with the concepts of space (void), stars, planets and galaxies. On the other hand, in the study, it was concluded that the awareness of the pre-service teachers' of the solar eclipse and celestial bodies was high, and their perceptions of the concept of the universe were limited. Pre-service teachers have incomplete or incorrect information about the movements of the Sun and the Moon and about the black hole. Some pre-service teachers confuse the concepts of entanglement and rotation related to the motion of the Moon. In order to prevent incomplete learning and mislearning in teacher candidates, suggestions were made such as the use of active teaching materials and methods such as models and simulations, as well as teaching the course as a separate course from the scope of science courses.

Kaynakça

  • Ahmed, F. O. M. & Kurnaz, M. A. (2021). Determining students’ mental models about the sun, earth and moon celestial objects for sustainable learning in astronomy education in Libya. African Educational Research Journal, 9(3), 825-832.
  • Aslan, A. (2019). Dünya ve evren konu alanına yönelik sorgulama temelli öğrenme ortamlarının değerlendirilmesi. (Yüksek Lisans Tezi). https://tez.yok.gov.tr sayfasından erişilmiştir.
  • Aydın, S. (2017). 7th class students' opinions on sun, earth and moon system. Universal Journal of Educational Research, 5(12B), 34-41.
  • Bailey, J. M. & Slater, T. F. (2003). A review of astronomy education research. Astron. Educ. Rev., 2, 20-45.
  • Baker, C., Wuest, J. & Stern, P. N. (1992). Method slurring: The grounded theory/phenomenology example. Journal of Advanced Nursing, 17, 1355-1360.
  • Barab, S. A., Hay, K. E., Squire, K., Barnett, M., Schmidt, R. & Karrigan, K. (2000). Virtual solar system project: Learning through a technology-rich, inquiry-based, participatory learning environment. Journal of Science Education and Technology, 9(1), 7–25.
  • Bishop, J. E. (2003). Pre-college astronomy education in the United States in the twentieth century. A. Heck (Ed.), Information handling in astronomy-historical vistas içinde (s. 207-231). Dordrecht: Springer.
  • Brown, P., Friedrichsen, P. & Abell, S. (2010). Do beliefs change? Investigating prospective teachers’ science teaching orientations during an accelerated post-baccalaureate program. M. F. Taşar & G. Çakmakcı (Ed.), Contemporary science education research: teaching içinde (s. 41‐51). Ankara: Pegem Akademi.
  • Brunsell, E. & Marcks, J. (2005). Identify a baseline for teachers’ astronomy content knowledge. Astronomy Education Review, 3(2), 38–46. https://doi.org/10.3847/AER2004015
  • Cardinot, A. & Fairfield, J. A. (2021). Alternative conceptions of astronomy: How Irish secondary students understand gravity, seasons, and the bigbang. EURASIA Journal of Mathematics, Science and Technology Education, 17(4), em1950. https://doi.org/10.29333/ejmste/10780
  • Chiras, A. (2008). Day/night cycle: Mental models of primary school children. Science Education International, 19(1), 65-83.
  • Comins, N. F. (1993). Sources of misconceptions in astronomy. The Proceedings of the Third International Seminar on Misconceptions and Educational Strategies in Science and Mathematics içinde (s. 3-34). Ithaca, NY: Misconceptions Trust.
  • Cox, M., Steegen, A. & De Cock, M. (2016). How aware are teachers of students’ misconceptions in astronomy? A qualitative analysis in Belgium. Science Education International, 27(2), 277–300.
  • Creswell, J. W. (2009). Research design: Qualitative, quantitative, and mixed methods approaches (3. b.). New Delhi: Sage Publications.
  • Durukan, Ü. G. & Sağlam-Aslan, A. (2015). The analysis of the understanding levels of teacher candidates in different departments about basic astronomy concepts. Participatory Educational Research (PER), 2(2), 28-46.
  • Emrahoğlu, N. & Öztürk, A. (2009). Fen bilgisi öğretmen adaylarının astronomi kavramlarını anlama seviyelerinin ve kavram yanılgılarının incelenmesi üzerine boylamsal bir araştırma. Ç.Ü. Sosyal Bilimler Enstitüsü Dergisi, 18(1), 165-180.
  • Goldsmith, M. (2013). Uzay ansiklopedisi (E. Soğancılar, Çev. Ed.). Ankara: Tübitak Popüler Bilim.
  • Gürbüz, F. (2016). Physics education: effect of micro-teaching method supported by educational technologies on pre-service science teachers’ misconceptions on basic astronomy subjects. Journal of Education and Training Studies, 4(2), 27-41.
  • Hewson, P. & Hewson, M. (1991). The status of students conceptions. R. Duit, F. Goldberg & H. Niedderer (Ed.), Research in physics learning: theoretical issues and empirical studies içinde (s. 59-73). Kiel.
