Fen Bilgisi Öğretmen Adaylarının Atom Konusundaki Fen Eğitimi Yönelimleri
Özet
Günümüzde öğretmen eğitiminde, öğretmenlerin ve öğretmen adaylarının bilgi ve inanışları popüler araştırma konuları olarak karşımıza çıkmaktadır. Öğretmen inanışları 1980’li yıllardan itibaren eğitim yönelimi bağlamında incelenmeye başlanmıştır. Birçok araştırmacı tarafından öğretmen yönelimleri hakkında modeller ortaya konulmuştur. Öğretmenin karar mekanizmasını doğrudan etkileyen yönelimlerin derinlemesine incelenmesinin, hem hizmet içi eğitim bağlamında hem de öğretmen yetiştirme bağlamında alana katkı sağlayacağı düşünülmektedir. Ayrıca söz konusu yönelimlerin konuya özgü doğası nedeniyle her bir konu için özgü olarak incelenmesini de gerektirmektedir. Bu nedenle çalışmada Fen Bilgisi öğretmen adaylarının “atom” konusu hakkındaki yönelimleri incelenmiştir.
Referanslar
Anderson, C. W., & Smith, E. L. (1987). Teaching science. In V. Richardson Koehler (Ed.), Educators’ handbook: A research perspective (pp. 84- 111). New York: Longman.
Aydın, S. (2012). Examination of chemistry teachers’ topic-specific nature of pedagogical content knowledge in electrochemistry and radioactivity. Unpublished doctoral thesis. Middle East Technical University, Ankara.
Borko, H., & Putnam, R. T. (1996). Learning to teach. In D. C. Berliner & R. C. Calfee (Eds.), Handbook of educational psychology (pp. 673-708). New York: Macmillan.
Bransford J., Darling-Hammond L. & LePage P., (2005). Introduction, in Darling-Hammond L. & Bransford J. D. (ed.), Preparing teachers for a changing world: What teachers should learn and be able to do, San Francisco, CA: Jossey-Bass, 1–39.
Cohen, R. & Yarden, A. (2009). Experienced junior-high-school teachers’ PCK in light of a curriculum change: “The cell is to be studied longitudinally." Research in Science Education, 39(1), 131-155.
Creswell, J. W. (2007). Qualitative inquiry & research design: Choosing among five approaches ( 2. Baskı). USA: SAGE Publications.
Çoban, Ö. K., Çelik, A. Y., & Kılıç, Z. (2021). Kimya öğretmenlerinin öğretim stratejileri ve bu stratejilere etki eden faktörler. Eğitim ve Toplum Araştırmaları Dergisi, 8(2), 345-361.
De Jong O. & van Driel J., (2001), The development of prospective teachers’ concerns about teaching chemistry topics at a macro-micro-symbolic interface, in Behrednt H., Dahncke H., Duit R., Graber W., Komorek M., Kross A. and Reiska P. (ed.), Research in science education: Past, present and future, Dordrecht, The Netherlands: Kluwer Academic, 271–276.
Ekiz-Kiran, B., & Boz, Y. (2020). Interactions between the science teaching orientations and components of pedagogical content knowledge of in-service chemistry teachers. Chemistry Education Research and Practice, 21(1), 95-112.
Friedrichsen, P. M. & Dana, T. M. (2005). Substantive-level theory of highly regarded secondary biology teachers’ science teaching orientations. Journal of Research in Science Teaching, 42(2), 218-244.
Friedrichsen, P. M., & Dana, T. M. (2003). Using a card-sorting task to elicit and clarify science teaching orientations. Journal of Science Teacher Education, 14(4), 291-309.
Grossman, P. L. (1990). The making of a teacher: Teacher knowledge and teacher education. New York: Teachers College.
Kind, V. (2016). Preservice science teachers’ science teaching orientations and beliefs about science. Science Education, 100(1), 122-152.
Magnusson, S., Krajcik, J. & Borko, H. (1999). Nature, sources and development of pedagogical content knowledge for science teaching. J. Gess-Newsome & N. G. Lederman (Ed.), Examining pedagogical content knowledge: The construct and its implications for science education (s. 95- 132). London: Kluwer Academics.
Nargund-Joshi, V. (2012). An exploration of the science teaching orientations of Indian science teachers in the context of curriculum reform. Unpublished doctoral thesis. Indiana University, USA.
Pajares, M. F. (1992). Teachers’ beliefs and educational research: Cleaning up a messy construct. Review of educational research, 62(3), 307-332.
