Fen bilgisi öğretmenlerinin soru üretme hakkındaki muhakemeleri ve inanç sistemleri
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Date
2017-07-21
Authors
Yılmaz, Şirin
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Publisher
Uludağ Üniversitesi
Abstract
Öğrenme-öğretme süreçlerinin önemli unsurlarından biri öğretmen sorularıdır. Öğretmenler üretmiş oldukları sorular ile öğrencilerin var olan düşüncelerinin açığa çıkarılması, tartışma ortamlarının oluşturulması ve öğrenci muhakemelerinin geliştirilmesini amaçlamaktadırlar. Öğretmenlerin bir duruma yönelik soru üretmeleri, soru üretirken kullandıkları muhakeme süreçleri, soru üretme aşamasındaki mantıksal doğruluk ve tutarlılık arama ve tekrardan kaçınmaları erotetik mantık çerçevesinde incelenebilir. Yapılan çalışmanın amacı fen bilgisi öğretmenlerinin soru üretmeye yönelik inanç sistemleri ve soru üretme muhakemelerini (erotetik muhakemelerini) açığa çıkarmaktır. Araştırmanın ilk aşamasında toplam on Fen Bilgisi öğretmeni sınıf içerisinde diyalojik söylem gözlem formuna göre gözlemlenerek sınıf içi söylemler ve soru üretme açısından düşük, orta ve yüksek olarak gruplanmıştır. Ardından her bir grubu temsil eden bir öğretmen seçilerek çalışmaya üç Fen Bilgisi öğretmeni ile devam edilmiştir. Katılımcı grubunun belirlenmesinin ardından öğretmenler ile yarı yapılandırılmış görüşmeler gerçekleştirilmiştir. Görüşme sürecinde araştırmacı tarafından geliştirilen dört farklı senaryo kullanılmış ve öğretmenlerin bu senaryolara yönelik derin sorular üretmeleri istenmiştir. Görüşmeler iki aşamada ve öğretmenler için uygun olan zaman dilimlerinde gerçekleştirilmiştir. Her bir görüşmenin ses kaydı alınmıştır. Elde edilen verilerin analizinde iki aşamalı bir analiz süreci izlenmiştir. İlk aşamada öğretmenlerin soru üretmeye yönelik inanç sistemleri incelenmiş, ikinci aşamada ise öğretmenlerin üretmiş oldukları soruların çıkarımsal açıdan güçlülüğü erotetik mantık açısından ele alınmıştır. Yapılan analizler sonucunda öğretmenlerin derin soruları, öğrencilerin kavrama ve sonuç çıkarma, ilişkiler kurma, yorum yapmalarını sağlayan, farklı bakış açıları kazandıran soru olarak tanımladıkları sonucuna varılmıştır. Erotetik muhakeme açısından yapılan analizlerde ise öğretmenlerin soru üretme sürecinde yapmış oldukları erotetik muhakemelerin yetersiz, üretmiş oldukları soruların ise senaryoya bağlı düşünme ve cevaplar gerektirdiği, cevapların metinlerin tekrarı niteliğinde olduğu, var olan konu alan bilgilerinin soru üretme muhakemelerini kısıtladuğı ve senaryo dışına çıkmayı engellediği, alan bilgilerinin bulunmadığı senaryolarda ise konu dışına çıkabilen sorular ürettikleri sonucuna varılmıştır. Bunlarla birlikte öğretmenlerin soru sorma inanç sistemleri ile erotetik muhakemeleri arasında etkileşimler olduğu sonucuna varılmıştır. Çalışma sonunda öğretmenlerin soru üretme muhakemelerinin geliştirilmesine yönelik bir öğretmen eğitiminin geliştirilmesi için önerilerde bulunulmuştur.
