Teaching and Learning Beliefs of Preservice Science Teachers from Different Grade Levels
Yıl: 2018 Cilt: 19 Sayı: 1 Sayfa Aralığı: 287 - 296 Metin Dili: İngilizce DOI: 10.17679/inuefd.298684 İndeks Tarihi: 21-02-2020
Teaching and Learning Beliefs of Preservice Science Teachers from Different Grade Levels
Öz: Preservice teachers' beliefs about teaching and learning have gained increasedattention. Therefore, many studies in the field of educational research have focused onpreservice teachers' beliefs to reveal their images of teaching and learning throughdifferent instruments. Preservice teachers’ drawings of teaching and learningsituations constitute one of these instruments. Drawing is used commonly because itallows one to represent vivid images of mental models which may not be expressedverbally. In this study, the Draw-a-Science-Teacher-Test (DASTT) was used to revealparticipants’ beliefs of teaching and learning of science. The research sample included134 preservice science teachers from different grade levels. Also, the relationshipsbetween gender and among grade levels of the participants were investigated. Theresults showed that preservice science teachers had educational perspectives includingcharacteristics of both teacher-centered and student-centered instruction. The resultsalso showed that there was no significant difference between educational perspectiveswith respect to gender and the grade levels of the participants. However, seniorstudents had different instructional understandings from other participants by givingscience teachers a role of doing experiments or activities instead of spending thewhole class time just by talking and standing in front of students. Similarly, the seniorstudents imagined a science class as arranged with U-shaped rows or with oval tables,which allows their students to study in groups instead of a science class arranged inrows.
Anahtar Kelime: Konular:
Farklı Sınıf Düzeylerinden Fen Bilimleri Öğretmen Adaylarının Öğrenme ve Öğretme Anlayışları
Öz: Öğretmen adaylarının öğrenme sürecine yönelik anlayışları hep merak konusu olmuştur. Bu nedenle, bu konu üzerine birçok araştırma yapılmış ve bu araştırmalarda veri toplamak için farklı araçlar kullanılmıştır. Bu araçlardan biri de çizim tekniğidir. Bu teknik, kelimelerle ifade edilmesi zor olan birçok şeyi ifade etme imkânı sağladığından yaygın olarak kullanılmaktadır. Bu çalışmada da öğretmen adaylarının öğrenme sürecine yönelik düşüncelerini ortaya çıkarmak amacıyla “Bir Fen Öğretmeni Çiz Testi” (Draw-a-Science-Teacher-Test-DASTT) kullanılmıştır. Çizimlerin yorumlanması için ise Bir Bilim İnsanı Çiz Testi Kontrol Listesi (Draw-a-Science- Teacher-Test Checklist- DASTT-C) kullanılmıştır. Çalışmanın örneklemini Fen Bilgisi Öğretmenliği lisans programında öğrenim gören toplam 134 öğrenci oluşturmuştur. Çalışmanın hedefi doğrultusunda, öğretmen adaylarının, cinsiyet ve sınıf düzeylerinin fen eğitimi anlayışları üzerine anlamlı bir etkisinin olup olmadığı da incelenmiştir. Bulgular genel olarak fen bilimleri öğretmen adaylarının eğitim anlayışı olarak öğrenci ve öğretmen merkezli anlayışın arasında kaldıklarını göstermiştir. Ayrıca cinsiyet ve sınıf düzeyi olarak katılımcıların fen eğitimi anlayışları üzerinde istatistiksel anlamlı bir etkisinin olmadığı da ortaya konmuştur. Buna karşın son sınıf öğrencilerinin, öğretmeni, dersi sadece konuşarak işleyen rolünden, deney ya da etkinlik yapan rolüne yaklaştırdığı ve sınıf ortamında merkezi konumdan uzaklaştırdığı görülmüştür. Ayrıca son sınıf öğrencileri sınıfın fiziki düzenini arka arkaya dizilmiş sıralardansa U biçimli ya da grup çalışmalarının olduğu masalar şeklinde tasarlamışlardır.
Anahtar Kelime: Konular:
Belge Türü: Makale Makale Türü: Araştırma Makalesi Erişim Türü: Erişime Açık
- Ajzen, I. (1985). From intentions to actions: A theory of planned behavior. In J. Kuhl & J. Beckmann (Eds.), Action control: From cognition to behavior (pp. 11–39). Berlin: Springer Verlag.
