Fen Bilgisi Öğretmen Adaylarının Öğretimsel Karar Verme Süreçlerinin İncelenmesi

Yıl 2023, , 100 - 121, 29.04.2023

Arzu Kirman Bilgin , Hava İpek Akbulut

https://doi.org/10.19171/uefad.1125177

Öz

Bu araştırma fen bilgisi öğretmen adaylarının öğretimsel karar verme süreçlerini incelemeyi amaçlamaktadır. Özel durum yöntemi ile yürütülen bu araştırmaya bir devlet üniversitesinin üçüncü sınıfında öğrenim gören 28 üçüncü sınıf fen bilgisi öğretmen adayı katılmıştır. Veri toplama aracı olarak fen bilgisi öğretmen adaylarının öğretimsel karar verme süreçlerine ilişkin bilgileri içeren öğretimsel karar verme günlükleri kullanılmıştır. Fen bilgisi öğretmen adaylarından çalışma yaprakları tasarlamaları ve tasarım süreçlerini görev olarak yazmaları istenmiştir (Görev I ve Görev II). Görev I bireysel, Görev II ise takım çalışması şeklinde yürütülmüştür. Elde edilen veriler içerik analizine tabi tutulmuştur. Elde edilen bulgular, bazı öğretmen adaylarının günlük yaşamla ilgili problem durumu oluşturabilmelerine rağmen birden fazla çözüm üretemediklerini, çözümlerin olumlu ve olumsuz yönlerini tespit edemediklerini göstermektedir. Ayrıca adayların uygun çözüme kısmen karar verebildikleri fakat en uygun çözüme ulaşma sürecini takip edemedikleri belirlenmiştir.

Anahtar Kelimeler

Karar verme, Öğretimsel karar verme, Fen bilgisi öğretmen adayı

Destekleyen Kurum

TÜBİTAK

Proje Numarası

117K993

Examining The Instructional Decision Making Process Of Preservice Science Teachers

Öz

This study aimed to examine the instructional decision-making process of preservice science teachers. Within a case study research methodology, the study group consisted of 28 third-year preservice science teachers studying at a state university in Turkey. Instructional decision-making diaries kept by preservice science teachers containing information on their instructional decision-making processes were used to collect data. Preservice science teachers were asked to design worksheets and write down their design processes as tasks (Task I and Task II). They were asked to design worksheets individually under Task I, and as teamwork under Task II. Obtained data were analyzed by using content analysis. Findings show that some of the preservice teachers could not generate more than one solution although they could create a problem situation related to daily life; and they could not identify the positive and negative aspects of the solutions. In addition, it was determined that they could partially decide on the appropriate solution but could not follow the process of coming to the most appropriate solution.

Anahtar Kelimeler

Decision making, Instructional decision making skill, Preservice science teacher

Proje Numarası

117K993

Kaynakça

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