Aday öğretmenlerin geçmişte aldıkları fen deneyimlerinin, fen bilgisi dersinde kendilerine olan güvenlerini belirlemesi
Loading...
Files
Date
2002
Authors
Bulunuz, Nermin
Journal Title
Journal ISSN
Volume Title
Publisher
Uludağ Üniversitesi
Abstract
Çocuklar günlük hayatlarında teknoloji ile kuşatılmışlardır. İçinde yaşadıkları kültür ne olursa olsun çocukların yaşamlarının niteliği teknoloji ya da onun yokluğu tarafından derinden etkilenmektedir. Teknoloji hem sorunların hem de çözümlerin kaynağıdır. Bu sorunların gelecekteki çözümü, şimdiki ilköğretim çocukları tarafından yapılacaktır. Bu sorunları çözmeleri için çocukların gelecekteki yaşamlarında uygulamaya sokacakları öğrenme deneyimlerine ihtiyaçları vardır. Çocuklar ilköğretim yıllarında erken yaşta, problemlere çözüm bulmayı öğrenmelidirler. Bilim ve teknolojideki hızlı gelişmeler, çocukların geleceğe uyarlanmış bir fen programı ile eğitilmelerini zorunlu kılmaktadır. Bu araştırma, doğal ve yapay dünyayla doğrudan deneyimler yoluyla öğretimi ve öğrenimi desteklemektedir. Çocukların bilişsel ve fiziksel gelişim düzeyleri, onların basitten karmaşığa uzanan deneyimler içeren fen eğitimine bağlıdır. Bu durum, çocukların kendi deneyimlerini yaratmalarına yardımcı olur. Onların amacı, soruları cevaplamak ya da kendi ürettikleri problemlerin cevaplarını bulmaktır. Bu soruların ve problemlerin çoğu onların gerçek hayattaki deneyimlerinden. Bütün bu deneyimler, fen öğretmenleri tarafından kazandırılmaktadır. Bu noktada Fen Bilgisi öğretmenlerinin eğitim çok önemlidir. Gelecek yeni nesilleri etkili bir biçimde eğitmek için, iyi bir fen temeline ihtiyaç vardır. Bu çalışmanın amacı, Uludağ Üniversitesi'ndeki öğretmen adaylarının ilkokul, ortaokul, lise ve okul dışı fen deneyimlerinin nasıl olduğunu belirleyerek, bu deneyimlerin fen öğretmede kendilerine güvenlerini nasıl etkilediğini tespit etmektir. Çalışmanın, geleceğin fen eğitimcilerinin daha verimli fen öğretimi adına kendilerine ne denli güvendiklerini, eğer güvenmiyor iseler bunun nedenlerinin neler olduğunu tespit etmesi ve güveni arttırıcı alternatifleri ortaya çıkarması ümit edilmektedir.IV Araştırma, 1999-2000 ve 2000-2001 eğitim yılı bahar yarıyılın Uludağ Üniversitesi İlköğretim Bölümü 3. ve 4. sınıf öğrencileri ile gerçekleştirilmiştir. Araştırma tarama modelindedir. Kullanılan anket iki kısımdan oluşmaktadır. Öğretmen adaylarından anketin birinci bölümünde ilköğretim, lise, okul dışı fen deneyimlerinin nasıl ve neler olduğunu, hiç unutamadıkları fen deneyimleri var ise yazmaları, ikinci bölümünde ise fen öğretmede kendilerine ne kadar güvendiklerinin ölçüldüğü sorulara beşli derecelendirme sistemi (Likert) ile cevap vermeleri istenmiştir. Araştırmadan elde edilen verilerin analizinde SPSS paket programı kullanılmıştır. Değişkenlerle ilgili verilerin analizinde frekans, aritmetik ortalama, standart sapma, regresyon, bağımsız çiftler t- testi analizleri kullanılmıştır. Verilerin analizi sonucunda, genel olarak öğretmen adaylarının ilköğretim, lise ve okul dışı fen deneyimlerinin kötü olduğu, fen öğretmede kendilerine güvendikleri, sadece lise ve okul dışı fen deneyimlerinin fen öğretmede güvene etkisinin olduğu belirlenmiştir. Bu araştırma ile öğretmen adayların büyük çoğunluğunun geçmişte, ezbere dayalı, deney ve aktivite içermeyen, öğretmen merkezli fen eğitimi aldığı ve bu yüzden o yıllara ait deneyimlerinin bu kadar kötü olduğu tespit edilmiştir. Bu çalışmada, ilköğretimde fen derslerinin klasik sistemden uzak, öğrenci merkezli, deney ve aktivitelerle zenginleştirilmiş bir şekilde işlenmesi, ailelerin okul dışında çocuklarına fen konusunda daha fazla imkan ve destek vermesi, eğitim fakültelerindeki fen öğretimi müfredat programlarında yer alan derslerin, bu amaca uygun ve adayların güvenlerini arttırıcı aktiviteler içeren bir biçimde değiştirilmesi gerektiği önerilmektedir.