  • Jansri, S. & Ketpichainarong, W. (2020). Investigating in-service science teachers conceptions of astronomy, and determine the obstacles in teaching astronomy in Thailand. International Journal of Educational Methodology, 6(4), 745-758.
  • Jones, B. L., Lynch, P. P. & Reesink, C. (1987). Children’s conceptions of the earth, sun and moon. International Journal of Science Education, 9(1), 43-53.
  • Kalkan, H. & Kıroğlu, K. (2007). Science and nonscience students’ ideas about basic astronomy concepts in preservice training for elementary school teachers. The Astronomy Education Review, 6(1), 15-24.
  • Kanli, U. (2014). A study on identifying the misconceptions of pre-service and in-service teachers about basic astronomy concepts. Eurasia Journal of Mathematics, Science & Technology Education, 10(5), 471–479. https://doi.org/10.12973/eurasia.2014.1120a
  • Kurnaz, M. A. (2012). Turkish students’ understandings about some basic astronomy concepts: a cross-grade study. World Applied Sciences Journal, 19(7), 986-997.
  • Kurnaz, M. A. & Değermenci, A. (2012). Mental models of 7th grade students on sun, earth and moon. Elementary Education Online, 11(1), 137-150.
  • Lightman, A. & Sadler, P. (1993) Teacher predictions versus actual student gains. The Physics Teacher, 31, 162–167.
  • Miles, M, B. & Huberman, A. M. (1994). Qualitative data analysis: An expanded sourcebook (2. b.). Thousand Oaks, CA: Sage.
  • MEB. (2018). Fen Bilimleri Dersi Öğretim Programı (İlkokul ve Ortaokul 3, 4, 5, 6, 7 ve 8. Sınıflar). Ankara.
  • Plummer, J. D., Wasko, K. D. & Slagle, C. (2011). Children learning to explain daily celestial motion: Understanding astronomy across moving frames of reference. International Journal of Science Education, 33(14), 1963-1992. https://doi.org/10.1080/09500693.2010.537707
  • Rosenberg, M., Baldon, G., Russo, P. & Christensen, L. L. (2014). Astronomy in everyday life. Communicating Astronomy to the Public Journal, 14, 30-36.
  • Sağlam-Arslan, A. & Durukan, U. (2016). Pre-service teachers’ mental models of basic astronomy concepts. Science Education International, 27(1), 88-116.
  • Sneider, C. & Pulos, S. (1983). Children’s cosmographies: Understanding the earth shape and gravity. Science Education, 67, 205-221.
  • Subramaniam, K. & Padalkar, S. (2009). Visualisation and reasoning in explaining the phases of the moon. International Journal of Science Education, 31(3), 395-417. https://doi.org/10.1080/09500690802595805
  • Summers, M. & Mant, J. (1995). A survey of British primary school teacher’s understanding of the earth’s place in the universe. Educational Research, 37(1), 3-17.
  • Sun, K-T., Lin, C.-L. & Wang, S.-M. (2010). A 3-D virtual reality model of the sun and the moon for e-learning at elementary schools. International Journal of Science and Mathematics Education, 8, 689-710.
  • Suzuki, M. (2003). Conversations about the moon with prospective teachers in Japan. Science Education, 87(6), 892-910.
  • Taşcan, M. & Ünal, İ. (2015). Astronomi eğitiminin önemi ve ülkemizdeki öğretim programları açısından değerlendirilmesi. Dokuz Eylül Üniversitesi Buca Eğitim Fakültesi Dergisi(40), 25-37.
  • Trumper, R. (2000). University students' conceptions of basic astronomy concepts. Physics Education, 35(1), 9-14.
  • Trumper, R. (2006). Teaching future teachers basic astronomy concepts sun earth-moon relative movements at a time of reform in science education. Research in Science & Technological Education, 24(1), 85–109.
  • Trundle, K. C., Atwood, R. K. & Christopher, J. E. (2006). Preservice elementary teachers’ knowledge of observable moon phases and pattern of change in phases. Journal of Science Teacher Education, 17(2), 87-101.
  • Tunç, T., Bağcı, N., Yörük, N., Gürsoy-Köroğlu, N., Başdağ, G., Keleş, Ö., İpek, İ. & Bakar, E. (2008). İlköğretim fen ve teknoloji 7 ders kitabı (2. b.). Ankara: MEB Devlet Kitapları.
  • Türk, C., Şener, N. & Kalkan, H. (2015). Pre-service teachers' conceptions of specific astronomy concepts: a longitudinal investigation. Journal of Social Science Studies, 2(2), 56-87.
  • Türkoğlu, O., Süleymanoğlu, N. & Orbay, M. (2008). Fen ve teknoloji öğretimi ile astronominin ilişkisi. İlköğretim Eğitimci Dergisi, 21, 52-58.
  • Türkoğlu, O., Örnek, F., Gökdere, M., Süleymanoğlu, N. & Orbay, M. (2009). On pre-service science teachers' preexisting knowledge levels about basic astronomy concepts. International Journal of Physical Sciences, 4(11), 734-739.
  • Yu, K. C. (2005). Digital full-domes: the future of virtual astronomy education. Planetarian, 34(3), 5-11.
  • Zeilik, M., Schau, C. & Mattern, N. (1998). Misconceptions and their change in university-level astronomy courses. The Physics Teacher, 36, 104–107.

