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

Yıl 2019, Cilt: 5 Sayı: 3, 22 - 43, 30.12.2019

Elif Selcan Öztay Sevgi Aydın-günbatar

https://doi.org/10.29065/usakead.645600

Cited By: 1

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

Proje Numarası

118B169

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

Destekleyen Kurum

TÜBİTAK

Proje Numarası

118B169

Teşekkür

Bu araştırma TÜBİTAK 4005 projesi olarak desteklenmiş olan 118B169 numaralı projenin bir ürünüdür.

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