Children are surrounded by technology in their daily life. Whatever the culture in which they live, existance of technology or its non existance will affect their quality of their life. Technology does not only solve problems, but also create problems. Solutions to these problems will be found by the present elementary school children in the future. In order to solve these problems, children need to have learning experiences which they could put into application in their future lives. Pupils should be enabled to understand to bring solutions for problems at an early age during their elementary education. Rapid developments in science technology require children to go through science education which is adapted for future developments. Research findings support the education which is based on first hand experiences with nature and technology. Cognitive and physical development of pupils requires a science education which is based on experiences which show variation from simple to complex. This can help children to create their own experiences. Their aim is to answer or to find solutions to the problems that they produced. Most problem and their solutions come out of their daily life experiences. These experiences will be shaped up by their science teacher. In this respect, science teacher education is very important. In order to educate young generations efficiently, they need a good background of science education. The purpose of this study, is to find out about the kind of science experiences both formal and informal. Through which the preservice teachers at Uludağ University have gone and to find how these experiences affected their self-confidence in teaching science. This study anticipates to determine how pre-service teacher feel confident to teach science in the future. If not, it aims to find out the reasons for this and find alternatives ways of educating them to increase self-confidence.VII This study is administered to 3rd and 4th year pre-service teachers in the Primary School Department at Uludağ University during the spring semester in 1999- 2000 and 2000-2001 academic year. Data collection methodology includes a survey which has got two parts. In the first part, pre-service teachers were asked to write their elementary, high school and informal science experiences which they had not forgotten and in the second part, they were also asked to rate their confidence in teaching science on a five-point likert scale. In the analysis of data, SPSS was used. The frequences, mean, standart deviation, regression and independent sample t- test were calculated. The results showed that the elementary high school and informal science experiences of pre-service teachers felt that the education they received was not good. They feel confident for science teaching and they reported that their high school and informal science experiences only contributed to their self- confidence for teaching science. Results determined that a considerable high majority have received science education which has been teacher centered, based on theory and traditional. For this reason, they have very negative science experiences from those years. The results suggest to have science course in elementary school which is not traditional, student centered, enriched with experiments and activities. Families should give more support and opportunities to their children out of the school. The courses in science curricula for education faculties should be changed according to the purpose and should include the activities that enhance their confidence.
Children are surrounded by technology in their daily life. Whatever the culture in which they live, existance of technology or its non existance will affect their quality of their life. Technology does not only solve problems, but also create problems. Solutions to these problems will be found by the present elementary school children in the future. In order to solve these problems, children need to have learning experiences which they could put into application in their future lives. Pupils should be enabled to understand to bring solutions for problems at an early age during their elementary education. Rapid developments in science technology require children to go through science education which is adapted for future developments. Research findings support the education which is based on first hand experiences with nature and technology. Cognitive and physical development of pupils requires a science education which is based on experiences which show variation from simple to complex. This can help children to create their own experiences. Their aim is to answer or to find solutions to the problems that they produced. Most problem and their solutions come out of their daily life experiences. These experiences will be shaped up by their science teacher. In this respect, science teacher education is very important. In order to educate young generations efficiently, they need a good background of science education. The purpose of this study, is to find out about the kind of science experiences both formal and informal. Through which the preservice teachers at Uludağ University have gone and to find how these experiences affected their self-confidence in teaching science. This study anticipates to determine how pre-service teacher feel confident to teach science in the future. If not, it aims to find out the reasons for this and find alternatives ways of educating them to increase self-confidence.VII This study is administered to 3rd and 4th year pre-service teachers in the Primary School Department at Uludağ University during the spring semester in 1999- 2000 and 2000-2001 academic year. Data collection methodology includes a survey which has got two parts. In the first part, pre-service teachers were asked to write their elementary, high school and informal science experiences which they had not forgotten and in the second part, they were also asked to rate their confidence in teaching science on a five-point likert scale. In the analysis of data, SPSS was used. The frequences, mean, standart deviation, regression and independent sample t- test were calculated. The results showed that the elementary high school and informal science experiences of pre-service teachers felt that the education they received was not good. They feel confident for science teaching and they reported that their high school and informal science experiences only contributed to their self- confidence for teaching science. Results determined that a considerable high majority have received science education which has been teacher centered, based on theory and traditional. For this reason, they have very negative science experiences from those years. The results suggest to have science course in elementary school which is not traditional, student centered, enriched with experiments and activities. Families should give more support and opportunities to their children out of the school. The courses in science curricula for education faculties should be changed according to the purpose and should include the activities that enhance their confidence.
Description
Keywords
İlköğretim, Lise ve okul dışı fen deneyimi, Fen eğitimi, Fen öğretmede kendine güven, Öğretmen merkezli fen öğretimi, Öğrenci merkezli fen öğretimi, Eğitimde verim, Elementary, High school and informal science experience, Science education, Feeling confident for science teaching, Teacher centered science teaching, Student centered science teaching, Efficiency in education
Citation
Bulunuz, N. (2002). Aday öğretmenlerin geçmişte aldıkları fen deneyimlerinin, fen bilgisi dersinde kendilerine olan güvenlerini belirlemesi. Yayınlanmamış yüksek lisans tezi. Uludağ Üniversitesi Sosyal Bilimler Enstitüsü.