SCIENCE TEACHERS' OPINIONS ON HOW TO IMPROVE LIFE SKILLS GIVEN IN THE SCIENCE CURRICULA

Yıl 2021, Cilt: 11 Sayı: 1, 164 - 186, 20.01.2021

İsa Deveci Meltem Aydız

https://doi.org/10.24315/tred.693345

Cited By: 4

Öz

In this study, the views of science teachers regarding the life skills (analytical thinking, decision making, communication, entrepreneurship, creative thinking, team work) were examined. For this purpose, the research was designed according to the phenomenographic research, which is one of the qualitative research approaches. The research was carried out in the academic year of 2017-2018, and the participants of this study consists of 10 science teachers. The data of the study were collected by guided interview technique consisting of open-ended questions. The data obtained in the study were analyzed by inductive content analysis technique. As a result of the research, it has been determined that there are differences in the opinions of teachers who participated in the research about how students can improve their life skills. In the opinions expressed by the science teachers, it has been determined that only the perceptions and practices towards developing creative thinking skills are sufficient, and in harmony with the literature. On the other hand, it has been determined that the perceptions and practices of science teachers participating in the research to improve students' analytical thinking, decision making, communication, entrepreneurship and teamwork skills are unsufficient, and inconsistent with the literature. Depending on these results, it can be said that science teachers need theoretical and practical training to develop students' analytical thinking, decision making, communication, entrepreneurship, teamwork skills.

Anahtar Kelimeler

Life skills, science teachers, phenomenographic research

FEN BİLİMLERİ ÖĞRETMENLERİNİN ÖĞRETİM PROGRAMINDA YER ALAN YAŞAM BECERİLERİNİN KAZANDIRILMASINA İLİŞKİN GÖRÜŞLERİ

Öz

Bu araştırmada fen bilimleri öğretmenlerinin, yaşam becerilerinin (analitik düşünme, karar verme, iletişim, girişimcilik, yaratıcı düşünme, takım çalışması) kazandırılmasına ilişkin görüşleri incelenmiştir. Bu amaç doğrultusunda araştırma, nitel araştırma yaklaşımları arasında yer alan fenomenografik araştırmaya göre tasarlanmıştır. Araştırma 2017-2018 eğitim-öğretim yılında yürütülmüş olup, çalışma grubu 10 fen bilimleri öğretmeninden oluşmaktadır. Araştırma verileri açık uçlu sorular aracılığıyla rehberli görüşme tekniği ile toplanmıştır. Elde edilen veriler tümevarımcı içerik analizi tekniği ile analiz edilmiştir. Araştırma sonucunda, araştırmaya katılan öğretmenlerin, öğrencilerin yaşam becerilerini nasıl geliştirebileceklerine ilişkin görüşlerinde farklılıklar olduğu belirlenmiştir. Öğretmenler tarafından belirtilen görüşlerde sadece yaratıcı düşünme becerisini geliştirmeye yönelik algı ve uygulamaların alanyazın ile uyumlu ve yeterli olduğu belirlenmiştir. Diğer taraftan araştırmaya katılan fen bilimleri öğretmenlerinin, öğrencilerin analitik düşünme, karar verme, iletişim, girişimcilik ve takım çalışması becerilerini geliştirmeye yönelik algı ve uygulamalarının alanyazınla tutarsız bir şekilde yeterli olmadığı belirlenmiştir. Bu sonuçlara bağlı olarak fen bilimleri öğretmenlerinin öğrencilerin analitik düşünme, karar verme, iletişim, girişimcilik ve takım çalışması becerilerini geliştirmeye yönelik teorik ve uygulamaya dönük eğitimlere ihtiyaç duydukları söylenebilir.

Anahtar Kelimeler

Yaşam becerileri, fen bilimleri öğretmenleri, fenomenografik araştırma

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