THE EXAMINATION OF CHANGES IN CHEMISTRY TEACHERS’ MENTAL MODELS REGARDING STEM EDUCATION THROUGH A PROFESSIONAL DEVELOPMENT PROGRAM

Öz

The purpose of this study, which is a case study that is one of the types of qualitative research, is to investigate chemistry teachers’ Science, Technology, Engineering, and Mathematics (STEM) mental models and changes in those models through a-week long professional development program supported by The Scientific and Technological Research Council of Turkey. 12 women and 12 men chemistry teachers’ pre- and post-mental models were examined by the use of ‘STEM Reflection Protocol’ developed by Ring, Dare, Crotty, and Roehrig (2017) and translated into Turkish by the researchers. In the protocol teachers were asked to draw their STEM models and then explain the model.  The data collected were analyzed both through deductive and inductive analysis. Later, to determine if any development existed in participants’ models, constant comparative analysis was carried out through comparing and contrasting pre and post models of each participant. The pre- models and explanations generally mentioned the relations among STEM disciplines. However, very few participants included engineering design process and daily-life problems in pre-models and explanations. Furthermore, pre-data included less details than post-ones. The participants had difficulty in drawing their models. After the STEM training provided through a week, the results showed great development in participants’ STEM models. For instance, although pre- data did not include teamwork, communication, and STEM+, models drawn at the end of the development program integrated those concepts. In the light of the results, given the importance of teachers’ STEM models in their STEM implementation in class, teachers’ STEM models should be examined and existing models should be changed with the ones including STEM characteristics that suggested by the STEM literature. 

Anahtar Kelimeler

• STEM,STEM conceptual models,teacher education,professional development

Kimya Öğretmenlerinin FeTeMM'e Yönelik Zihinsel Modellerindeki Değişimin Hizmet-İçi Öğretmen Eğitimi Boyunca İncelenmesi

Öz

Nitel araştırma türlerinden durum çalışması olan bu araştırmanın amacı TÜBİTAK tarafından desteklenen 4005 projesi kapsamında bir hafta süren Fen, Teknoloji, Mühendislik ve Matematik (FeTeMM) hizmet içi öğretmen eğitimi programı sırasında eğitime katılan öğretmenlerin FeTeMM eğitimine ve bileşenlerine dair zihinsel modellerindeki değişimin incelenmesidir. Çalışmada 12 erkek ve 12 kadın olmak üzere toplam 24 kimya öğretmeninin eğitim öncesi ve sonrası FeTeMM eğitimine ve bileşenlerine dair zihinsel modelleri Ring, Dare, Crotty ve Roehrig  (2017) tarafından geliştirilen ve araştırmacılar tarafında Türkçe’ ye çevrilen FeTeMM’ e ilişkin Zihinsel Model Protokolü uygulanarak incelenmiştir. Protokolde öğretmenlerden hem bir şekil çizmeleri hem de bu şekli açıklamaları istenmektedir. Çalışmadan elde edilen veriler hem tümevarım hem de tümdengelim yöntemi birlikte kullanılarak analiz edilmiştir. Analiz süreci tamamlandıktan sonra öğretmenlerin ilk ve son FeTeMM modellerinde bir değişim olup olmadığını anlamak için sürekli karşılaştırmalı analiz metodu kullanılmıştır. Eğitim öncesi Bütünleşik FeTeMM eğitimi hakkındaki çizimler ve açıklamalar daha çok FeTeMM disiplinleri arasındaki ilişkiyi göstermiştir. Ancak mühendislik tasarım süreci ve günlük hayat problemleri çok az katılımcı tarafından değinilmiştir. Ayrıca ilk çizimler genel olarak değerlendirildiğinde daha az detay içerdikleri ve katılımcıların tam olarak düşündüklerini çizerek ifade etmekte zorlandıkları görülmektedir. Projede verilen eğitimlerden sonra yapılan uygulamada ise katılımcıların Bütünleşik FeTeMM öğretimine yönelik modellerinde ciddi değişimler olduğu görülmektedir. Örneğin, proje öncesi çizimlerde FeTeMM modellerinde grup çalışması, iletişim ve FeTeMM+ kavramları bulunmazken, proje sonrası çizimlerde bu kavramlar yer almıştır. Buradan hareketle, öğretmenlerin zihinlerindeki modellerin sınıflarındaki FeTeMM uygulamalarındaki önemli rolü düşünüldüğünde, öğretmenlerin FeTeMM’ e yönelik algılarının incelenmesi ve mevcut algıların alan yazın tarafından vurgulanan özelliklere sahip algılar ile değiştirilmesi gerekmektedir. 

Anahtar Kelimeler

• FeTeMM,FeTeMM zihinsel modelleri,öğretmen eğitimi,hizmet-içi eğitim

Kaynakça

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