One of the most important elements of teaching-learning process is teacher questions. Through the questions they produce, teachers aim at revealing students' existing thoughts, creating discussion environments and improving students' reasoning skills. Teachers' production of questions regarding a specific topic, their reasoning while producing these questions, their search for logical accuracy and consistency in this process together with their avoidance of repetition could be examined within the context of erotetic inference. The aim of this study is to reveal science teachers' belief systems and reasoning (erotetic reasoning) about question production. In the first phase of the study, 10 science teachers were observed in classroom environment by using a dialogic discourse-observation form, and they were grouped as low, middle and high in terms of their in-classroom discourse and question production. Later, one teacher was selected as a representative of each group and the study was continued by 3 science teachers. Upon determining the participant group, semi-structured interviews were conducted with these teachers. During the interviews, four different scenarios developed by the researcher were used and the teachers were asked to produce deep questions related to these scenarios. The interviews were conducted in two different phases and in suitable time periods specified by the teachers themselves. Each interview was recorded. A two-step analysis process was used in analyzing the data obtained from the interviews. In the first step, teachers' belief systems regarding question production were analyzed, while in the second step, the strength of the questions produced by the teachers from an inferential perspective was examined in terms of erotetic logic. At the end of the analysis, it was concluded that teachers defined deep questions as those that enable students to comprehend; draw conclusions, form relationships and make interpretations, and that earn them different perspectives. As for the analysis conducted in terms of erotetic reasoning, it was discovered that the erotetic reasoning the teachers used while producing questions was insufficient, that the questions they produced required thinking and answers limited to the scenarios given and that their answers were repeating the scenarios. Also, it was understood that their existing subject-matter knowledge limited their question production reasoning and prevented them from going beyond the scenarios, but that they produced questions beyond the subject in the scenarios where their subject matter knowledge didn't exist. In addition, it was concluded that there was an interaction between the teachers' beliefs systems regarding question production and their erotetic reasoning. At the end of the study, suggestions were made regarding the development of a teacher training program that will help teachers improve their question production reasoning.
One of the most important elements of teaching-learning process is teacher questions. Through the questions they produce, teachers aim at revealing students' existing thoughts, creating discussion environments and improving students' reasoning skills. Teachers' production of questions regarding a specific topic, their reasoning while producing these questions, their search for logical accuracy and consistency in this process together with their avoidance of repetition could be examined within the context of erotetic inference. The aim of this study is to reveal science teachers' belief systems and reasoning (erotetic reasoning) about question production. In the first phase of the study, 10 science teachers were observed in classroom environment by using a dialogic discourse-observation form, and they were grouped as low, middle and high in terms of their in-classroom discourse and question production. Later, one teacher was selected as a representative of each group and the study was continued by 3 science teachers. Upon determining the participant group, semi-structured interviews were conducted with these teachers. During the interviews, four different scenarios developed by the researcher were used and the teachers were asked to produce deep questions related to these scenarios. The interviews were conducted in two different phases and in suitable time periods specified by the teachers themselves. Each interview was recorded. A two-step analysis process was used in analyzing the data obtained from the interviews. In the first step, teachers' belief systems regarding question production were analyzed, while in the second step, the strength of the questions produced by the teachers from an inferential perspective was examined in terms of erotetic logic. At the end of the analysis, it was concluded that teachers defined deep questions as those that enable students to comprehend; draw conclusions, form relationships and make interpretations, and that earn them different perspectives. As for the analysis conducted in terms of erotetic reasoning, it was discovered that the erotetic reasoning the teachers used while producing questions was insufficient, that the questions they produced required thinking and answers limited to the scenarios given and that their answers were repeating the scenarios. Also, it was understood that their existing subject-matter knowledge limited their question production reasoning and prevented them from going beyond the scenarios, but that they produced questions beyond the subject in the scenarios where their subject matter knowledge didn't exist. In addition, it was concluded that there was an interaction between the teachers' beliefs systems regarding question production and their erotetic reasoning. At the end of the study, suggestions were made regarding the development of a teacher training program that will help teachers improve their question production reasoning.
Description
Keywords
Öğretmen soruları, Soru üretme, İnanç sistemi, Erotetik muhakeme, Teacher questions, Question production, Belief system, Erotetic inference
Citation
Yılmaz, Ş. (2017). Fen bilgisi öğretmenlerinin soru üretme hakkındaki muhakemeleri ve inanç sistemleri. Yayınlanmamış doktora tezi. Uludağ Üniversitesi Eğitim Bilimleri Enstitüsü.