Fen Bilimleri Eğitiminde Dinamik Veri Analizi ile Teknoloji Kullanımına Yeni Bir Bakış
Özet
Günümüzün rekabetçi global yapısı içinde fen bilimleri öğretiminin hedefleri arasında öğrencilere ihtiyaç duyacakları becerilerin kazandırılması yer almaktadır. Türkiye Maarif Modelinde bu beceriler bilimsel gözlem, sınıflandırma, bilimsel gözleme dayalı tahmin, bilimsel veriye dayalı tahmin, operasyonel tanımlama, hipotez oluşturma, deney yapma, bilimsel çıkarım yapma, bilimsel model oluşturma, tümevarımsal akıl yürütme, tümdengelimsel akıl yürütme, kanıt kullanma ve bilimsel sorgulama olarak tanımlanmıştır. Bu becerilerin kazandırılmasına yönelik olarak farklı yaklaşımlar kullanılabilir. Bu çalışma bu hedefi göz önünde bulundurarak veri bilimi ve dinamik veri analiz programları ile ve öğrenci merkezli bir yaklaşımla tasarlanmış bir uygulama sürecini kapsamaktadır. Çalışma fen bilgisi öğretmen adayları ile gerçekleştirilmiştir. Uygulama kapsamında öğretmen adaylarına büyük veri setlerinin dinamik veri analiz programı ile nasıl analiz edilebileceği öğretilmiş ve “ne fark ettim” ve “ne merak ediyorum” yaklaşımı ile öğrenme süreçleri desteklenmiştir. Elde edilen bulgular uygulamanın pozitif etkisini göstermiştir.
Referanslar
Anderson, E. R., & Dobie, T. E. (2022). Sentence Stems to Foster Dialogue: Uses of “I Notice” and “I Wonder” in Online Teacher Professional Development. Journal of Teacher Education, 73(4), 424-437. https://doi-org.proxy.lib.wayne.edu/10.1177/00224871221087198
Athuman, J. J. (2017). Comparing the effectiveness of an inquiry-based approach to that of conventional style of teaching in the development of student’s science process skills. International Journal of Environmental and Science Education. 12(8), 1797-1816.
Bice, H., & Tang, H. (2022). Teachers’ beliefs and practices of technology integration at a school for stu- dents with dyslexia: a mixed methods study. Education and Information Technologies. 27, 10179-10205 https://doi.org/10.1007/s10639-022-11044-1
Ertmer, P. A., & Ottenbreit-Leftwich, A. (2013). Removing obstacles to the pedagogical changes required by Jonassen’s vision of authentic technology-enabled learning. Computers & Education, 64, 175– 182. https://doi.org/10.1016/j.compedu.2012.10.008
Frischemeier, D., Biehler, R., Podworny, S., & Budde, L. (2021). A first introduction to data science education in secondary schools: Teaching and learning about data exploration with CODAP using survey data. Teaching Statistics, 43, S182-S189.
Fullan, M., & Langworthy, M. (2014). A rich seam: How new pedagogies find deep learning. London: Pearson
Glesne, C. (2016). Becoming qualitative researchers: An introduction. Pearson. One Lake Street, Upper Saddle River, New Jersey 07458.
Honey, M. A., & Hilton, M. (2011). Learning science through computer games and simulations. National Academies Press.
Hudson, R. A., Mojica, G. F., Lee, H. S., & Casey, S. (2024). Data Moves as a Focusing Lens for Learning to Teach with CODAP. Computers in the Schools, 1-26.
Kahn, J., & Jiang, S. (2020). Learning with large, complex data and visualizations: Youth data wrangling in modeling family migration. Learning, Media and Technology, 46(2), 128–143. https://doi.org/10.1080/17439884.2020.1826962
Lee, H. S., Kersaint, G., Harper, S. R., Driskell, S. O., Jones, D. L., Leatham, K. R., Angotti, R. L., & Adu-Gyamfi, K. (2014). Prospective teachers’ use of transnumeration in solving statistical tasks with dynamic statistical software. Statistics Education Research Journal, 13(1), 25–52. https://doi.org/10.52041/serj.v13i1.297
Lincoln, Y. S., & Guba, E. G. (1985). Naturalistic inquiry. Sage.
McCulloch, A. W., Leatham, K. R., Lovett, J. N., Bailey, N. G., & Reed, S. D. (2021). How we are preparing secondary mathematics teachers to teach with technology: Findings from a nationwide survey. Journal for Research in Mathematics Education, 52(1), 94–107. https://doi.org/10.5951/jresematheduc-2020-0205
Milli Eğitim Bakanlığı (2024). Fen bilimleri alan becerileri (fbab). Türkiye maarif modeli. MEB https://tymm.meb.gov.tr/beceriler/fen-bilimleri-alan-becerileri
Mkomele, K. I. (2015). Teachers’ perception on critical thinking in secondary school in Tanzania: A Case Study of Mjimwema Ward [Yüksek Lisans Tezi, Open University of Tanzania]. http://196.216.247.5/cgi-bin/koha/opac-detail.pl?biblionumber=4466
Niess, M. L. (2005). Preparing teachers to teach science and mathematics with technology: Developing a technology pedagogical content knowledge. Teaching and Teacher Education, 21(5), 509-523.
Polly, D., Mims, C., Shepherd, C. E., & Inan, F. (2010). Evidence of impact: Transforming teacher education with preparing tomorrow's teachers to teach with technology (PT3) grants. Teaching and Teacher Education, 26(4), 863-870.