- Akkus, H. (2013). Pre-service secondary science teachers’ images about themselves as science teachers, Journal of Baltic Science Education, 12(20), 249-260.
- Al-Amoush, S. A., Markic, S., Abu-Hola, I. & Eilks, I. (2011). Jordanian prospective and experienced chemistry teachers’ beliefs about teaching and learning and their potential role for educational reform. Science Education International, 22(3), 185-201.
- Ambusaidi, A. K & Al-Balushi, S. M (2012). A longitudinal study to identify prospective science teachers’ beliefs about science teaching using the draw-a-science-teacher-test checklist, International Journal of Environmental & Science Education, 7(2), 291-311
- Bandura, A. (1986). Social foundations of thought and action: A social cognitive theory. Englewood Cliffs, New Ersey: Prentice Hall.
- Chudgar, A. & Sankar, V. (2008). The relationship between teacher gender and student achievement: Evidence from five Indian states. Compare: A Journal of Comparative and International Education, 38(5), 627-642.
- Elmas, R., Demirdöğen, B. & Geban, Ö. (2011). Preservice chemistry teachers' images about science teaching in their future classrooms. Hacettepe Üniversity Journal of Education, 40, 164-175.
- Ertmer, P. (2005). Teacher pedagogical beliefs: The final frontier in our quest for technology integration? Educational Technology Research and Development, 53(4), 25–39.
- Glynn, S. (1997). Drawing mental models. The Science Teacher, 64, 30–32.
- Hancock, E. & Gallard, A. (2004). Pre-service science teachers’ beliefs about teaching and learning: The influence of K-12 field experiences. Journal of Science Teacher Education, 15 (4), 281-291.
- Johnson-Laird, P. N. (2001). Mental models and deduction. Trends in Cognitive Science, 5, 434–442.
- Kagan, D. M. (1992). Implications of research on teacher belief. Educational Psychologist, 27, 65–90.
- Laird, T.F.N., Garver, A.K., & Niskode, A.S. (2007). Gender gaps: Understanding teaching style differences between men and women. Paper presented at the annual meeting of the Association for Institutional Research, Kansas City, MO.
- Landis, J. R. & Koch, G. G. (1977). The measurement of observer agreement for categorical data. Biometrics, 33(1), 159-174.
- Miles, M. B. & Huberman, A.M. (1994). Qualitative data analysis: an expanded sourcebook. (2nd Edition). SAGE
- Minogue, J. (2010). What is the teacher doing? What are the students doing? An application of the Draw-a- Science-Teacher- Test. Journal of Science Teacher Education, 21, 767-781.
- Nespor, J. (1987). The role of beliefs in the practice of teaching. Journal of Curriculum Studies, 19, 317-328.
- Norman, D. A. (1983). Some observations on mental models. In D. Gentner & A. L. Stevens (Eds.), Mental models (pp. 7–14). Hillsdale, NJ: Lawrence Erlbaum Associates.
- Pajares, M. F. (1992). Teachers’ beliefs and educational research: Cleaning up a messy construct. Review of Educational Research, 62(3), 307–332.
- Ulu, H. (2012). The elementary school students’ perceptions towards teaching science the effects of some variables. Master Theses. Afyon Kocatepe University, Graduate School of Social Sciences
- Tatar, N. (2015). Pre-service teachers' beliefs about the image of a science teacher and science teaching. Journal of Baltic Science Education, 14(1), 34-44.
- Thomas, J. A. & Pederson, J. E. (2003). Reforming elementary science teacher preparation: what about extant teaching beliefs? School Science and Mathematics, 103(7), 319-330.
- Thomas, J. A., Pederson, J. E. & Finson, K. (2001). Validating the Draw-A-Science-Test- Checklist (DASTT-C): Exploring mental models and teacher beliefs, Journal of Science Teacher Education, 12(3), 295-310.
- Saçıcı, S. (2013). Fen bilgisi öğretmen adaylarının öğretme ve öğrenme kavramları, öğrenme yaklaşımları ve öz-yeterlik inançları arasındaki ilişki. Yayınlanmamış Yüksek Lisans Tezi. Ortadoğu Teknik Üniversitesi Sosyal Bilimler Enstitüsü.