Öğretmen Adaylarının Temel Astronomi Kavramlarıyla İlgili Algıları

Yıl 2023, , 190 - 207, 28.04.2023
https://doi.org/10.37217/tebd.1141530

Öz

Bu çalışma, öğretmen adaylarının evren, gök cismi, kara delik, Güneş ve Ay kavramları ile ilgili algılarını belirlemeyi amaçlamaktadır. Çalışmada nitel araştırmalardan olgubilim deseni benimsenmiştir. Çalışma grubunu 2019-2020 Akademik Yılında okul öncesi, sınıf ve fen bilgisi öğretmenliği programlarının son sınıflarında okumakta olan 10 öğretmen adayı oluşturmaktadır. Yarı yapılandırılmış görüşme formu ile veriler toplanmış ve içerik analizi yapılmıştır. Araştırma sonucunda, öğretmen adaylarının evren kavramını en fazla uzay (boşluğu), yıldız, gezegen ve galaksi kavramları ile ilişkilendirdikleri görülmüştür. Diğer yandan, araştırmada, öğretmen adaylarının Güneş tutulması ve gök cisimleri ile ilgili bilgi düzeyi farkındalıklarının yüksek olduğu evren kavramına yönelik algılarının ise sınırlı olduğu sonucuna ulaşılmıştır. Öğretmen adayları Güneş ve Ay'ın hareketleriyle ve kara deliğe yönelik eksik veya yanlış bilgilere sahiptir. Bazı öğretmen adayları Ay’ın hareketiyle ilgili dolanma ve dönme kavramlarını karıştırmaktadır. Öğretmen adaylarında eksik ve yanlış öğrenmelerin oluşmaması için model, simülasyon gibi aktif öğretim materyal ve yöntemlerinin kullanımı yanında dersin fen dersleri kapsamından ayrı bir ders olarak okutulması gibi önerilerde bulunulmuştur.

