Fen öğretmen adaylarının belirsizliğe tahammülsüzlükleri, nükleer santraller ile ilgili risk ve fayda belirsizlik algıları ve nükleer santrallerden elektrik üretimi konusunda öğretim öz yeterlilikleri
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Date
2020-11-13
Authors
Gürsan, Ümmü Tuba
Journal Title
Journal ISSN
Volume Title
Publisher
Bursa Uludağ Üniversitesi
Abstract
Sosyobilimsel konular tartışmalı ve ikilemde kalınabilen konular oldukları için bu konuların öğretiminde öğretmenler zorlanmaktadırlar. Yapılan çalışmalarda öğretmenlerin sosyobilimsel konuları işlemeden geçtikleri veya sınıf ortamında plansız bir şekilde tartıştıkları görülmüştür. Öte yandan sosyobilimsel konular bazı belirsizlikler barındırmaktadır ve belirsizlik durumlarıyla karşılaşan öğretmenlerin bu konuların öğretimiyle ilgili genel olarak öz yeterliliklerinin düştüğü bilinmektedir. Yapılan çalışmalarda belirsizliğe tahammül seviyesi düşük kişilerde çoğunlukla sınıf ortamında tartışmayı yönetme noktalarında sıkıntı yaşayabilecekleri ve konuların öğretimi ile ilgili öz yeterliliklerinin düştüğü gözlenmiştir. Bu noktada, bu araştırmanın amacı, Fen bilimleri öğretmen adaylarının belirsizliğe tahammülsüzlüklerini, nükleer enerjinin riskleri ve faydaları ile ilgili belirsizlik algılarını ve nükleer enerjinin öğretimi ile ilgili öz yeterliliklerini ortaya çıkarmak ve bu faktörler arasındaki ilişkileri incelemektir. Çalışmada nicel araştırma desenlerinden biri olan İlişkisel (Korelasyonel) Model kullanılmıştır. Araştırma 2018-2019 öğretim yılı bahar döneminde, dört farklı devlet üniversitesinin üçüncü ve dördüncü sınıflarında okuyan 308 Fen bilimleri öğretmen adayı ile gerçekleştirilmiştir. Bu öğretmen adaylarına üç farklı anket uygulanmıştır. Bunlar; Belirsizliğe Tahammülsüzlük Ölçeği, Nükleer Enerji Hakkında Riskler ve Faydalar Ölçeği ve Nükleer Santrallerden Elektrik Üretimi Öz Yeterliliği Ölçeği'dir. Uygulanan anketlerden elde edilen veriler kodlanmış ve bu kodlamalar sonraki aşamada istatistiksel çözümlemelerle yorumlanmıştır. Araştırma sonuçlarına göre; Fen bilimleri öğretmen adaylarının, nükleer enerjinin riskleri ve faydaları ile ilgili ne kadar belirsizlik yaşıyorlarsa bu konuların öğretiminde o kadar zorluk yaşayacaklarını düşünen bireyler oldukları tespit edilmiştir. Aynı zamanda belirsizliğin eyleme geçmeyi engelleyici etkisine inananların tartışma yönetiminde zorluk yaşayacaklarını düşünen bireyler oldukları ve nükleer santraller ile ilgili tartışma yönetiminde daha düşük bir öz yeterlilik gösterecekleri gözlenmiştir. Ayrıca, belirsizliğe tahammülsüzlüğün parçalarından olan belirsizlikten rahatsızlık duyma ve olumsuz benlik algısı gibi faktörler noktasında öğretmen adaylarında belirsizliklerin azaldığı ve nükleer enerjinin riskleri ile ilgili daha net değerlendirmeleri olduğu sonucuna ulaşılmıştır.
