Search

Öğretmen adaylarının Dünya ile ilgili astronomi konularını kavrama düzeylerinin belirlenmesi bu araştırmanın amacıdır. Araştırmada durum çalışması deseni kullanılmıştır. Çalışma grubu fen bilgisi, okul öncesi ve sınıf öğretmenliği programlarında son sınıfta öğrenim gören on öğretmen adayından oluşmaktadır. Veriler araştırmacıların geliştirdiği, sekiz soru içeren yarı yapılandırılmış “astronomi görüşme formu” ile toplanmıştır. Dünya’nın oluşumu, Dünya’nın hareketleri ve sonuçları, atmosfer olayları, mevsimlerin oluşumu, mevsim farklılıkları, yerel saat farkları, yıldız kayması ve kutup ışıkları konularında sorular sorulmuştur. Veriler, betimsel analizle oluşturulan kavramsal kategorilerde incelenerek analiz edilmiştir. Öğretmen adaylarının Dünya’nın oluşumuna ilişkin kavramsal bilgilerinin çoğunlukla “kavram yanılgısı içeren kısmen anlama” ve “kavram yanılgısı” düzeyinde olduğu görülmüştür. Gece-gündüz oluşumunda tam doğru cevapların fazla olduğu, mevsimlerin oluşumunda “kavram yanılgısıyla kısmen anlama” kategorsindeki cevapların fazla olduğu, yerel saat farklarında tam anlamanın fazla olduğu; yıldız kayması ve kutup ışıkları ile ilgili sorularda kavram yanılgılarının fazla olduğu belirlenmiştir. Öğretmen adayları Evren’in ve Dünya’nın oluşumunu karıştırmaktadır. Dünya’nın Güneş etrafındaki dönme ve dolanma hareketleri, Güneş’in etrafında Dünya’nın hareketi, yıldız ve meteorların hareketi gibi konularda kavram yanılgıları belirlenmiştir. Araştırmada amaçlı örneklem yoluyla seçilen öğretmen adaylarının astronomi kavramlarına yönelik algılarının yetersiz olduğu tespit edilmiştir. Araştırma sonucunda, astronomi eğitimine yönelik önerilerde bulunulmuştur.

STEM has been integrated into science curriculum with recent changes. However, teachers are in need of resources to effectively apply STEM in their classrooms. This study aimed to prepare STEM activities and to find out the students’ opinions about these activities. Case methodology was used. First, 5 activities were developed by the researchers and they were implemented in the classroom over a 4-week period. Then, the students were asked to prepare an activity related to the unit standards to be implemented in class. Semi-structured interview technique was used to obtain the students' views about STEM activities. The students had fun and took an active role during the STEM activities. However, the students had difficulty in adjusting the time during the implementation process. The students wanted similar activities to be implemented in other topics in science lessons. Based on the findings, we suggest that more STEM activities are developed.

STEM has been integrated into science curriculum with recent changes. However, teachers are in need of resources to effectively apply STEM in their classrooms. This study aimed to prepare STEM activities and to find out the students’ opinions about these activities. Case methodology was used. First, 5 activities were developed by the researchers and they were implemented in the classroom over a 4-week period. Then, the students were asked to prepare an activity related to the unit standards to be implemented in class. Semi-structured interview technique was used to obtain the students’ views about STEM activities. The students had fun and took an active role during the STEM activities. However, the students had difficulty in adjusting the time during the implementation process. The students wanted similar activities to be implemented in other topics in science lessons. Based on the findings, we suggest that more STEM activities are developed.

STEM has been integrated into science curriculum with recent changes. However, teachers are in need of resources to effectively apply STEM in their classrooms. This study aimed to prepare STEM activities and to find out the students’ opinions about these activities. Case methodology was used. First, 5 activities were developed by the researchers and they were implemented in the classroom over a 4-week period. Then, the students were asked to prepare an activity related to the unit standards to be implemented in class. Semi-structured interview technique was used to obtain the students’ views about STEM activities. The students had fun and took an active role during the STEM activities. However, the students had difficulty in adjusting the time during the implementation process. The students wanted similar activities to be implemented in other topics in science lessons. Based on the findings, we suggest that more STEM activities are developed.

In this study, the pedagogical content knowledge (PCK) of four experienced primary school teachers was investigated within the “Let’s Solve the Riddle of Our Body Unit”. The PCK investigation adopted a learning approach based on inquiry, content representation and pedagogical and professional-experience repertoires (PaP-eRs), and interview forms were used as data collection tools. During the course of the research, the findings obtained from observations made during a total of 18 course hours formed the basic data source of the study. According to the results of the study, in which descriptive and content analysis were used concurrently, primary school teachers lack subject matter knowledge, do not interrogate the pre-knowledge of students and some misconceptions exist regarding about blood moves and exercise with pulse. Additionally, some deficiencies were detected in the curriculum, i.e., it offers non-inquisitional knowledge. Furthermore, teachers employee assessment methods with traditional teaching methods and techniques. In the context of an inquiry-based learning approach, teachers appeared to believe that classroom activities were adversely affected by the physical conditions (class size, lack of laboratory etc.), students’ cognitive levels and parent profiles. The result of this study revealed that PCK components affect one another. The PCK findings pertaining to primary school teachers as it concerns the unit are briefly discussed and some suggestions about the development of PCK are submitted.

In this study, the pedagogical content knowledge (PCK) of four experienced primary school teachers was investigated within the “Let’s Solve the Riddle of Our Body Unit”. The PCK investigation adopted a learning approach based on inquiry, content representation and pedagogical and professional-experience repertoires (PaP-eRs), and interview forms were used as data collection tools. During the course of the research, the findings obtained from observations made during a total of 18 course hours formed the basic data source of the study. According to the results of the study, in which descriptive and content analysis were used concurrently, primary school teachers lack subject matter knowledge, do not interrogate the pre-knowledge of students and some misconceptions exist regarding about blood moves and exercise with pulse. Additionally, some deficiencies were detected in the curriculum, i.e., it offers non-inquisitional knowledge. Furthermore, teachers employee assessment methods with traditional teaching methods and techniques. In the context of an inquiry-based learning approach, teachers appeared to believe that classroom activities were adversely affected by the physical conditions (class size, lack of laboratory etc.), students’ cognitive levels and parent profiles. The result of this study revealed that PCK components affect one another. The PCK findings pertaining to primary school teachers as it concerns the unit are briefly discussed and some suggestions about the development of PCK are submitted.