- Swain, J. (2017). Designing Research in Education: Concepts and Methodologies. SAGE
- Vosniadou, S., & Brewer, W. F. (1992). Mental models of the earth: A study of conceptual change in childhood. Cognitive Psychology, 24, 535–585.
- Vosniadou, S., & Brewer, W. F. (1994). Mental models of the day/night cycle. Cognitive Science, 18, 123–183.
- Weber, S., & Mitchell, C. (1996). Drawing ourselves into teaching: Studying the images that shape and distort teacher education. Teaching and Teacher Education, 12, 303–313.
- Yılmaz, H., Turkmen, H., Pederson, J. E. & Huyuguzel-Cavas, P. (2007). Evaluation of pre-service teachers’ images of science teaching in Turkey. Asia Pacific Forum on Science Learning and Teaching, 8(1), Article 2.
| APA | Şenocak E, TOSUN C (2018). Teaching and Learning Beliefs of Preservice Science Teachers from Different Grade Levels. , 287 - 296. 10.17679/inuefd.298684 |
| Chicago | Şenocak Erdal,TOSUN CEMAL Teaching and Learning Beliefs of Preservice Science Teachers from Different Grade Levels. (2018): 287 - 296. 10.17679/inuefd.298684 |
| MLA | Şenocak Erdal,TOSUN CEMAL Teaching and Learning Beliefs of Preservice Science Teachers from Different Grade Levels. , 2018, ss.287 - 296. 10.17679/inuefd.298684 |
| AMA | Şenocak E,TOSUN C Teaching and Learning Beliefs of Preservice Science Teachers from Different Grade Levels. . 2018; 287 - 296. 10.17679/inuefd.298684 |
| Vancouver | Şenocak E,TOSUN C Teaching and Learning Beliefs of Preservice Science Teachers from Different Grade Levels. . 2018; 287 - 296. 10.17679/inuefd.298684 |
| IEEE | Şenocak E,TOSUN C "Teaching and Learning Beliefs of Preservice Science Teachers from Different Grade Levels." , ss.287 - 296, 2018. 10.17679/inuefd.298684 |
| ISNAD | Şenocak, Erdal - TOSUN, CEMAL. "Teaching and Learning Beliefs of Preservice Science Teachers from Different Grade Levels". (2018), 287-296. https://doi.org/10.17679/inuefd.298684 |
| APA | Şenocak E, TOSUN C (2018). Teaching and Learning Beliefs of Preservice Science Teachers from Different Grade Levels. İnönü Üniversitesi Eğitim Fakültesi Dergisi, 19(1), 287 - 296. 10.17679/inuefd.298684 |
| Chicago | Şenocak Erdal,TOSUN CEMAL Teaching and Learning Beliefs of Preservice Science Teachers from Different Grade Levels. İnönü Üniversitesi Eğitim Fakültesi Dergisi 19, no.1 (2018): 287 - 296. 10.17679/inuefd.298684 |
| MLA | Şenocak Erdal,TOSUN CEMAL Teaching and Learning Beliefs of Preservice Science Teachers from Different Grade Levels. İnönü Üniversitesi Eğitim Fakültesi Dergisi, vol.19, no.1, 2018, ss.287 - 296. 10.17679/inuefd.298684 |
| AMA | Şenocak E,TOSUN C Teaching and Learning Beliefs of Preservice Science Teachers from Different Grade Levels. İnönü Üniversitesi Eğitim Fakültesi Dergisi. 2018; 19(1): 287 - 296. 10.17679/inuefd.298684 |
| Vancouver | Şenocak E,TOSUN C Teaching and Learning Beliefs of Preservice Science Teachers from Different Grade Levels. İnönü Üniversitesi Eğitim Fakültesi Dergisi. 2018; 19(1): 287 - 296. 10.17679/inuefd.298684 |
| IEEE | Şenocak E,TOSUN C "Teaching and Learning Beliefs of Preservice Science Teachers from Different Grade Levels." İnönü Üniversitesi Eğitim Fakültesi Dergisi, 19, ss.287 - 296, 2018. 10.17679/inuefd.298684 |
| ISNAD | Şenocak, Erdal - TOSUN, CEMAL. "Teaching and Learning Beliefs of Preservice Science Teachers from Different Grade Levels". İnönü Üniversitesi Eğitim Fakültesi Dergisi 19/1 (2018), 287-296. https://doi.org/10.17679/inuefd.298684 |