Prestridge, S. (2017). Examining the shaping of teachers’ pedagogical orientation for the use of tech- nology. Technology, Pedagogy and Education, 26(4), 367–381. https://doi.org/10.1080/1475939X. 2016.1258369
Sanei, H., Kahn, J. B., Yalcinkaya, R., Jiang, S., & Wang, C. (2023). Examining how students code with socioscientific data to tell stories about climate change. Journal of Science Education and Technology, 33(2), 161–177. https://doi.org/10.1007/s10956-023-10054-z
Smetana, L. K., & Bell, R. L. (2012). Computer simulations to support science instruction and learning: A critical review of the literature. International Journal of Science Education, 34(9), 1337-1370.
Strauss, A., & Corbin, J. (1990). Basics of qualitative research: Grounded theory procedures and techniques. Sage
Tondeur, J., van Braak, J., Sang, G., Voogt, J., Fisser, P., & Ottenbreit-Leftwich, A. (2012). Preparing pre-service teachers to integrate technology in education: A synthesis of qualitative evidence. Computers & Education, 59(1), 134-144.
Referanslar
Anderson, E. R., & Dobie, T. E. (2022). Sentence Stems to Foster Dialogue: Uses of “I Notice” and “I Wonder” in Online Teacher Professional Development. Journal of Teacher Education, 73(4), 424-437. https://doi-org.proxy.lib.wayne.edu/10.1177/00224871221087198
Athuman, J. J. (2017). Comparing the effectiveness of an inquiry-based approach to that of conventional style of teaching in the development of student’s science process skills. International Journal of Environmental and Science Education. 12(8), 1797-1816.
Bice, H., & Tang, H. (2022). Teachers’ beliefs and practices of technology integration at a school for stu- dents with dyslexia: a mixed methods study. Education and Information Technologies. 27, 10179-10205 https://doi.org/10.1007/s10639-022-11044-1
Ertmer, P. A., & Ottenbreit-Leftwich, A. (2013). Removing obstacles to the pedagogical changes required by Jonassen’s vision of authentic technology-enabled learning. Computers & Education, 64, 175– 182. https://doi.org/10.1016/j.compedu.2012.10.008
Frischemeier, D., Biehler, R., Podworny, S., & Budde, L. (2021). A first introduction to data science education in secondary schools: Teaching and learning about data exploration with CODAP using survey data. Teaching Statistics, 43, S182-S189.
Fullan, M., & Langworthy, M. (2014). A rich seam: How new pedagogies find deep learning. London: Pearson
Glesne, C. (2016). Becoming qualitative researchers: An introduction. Pearson. One Lake Street, Upper Saddle River, New Jersey 07458.
Honey, M. A., & Hilton, M. (2011). Learning science through computer games and simulations. National Academies Press.
Hudson, R. A., Mojica, G. F., Lee, H. S., & Casey, S. (2024). Data Moves as a Focusing Lens for Learning to Teach with CODAP. Computers in the Schools, 1-26.
Kahn, J., & Jiang, S. (2020). Learning with large, complex data and visualizations: Youth data wrangling in modeling family migration. Learning, Media and Technology, 46(2), 128–143. https://doi.org/10.1080/17439884.2020.1826962
Lee, H. S., Kersaint, G., Harper, S. R., Driskell, S. O., Jones, D. L., Leatham, K. R., Angotti, R. L., & Adu-Gyamfi, K. (2014). Prospective teachers’ use of transnumeration in solving statistical tasks with dynamic statistical software. Statistics Education Research Journal, 13(1), 25–52. https://doi.org/10.52041/serj.v13i1.297
Lincoln, Y. S., & Guba, E. G. (1985). Naturalistic inquiry. Sage.
McCulloch, A. W., Leatham, K. R., Lovett, J. N., Bailey, N. G., & Reed, S. D. (2021). How we are preparing secondary mathematics teachers to teach with technology: Findings from a nationwide survey. Journal for Research in Mathematics Education, 52(1), 94–107. https://doi.org/10.5951/jresematheduc-2020-0205
Milli Eğitim Bakanlığı (2024). Fen bilimleri alan becerileri (fbab). Türkiye maarif modeli. MEB https://tymm.meb.gov.tr/beceriler/fen-bilimleri-alan-becerileri
Mkomele, K. I. (2015). Teachers’ perception on critical thinking in secondary school in Tanzania: A Case Study of Mjimwema Ward [Yüksek Lisans Tezi, Open University of Tanzania]. http://196.216.247.5/cgi-bin/koha/opac-detail.pl?biblionumber=4466
Niess, M. L. (2005). Preparing teachers to teach science and mathematics with technology: Developing a technology pedagogical content knowledge. Teaching and Teacher Education, 21(5), 509-523.
Polly, D., Mims, C., Shepherd, C. E., & Inan, F. (2010). Evidence of impact: Transforming teacher education with preparing tomorrow's teachers to teach with technology (PT3) grants. Teaching and Teacher Education, 26(4), 863-870.
Prestridge, S. (2017). Examining the shaping of teachers’ pedagogical orientation for the use of tech- nology. Technology, Pedagogy and Education, 26(4), 367–381. https://doi.org/10.1080/1475939X. 2016.1258369
Sanei, H., Kahn, J. B., Yalcinkaya, R., Jiang, S., & Wang, C. (2023). Examining how students code with socioscientific data to tell stories about climate change. Journal of Science Education and Technology, 33(2), 161–177. https://doi.org/10.1007/s10956-023-10054-z
Smetana, L. K., & Bell, R. L. (2012). Computer simulations to support science instruction and learning: A critical review of the literature. International Journal of Science Education, 34(9), 1337-1370.
Strauss, A., & Corbin, J. (1990). Basics of qualitative research: Grounded theory procedures and techniques. Sage
Tondeur, J., van Braak, J., Sang, G., Voogt, J., Fisser, P., & Ottenbreit-Leftwich, A. (2012). Preparing pre-service teachers to integrate technology in education: A synthesis of qualitative evidence. Computers & Education, 59(1), 134-144.