Kaynakça

  • Ahmed, F. O. M. & Kurnaz, M. A. (2021). Determining students’ mental models about the sun, earth and moon celestial objects for sustainable learning in astronomy education in Libya. African Educational Research Journal, 9(3), 825-832.
  • Aslan, A. (2019). Dünya ve evren konu alanına yönelik sorgulama temelli öğrenme ortamlarının değerlendirilmesi. (Yüksek Lisans Tezi). https://tez.yok.gov.tr sayfasından erişilmiştir.
  • Aydın, S. (2017). 7th class students' opinions on sun, earth and moon system. Universal Journal of Educational Research, 5(12B), 34-41.
  • Bailey, J. M. & Slater, T. F. (2003). A review of astronomy education research. Astron. Educ. Rev., 2, 20-45.
  • Baker, C., Wuest, J. & Stern, P. N. (1992). Method slurring: The grounded theory/phenomenology example. Journal of Advanced Nursing, 17, 1355-1360.
  • Barab, S. A., Hay, K. E., Squire, K., Barnett, M., Schmidt, R. & Karrigan, K. (2000). Virtual solar system project: Learning through a technology-rich, inquiry-based, participatory learning environment. Journal of Science Education and Technology, 9(1), 7–25.
  • Bishop, J. E. (2003). Pre-college astronomy education in the United States in the twentieth century. A. Heck (Ed.), Information handling in astronomy-historical vistas içinde (s. 207-231). Dordrecht: Springer.
  • Brown, P., Friedrichsen, P. & Abell, S. (2010). Do beliefs change? Investigating prospective teachers’ science teaching orientations during an accelerated post-baccalaureate program. M. F. Taşar & G. Çakmakcı (Ed.), Contemporary science education research: teaching içinde (s. 41‐51). Ankara: Pegem Akademi.
  • Brunsell, E. & Marcks, J. (2005). Identify a baseline for teachers’ astronomy content knowledge. Astronomy Education Review, 3(2), 38–46. https://doi.org/10.3847/AER2004015
  • Cardinot, A. & Fairfield, J. A. (2021). Alternative conceptions of astronomy: How Irish secondary students understand gravity, seasons, and the bigbang. EURASIA Journal of Mathematics, Science and Technology Education, 17(4), em1950. https://doi.org/10.29333/ejmste/10780
  • Chiras, A. (2008). Day/night cycle: Mental models of primary school children. Science Education International, 19(1), 65-83.
  • Comins, N. F. (1993). Sources of misconceptions in astronomy. The Proceedings of the Third International Seminar on Misconceptions and Educational Strategies in Science and Mathematics içinde (s. 3-34). Ithaca, NY: Misconceptions Trust.
  • Cox, M., Steegen, A. & De Cock, M. (2016). How aware are teachers of students’ misconceptions in astronomy? A qualitative analysis in Belgium. Science Education International, 27(2), 277–300.
  • Creswell, J. W. (2009). Research design: Qualitative, quantitative, and mixed methods approaches (3. b.). New Delhi: Sage Publications.
  • Durukan, Ü. G. & Sağlam-Aslan, A. (2015). The analysis of the understanding levels of teacher candidates in different departments about basic astronomy concepts. Participatory Educational Research (PER), 2(2), 28-46.
  • Emrahoğlu, N. & Öztürk, A. (2009). Fen bilgisi öğretmen adaylarının astronomi kavramlarını anlama seviyelerinin ve kavram yanılgılarının incelenmesi üzerine boylamsal bir araştırma. Ç.Ü. Sosyal Bilimler Enstitüsü Dergisi, 18(1), 165-180.
  • Goldsmith, M. (2013). Uzay ansiklopedisi (E. Soğancılar, Çev. Ed.). Ankara: Tübitak Popüler Bilim.
  • Gürbüz, F. (2016). Physics education: effect of micro-teaching method supported by educational technologies on pre-service science teachers’ misconceptions on basic astronomy subjects. Journal of Education and Training Studies, 4(2), 27-41.
  • Hewson, P. & Hewson, M. (1991). The status of students conceptions. R. Duit, F. Goldberg & H. Niedderer (Ed.), Research in physics learning: theoretical issues and empirical studies içinde (s. 59-73). Kiel.
  • Jansri, S. & Ketpichainarong, W. (2020). Investigating in-service science teachers conceptions of astronomy, and determine the obstacles in teaching astronomy in Thailand. International Journal of Educational Methodology, 6(4), 745-758.
  • Jones, B. L., Lynch, P. P. & Reesink, C. (1987). Children’s conceptions of the earth, sun and moon. International Journal of Science Education, 9(1), 43-53.
  • Kalkan, H. & Kıroğlu, K. (2007). Science and nonscience students’ ideas about basic astronomy concepts in preservice training for elementary school teachers. The Astronomy Education Review, 6(1), 15-24.
  • Kanli, U. (2014). A study on identifying the misconceptions of pre-service and in-service teachers about basic astronomy concepts. Eurasia Journal of Mathematics, Science & Technology Education, 10(5), 471–479. https://doi.org/10.12973/eurasia.2014.1120a
