EXPLORING THE THEORETICAL AND PRACTICAL NATURE OF PRESCHOOL TEACHERS' SCIENCE TEACHING PRACTICES

Yıl 2021, , 386 - 435, 24.04.2021

Elif Akşam , Ali Yiğit Kutluca

https://doi.org/10.19171/uefad.867333

Cited By: 5

Öz

This study aims to examine the pedagogical conceptualizations of preschool teachers regarding their science teaching practices. A multiple case study design was adopted to investigate the reasons and actions underlying individual teachers' early science teaching practices in a more in-depth and holistic way. Participants were four preschool teachers, selected by criterion sampling, working in state-run kindergartens. Study data were collected through Lesson Plan Construction Form (LPCF) and the Teaching Based Interview Form (TBIF). These data were enriched with observation findings. To this aim, participants first planned a science teaching activity (making yogurt), and then made general science teaching and pedagogical conceptualizations about this activity. Then they applied this activity in their classes. Finally, they made interpretations of their pedagogical structures by watching significant moments from their video-recorded teaching. Data analysis was conducted inductively, in keeping with the qualitative design of the current study. The constant comparison method was used to compare each of the teacher’s conceptualizations, and classroom observations were analyzed using an analytical observation protocol. Findings show that preschool teachers associate early science teaching practices with scientific process skills, citizenship, character and values education goals. In addition, the theoretical and practical nature of science teaching practices varies depending on the professional experience threshold. The basic pedagogical tools that preschool teachers use when planning and implementing teaching are orientations, understandings of children and teaching strategies. The results achieved are discussed in detail on the basis of the existing literature and directions for future research are given.

Anahtar Kelimeler

Preschool Teachers, Preschool, Science Teaching, Pedagogical Tool, Professional Experience

OKUL ÖNCESİ ÖĞRETMENLERİNİN FEN ÖĞRETİMİ UYGULAMALARININ TEORİK VE PRATİK DOĞASININ KEŞFEDİLMESİ

Öz

Bu araştırmanın amacı, farklı deneyimlerdeki okul öncesi öğretmenlerinin kendi fen öğretimi uygulamalarına yönelik pedagojik kavramsallaştırmalarını incelemektir. Araştırma, erken çocukluk dönemi fen öğretimi uygulamalarının altında yatan nedenlerin ve aksiyonların daha derinlemesine ve bütüncül bir yaklaşımla ele alınabilmesi için durum çalışması deseni aracılığıyla gerçekleştirilmiştir. Araştırma MEB’e bağlı anaokullarında görev yapan dört okul öncesi öğretmeniyle yürütülmüştür. Her öğretmenin erken çocukluk dönemi fen öğretimi kavramsallaştırmalarının, farklı birer durumu temsil etmesi nedeniyle araştırmanın tasarımı çoklu durum çalışmasıdır. Araştırmadaki veriler Ders Planı Yapılandırma Formu (DPYF) ve Öğretim Temelli Görüşme Formu (ÖTGF) yardımıyla toplanmıştır. Ayrıca bu veriler, gözlem sonuçları yardımıyla da zenginleştirilmiştir. Dolayısıyla bu araştırmaya katılan dört okul öncesi öğretmeni önce bir fen öğretimi etkinliği (yoğurt yapımı) planlamış ardından genel fen öğretimi ve bu etkinliğe dair pedagojik kavramsallaştırmalar yapmışlardır. Ardından bu etkinliği sınıflarında uygulamışlardır. Son olarak video temelli olarak kaydedilen kendi öğretimlerinden önemli anları izleyerek pedagojik yapılarına dair yorumlamalarda bulunmuşlardır. Verilerin çözümlenmesiyle ilgili süreçler, nitel bakış açısını yansıtacak ve açıklayacak şekilde tümevarımcı bir yaklaşımla ele alınmıştır. Ayrıca sürekli karşılaştırma yöntemi aracılığıyla öğretmen kavramsallaştırmalarının kendi aralarında kıyaslanması sağlanmıştır. Diğer yandan sınıf gözlemleri ise analitik bir gözlem protokolü kullanılarak analiz edilmiştir. Analiz sonuçları, okul öncesi öğretmenlerinin fen öğretimi uygulamalarını bilimsel süreç becerileri, vatandaşlık, karakter ve değerler eğitimi hedefleriyle bağdaştırdıklarını göstermiştir. Ayrıca fen öğretim uygulamalarının teorik ve pratik niteliği meslekî deneyim eşiğine bağlı olarak değişmektedir. Okul öncesi öğretmenlerinin öğretimi planlarken ve uygularken kullandıkları temel pedagojik araçlar; amaç ve hedefler, çocuk anlayışları ve stratejilerdir. Ulaşılan sonuçlar, mevcut alanyazın temelinde derinlemesine tartışılmış ve bu doğrultuda gerekli öneriler verilmiştir.

Anahtar Kelimeler

Okul öncesi öğretmenleri, Okul öncesi, Fen öğretimi, Pedagojik araç, Mesleki deneyim

Kaynakça

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