Since socioscientific issues are controversial and dilemma issues, teachers have difficulties in teaching these subjects. Studies have shown that teachers either go through socioscientific issues or discuss them in a classroom environment in an unplanned way. On the other hand, socioscientific issues contain some uncertainties and it is known that teachers who are faced with uncertainty situations generally have less self-efficacy in teaching these subjects. In the studies conducted, it was observed that people with a low level of tolerance to uncertainty often experience difficulties in managing the discussion in the classroom and their self-efficacy related to the teaching of the subjects decreased. At this point, the purpose of this study is to reveal science teacher candidates' intolerance of uncertainty, perceptions of uncertainty about the risks and benefits of nuclear energy, and their self-efficacy regarding the teaching of nuclear energy, and to examine the relationships between these factors. The relational (correlational) model, one of the quantitative research designs, was used in the study. The research was conducted with 308 pre-service science teachers studying in the third and fourth grades of four different state universities in the spring semester of the 2018-2019 academic year. Three different questionnaires were applied to these teacher candidates. These are "Uncertainty Intolerance Scale", "Nuclear Energy Risks and Benefits Scale" and "Nuclear Power Plant Electric Production Self-Efficacy Scale". The data obtained from the applied questionnaires were coded and these encodings were interpreted with statistical analysis in the next stage. According to the research results; It has been determined that pre-service science teachers are individuals who think that the more uncertainty they have about the risks and benefits of nuclear energy, the more difficult they will have in teaching these subjects. At the same time, it was observed that those who believe in the effect of uncertainty preventing action are individuals who think they will have difficulty in managing the discussion and will show a lower self-efficacy in the management of the discussion about nuclear power plants. According to the research results; It has been determined that pre-service science teachers are individuals who think that the more uncertainty they have about the risks and benefits of nuclear energy, the more difficult they will have in teaching these subjects. At the same time, it was observed that those who believe in the effect of uncertainty preventing action are individuals who think they will have difficulty in managing the discussion and will show a lower self-efficacy in the management of the discussion about nuclear power plants. In addition, it has been concluded that uncertainties have decreased in pre-service teachers regarding factors such as intolerance to uncertainty and negative self-perception, which are parts of uncertainty, and they have clearer evaluations of the risks of nuclear energy.
Since socioscientific issues are controversial and dilemma issues, teachers have difficulties in teaching these subjects. Studies have shown that teachers either go through socioscientific issues or discuss them in a classroom environment in an unplanned way. On the other hand, socioscientific issues contain some uncertainties and it is known that teachers who are faced with uncertainty situations generally have less self-efficacy in teaching these subjects. In the studies conducted, it was observed that people with a low level of tolerance to uncertainty often experience difficulties in managing the discussion in the classroom and their self-efficacy related to the teaching of the subjects decreased. At this point, the purpose of this study is to reveal science teacher candidates' intolerance of uncertainty, perceptions of uncertainty about the risks and benefits of nuclear energy, and their self-efficacy regarding the teaching of nuclear energy, and to examine the relationships between these factors. The relational (correlational) model, one of the quantitative research designs, was used in the study. The research was conducted with 308 pre-service science teachers studying in the third and fourth grades of four different state universities in the spring semester of the 2018-2019 academic year. Three different questionnaires were applied to these teacher candidates. These are "Uncertainty Intolerance Scale", "Nuclear Energy Risks and Benefits Scale" and "Nuclear Power Plant Electric Production Self-Efficacy Scale". The data obtained from the applied questionnaires were coded and these encodings were interpreted with statistical analysis in the next stage. According to the research results; It has been determined that pre-service science teachers are individuals who think that the more uncertainty they have about the risks and benefits of nuclear energy, the more difficult they will have in teaching these subjects. At the same time, it was observed that those who believe in the effect of uncertainty preventing action are individuals who think they will have difficulty in managing the discussion and will show a lower self-efficacy in the management of the discussion about nuclear power plants. According to the research results; It has been determined that pre-service science teachers are individuals who think that the more uncertainty they have about the risks and benefits of nuclear energy, the more difficult they will have in teaching these subjects. At the same time, it was observed that those who believe in the effect of uncertainty preventing action are individuals who think they will have difficulty in managing the discussion and will show a lower self-efficacy in the management of the discussion about nuclear power plants. In addition, it has been concluded that uncertainties have decreased in pre-service teachers regarding factors such as intolerance to uncertainty and negative self-perception, which are parts of uncertainty, and they have clearer evaluations of the risks of nuclear energy.
Description
Keywords
Belirsizlik, Belirsizliğe tahammülsüzlük, Nükleer enerji, Risk ve fayda, Öğretmen öz yeterliliği, Fen bilimleri öğretmen adayları, Uncertainty, Intolerance to uncertainty, Nuclear energy, Risk and benefit, Teacher self-efficacy, Science teacher candidates
Citation
Gürsan, Ü. T. (2020). Fen öğretmen adaylarının belirsizliğe tahammülsüzlükleri, nükleer santraller ile ilgili risk ve fayda belirsizlik algıları ve nükleer santrallerden elektrik üretimi konusunda öğretim öz yeterlilikleri. Yayınlanmamış yüksek lisans tezi. Bursa Uludağ Üniversitesi Eğitim Bilimleri Enstitüsü.