  • Kurnaz, M. A. (2012). Turkish students’ understandings about some basic astronomy concepts: a cross-grade study. World Applied Sciences Journal, 19(7), 986-997.
  • Kurnaz, M. A. & Değermenci, A. (2012). Mental models of 7th grade students on sun, earth and moon. Elementary Education Online, 11(1), 137-150.
  • Lightman, A. & Sadler, P. (1993) Teacher predictions versus actual student gains. The Physics Teacher, 31, 162–167.
  • Miles, M, B. & Huberman, A. M. (1994). Qualitative data analysis: An expanded sourcebook (2. b.). Thousand Oaks, CA: Sage.
  • MEB. (2018). Fen Bilimleri Dersi Öğretim Programı (İlkokul ve Ortaokul 3, 4, 5, 6, 7 ve 8. Sınıflar). Ankara.
  • Plummer, J. D., Wasko, K. D. & Slagle, C. (2011). Children learning to explain daily celestial motion: Understanding astronomy across moving frames of reference. International Journal of Science Education, 33(14), 1963-1992. https://doi.org/10.1080/09500693.2010.537707
  • Rosenberg, M., Baldon, G., Russo, P. & Christensen, L. L. (2014). Astronomy in everyday life. Communicating Astronomy to the Public Journal, 14, 30-36.
  • Sağlam-Arslan, A. & Durukan, U. (2016). Pre-service teachers’ mental models of basic astronomy concepts. Science Education International, 27(1), 88-116.
  • Sneider, C. & Pulos, S. (1983). Children’s cosmographies: Understanding the earth shape and gravity. Science Education, 67, 205-221.
  • Subramaniam, K. & Padalkar, S. (2009). Visualisation and reasoning in explaining the phases of the moon. International Journal of Science Education, 31(3), 395-417. https://doi.org/10.1080/09500690802595805
  • Summers, M. & Mant, J. (1995). A survey of British primary school teacher’s understanding of the earth’s place in the universe. Educational Research, 37(1), 3-17.
  • Sun, K-T., Lin, C.-L. & Wang, S.-M. (2010). A 3-D virtual reality model of the sun and the moon for e-learning at elementary schools. International Journal of Science and Mathematics Education, 8, 689-710.
  • Suzuki, M. (2003). Conversations about the moon with prospective teachers in Japan. Science Education, 87(6), 892-910.
  • Taşcan, M. & Ünal, İ. (2015). Astronomi eğitiminin önemi ve ülkemizdeki öğretim programları açısından değerlendirilmesi. Dokuz Eylül Üniversitesi Buca Eğitim Fakültesi Dergisi(40), 25-37.
  • Trumper, R. (2000). University students' conceptions of basic astronomy concepts. Physics Education, 35(1), 9-14.
  • Trumper, R. (2006). Teaching future teachers basic astronomy concepts sun earth-moon relative movements at a time of reform in science education. Research in Science & Technological Education, 24(1), 85–109.
  • Trundle, K. C., Atwood, R. K. & Christopher, J. E. (2006). Preservice elementary teachers’ knowledge of observable moon phases and pattern of change in phases. Journal of Science Teacher Education, 17(2), 87-101.
  • Tunç, T., Bağcı, N., Yörük, N., Gürsoy-Köroğlu, N., Başdağ, G., Keleş, Ö., İpek, İ. & Bakar, E. (2008). İlköğretim fen ve teknoloji 7 ders kitabı (2. b.). Ankara: MEB Devlet Kitapları.
  • Türk, C., Şener, N. & Kalkan, H. (2015). Pre-service teachers' conceptions of specific astronomy concepts: a longitudinal investigation. Journal of Social Science Studies, 2(2), 56-87.
  • Türkoğlu, O., Süleymanoğlu, N. & Orbay, M. (2008). Fen ve teknoloji öğretimi ile astronominin ilişkisi. İlköğretim Eğitimci Dergisi, 21, 52-58.
  • Türkoğlu, O., Örnek, F., Gökdere, M., Süleymanoğlu, N. & Orbay, M. (2009). On pre-service science teachers' preexisting knowledge levels about basic astronomy concepts. International Journal of Physical Sciences, 4(11), 734-739.
  • Yu, K. C. (2005). Digital full-domes: the future of virtual astronomy education. Planetarian, 34(3), 5-11.
  • Zeilik, M., Schau, C. & Mattern, N. (1998). Misconceptions and their change in university-level astronomy courses. The Physics Teacher, 36, 104–107.
Toplam 46 adet kaynakça vardır.

Ayrıntılar

Birincil Dil Türkçe
Konular Eğitim Üzerine Çalışmalar
Bölüm Makaleler
Yazarlar

Şafak Uluçınar Sağır 0000-0003-3383-5330

Salih Değirmenci 0000-0002-0956-9151

Aslı Dolunay 0000-0001-9175-7022

Yayımlanma Tarihi 28 Nisan 2023
Gönderilme Tarihi 6 Temmuz 2022
Kabul Tarihi 1 Ocak 2023
Yayımlandığı Sayı Yıl 2023

Kaynak Göster

APA Uluçınar Sağır, Ş., Değirmenci, S., & Dolunay, A. (2023). Öğretmen Adaylarının Temel Astronomi Kavramlarıyla İlgili Algıları. Türk Eğitim Bilimleri Dergisi, 21(1), 190-207. https://doi.org/10.37217/tebd.1141530

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