Ramnarain, U. & Schuster, D. (2014). The Pedagogical Orientations of South African physical sciences teachers towards inquiry or direct instructional approaches. Research in Science Education, 44(4), 627-650.
Ramnarain, U., Nampota, D. & Schuster, D. (2016). The spectrum of pedagogical orientations of malawian and south african physical science teachers towards inquiry. African Journal of Research in Mathematics, Science and Technology Education, 20(2),1-12.
Shulman, L. S. (1986). Those who understand: Knowledge growth in teaching. Educational Researcher, 15, 4-14.
Referanslar
Anderson, C. W., & Smith, E. L. (1987). Teaching science. In V. Richardson Koehler (Ed.), Educators’ handbook: A research perspective (pp. 84- 111). New York: Longman.
Aydın, S. (2012). Examination of chemistry teachers’ topic-specific nature of pedagogical content knowledge in electrochemistry and radioactivity. Unpublished doctoral thesis. Middle East Technical University, Ankara.
Borko, H., & Putnam, R. T. (1996). Learning to teach. In D. C. Berliner & R. C. Calfee (Eds.), Handbook of educational psychology (pp. 673-708). New York: Macmillan.
Bransford J., Darling-Hammond L. & LePage P., (2005). Introduction, in Darling-Hammond L. & Bransford J. D. (ed.), Preparing teachers for a changing world: What teachers should learn and be able to do, San Francisco, CA: Jossey-Bass, 1–39.
Cohen, R. & Yarden, A. (2009). Experienced junior-high-school teachers’ PCK in light of a curriculum change: “The cell is to be studied longitudinally." Research in Science Education, 39(1), 131-155.
Creswell, J. W. (2007). Qualitative inquiry & research design: Choosing among five approaches ( 2. Baskı). USA: SAGE Publications.
Çoban, Ö. K., Çelik, A. Y., & Kılıç, Z. (2021). Kimya öğretmenlerinin öğretim stratejileri ve bu stratejilere etki eden faktörler. Eğitim ve Toplum Araştırmaları Dergisi, 8(2), 345-361.
De Jong O. & van Driel J., (2001), The development of prospective teachers’ concerns about teaching chemistry topics at a macro-micro-symbolic interface, in Behrednt H., Dahncke H., Duit R., Graber W., Komorek M., Kross A. and Reiska P. (ed.), Research in science education: Past, present and future, Dordrecht, The Netherlands: Kluwer Academic, 271–276.
Ekiz-Kiran, B., & Boz, Y. (2020). Interactions between the science teaching orientations and components of pedagogical content knowledge of in-service chemistry teachers. Chemistry Education Research and Practice, 21(1), 95-112.
Friedrichsen, P. M. & Dana, T. M. (2005). Substantive-level theory of highly regarded secondary biology teachers’ science teaching orientations. Journal of Research in Science Teaching, 42(2), 218-244.
Friedrichsen, P. M., & Dana, T. M. (2003). Using a card-sorting task to elicit and clarify science teaching orientations. Journal of Science Teacher Education, 14(4), 291-309.
Grossman, P. L. (1990). The making of a teacher: Teacher knowledge and teacher education. New York: Teachers College.
Kind, V. (2016). Preservice science teachers’ science teaching orientations and beliefs about science. Science Education, 100(1), 122-152.
Magnusson, S., Krajcik, J. & Borko, H. (1999). Nature, sources and development of pedagogical content knowledge for science teaching. J. Gess-Newsome & N. G. Lederman (Ed.), Examining pedagogical content knowledge: The construct and its implications for science education (s. 95- 132). London: Kluwer Academics.
Nargund-Joshi, V. (2012). An exploration of the science teaching orientations of Indian science teachers in the context of curriculum reform. Unpublished doctoral thesis. Indiana University, USA.
Pajares, M. F. (1992). Teachers’ beliefs and educational research: Cleaning up a messy construct. Review of educational research, 62(3), 307-332.
Ramnarain, U. & Schuster, D. (2014). The Pedagogical Orientations of South African physical sciences teachers towards inquiry or direct instructional approaches. Research in Science Education, 44(4), 627-650.
Ramnarain, U., Nampota, D. & Schuster, D. (2016). The spectrum of pedagogical orientations of malawian and south african physical science teachers towards inquiry. African Journal of Research in Mathematics, Science and Technology Education, 20(2),1-12.
Shulman, L. S. (1986). Those who understand: Knowledge growth in teaching. Educational Researcher, 15, 4-14.
