SOSYOBİLİMSEL KONULARDA ARGÜMANTASYONA DAYALI ÖĞRENME UYGULAMALARININ FEN BİLİMLERİ ÖĞRETMEN ADAYLARININ ÖĞRENCİYİ ANLAMA BİLGİLERİNİN GELİŞİMİNE ETKİSİ

BİRDAL, Hasret Aycan; İnaltekin, Tufan

SOSYOBİLİMSEL KONULARDA ARGÜMANTASYONA DAYALI ÖĞRENME UYGULAMALARININ FEN BİLİMLERİ ÖĞRETMEN ADAYLARININ ÖĞRENCİYİ ANLAMA BİLGİLERİNİN GELİŞİMİNE ETKİSİ

Hasret Aycan BİRDAL, (İstanbul Silivri Mimar Sinan Ortaokulu, İstanbul, Türkiye)

Tufan İNALTEKİN (Kafkas Üniversitesi, Dede Korkut Eğitim Fakültesi, Matematik ve Fen Bilimleri Eğitimi Bölümü, Kars, Türkiye)

EKEV AKADEMİ DERGİSİ

3 0

Yıl: 2019 Cilt: 0 Sayı: 80 Sayfa Aralığı: 263 - 301 Metin Dili: Türkçe İndeks Tarihi: 01-04-2020

SOSYOBİLİMSEL KONULARDA ARGÜMANTASYONA DAYALI ÖĞRENME UYGULAMALARININ FEN BİLİMLERİ ÖĞRETMEN ADAYLARININ ÖĞRENCİYİ ANLAMA BİLGİLERİNİN GELİŞİMİNE ETKİSİ

Öz:

Bu araştırmanın amacı, fen bilgisi öğretmen adaylarının sosyobilimsel konulardaöğrenciyi anlama bilgilerinin gelişimine argümantasyona dayalı öğrenme uygulamalarınınetkisini incelemektir. Araştırmanın örneklemini, 2017-2018 eğitim-öğretim yılı güzdöneminde bir devlet üniversitesinin fen bilimleri öğretmenliği programı 4. sınıfındaöğrenim gören toplam 60 (deney, n=30, kontrol, n=30) öğretmen adayı oluşturmuştur.Araştırma, nicel ve nitel yöntemlerin bir arada kullanıldığı karma yönteme dayalı olaraksürdürülmüş ve araştırmada öntest-sontest kontrol gruplu deneysel desen kullanılmıştır.Araştırmanın uygulama süreci haftada 2 ders saati olmak üzere 8 haftalık bir süreci içermektedir.Araştırma fen bilgisi öğretmenliği lisans derslerinden Özel Öğretim Yöntemleri-II dersinin uygulama saatlerinde yürütülmüştür. Bu ders saatlerinde deney grubundakiöğretmen adayları sosyobilimsel konularda öğrenciyi anlama bilgisine yönelik hazırlanmışargümantasyon senaryoları üzerinde çalışmışlardır. Kontrol grubundaki öğretmenadayları ise ders sunumları ve sınıf içi aktiviteler yoluyla sosyobilimsel konulara ilişkinbilgilerini yapılandırmışlardır. Araştırmanın verileri, “Sosyobilimsel Konularda ÖğrenciyiAnlama Yeterliliği Algısı (SBK-ÖAYA) Ölçeği", “Sosyobilimsel Konularda Öğrenciyi Anlama Bilgisi (SBK-ÖAB) Temsil Formu” ve “Yapılandırılmamış Görüşme Formu” iletoplanmıştır. Araştırmanın nicel verileri karışık ölçümler için iki faktörlü ANOVA testikullanılarak analiz edilmiştir. Nitel veriler ise içerik analizi yoluyla çözümlenmiştir.Araştırmanın nicel analiz bulguları argümantasyona dayalı öğrenme uygulamalarınınfen bilimleri öğretmen adaylarının sosyobilimsel konularda öğrenciyi anlama bilgilerinigeliştirmede mevcut öğretim yaklaşımına göre daha etkili olduğunu göstermiştir. Deneygrubu öğretmen adaylarının nicel bulgularını desteklemek amacıyla elde edilen nitel bulgular,argümantasyona dayalı öğrenme uygulamalarının öğretmen adaylarının sosyobilimselkonulardaki öğrenciyi anlama bilgisi anlayışlarını olumlu yönde etkilediği ve buöğretmen mesleki bilgi alanına ilişkin farkındalık oluşturmalarına önemli katkılar sağladığınıgöstermiştir.

Anahtar Kelime:

Konular: Eğitim, Eğitim Araştırmaları Matematik

The Effect of Argument-Based Learning Applications on the Development of Preservice Science Teachers’ Student Comprehension Knowledge About Socioscientific Issues

Öz:

The purpose of this study was to investigate the effect of argument-based learning applications on the development of preservice science teachers’ student comprehension knowledge about socioscientific issues. The sample of the study consisted of 60 senior preservice science teachers (control group, n=30; experimental group, n=30) in a state university in the fall semester of 2017-2018 academic year. The research was carried out based on the mixed method, where both quantitative and qualitative methods were used. The design of study was a quasi-experimental design in which control and experimetanl grup were randomly assinged. The application process of the research consists of 8 weeks, 2 hours per week. The research was conducted during Special Teaching Methods-II course, one of the undergraduate courses of science teacher preparation program. During process, preservice science teachers in the experimental group worked on argumentation scenarios that were prepared for the understanding of student understanding about socioscientific issues. On the other hand, preservice science teachers in the control group worked on socioscientific issues through lecture presentations and classroom activities. The data of the study were collected with “Knowledge of Student Understanding Efficacy Scale (Socioscientific Issues)”,“Knowledge of Student Understanding Representation Form (Socioscientific Issues)”and ‘Unstructured Interview Form’. The ANOVA was used to analyze the quantitative data. For qualitative data, content anaysis were used. The results of the study indicated that argument-based learning practices were more effective than the current teaching approach for improving student understanding about socioscientific issues. The results obtained from the analysis of qualitative data showed that the argumentation based learning practices has positive effect on student understanding knowledge about socioscientific issues and contributed to the awareness of this professional knowledge field of teaching.

Anahtar Kelime:

Konular: Eğitim, Eğitim Araştırmaları Matematik

Belge Türü: Makale Makale Türü: Araştırma Makalesi Erişim Türü: Erişime Açık

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APA	BİRDAL H, İnaltekin T (2019). SOSYOBİLİMSEL KONULARDA ARGÜMANTASYONA DAYALI ÖĞRENME UYGULAMALARININ FEN BİLİMLERİ ÖĞRETMEN ADAYLARININ ÖĞRENCİYİ ANLAMA BİLGİLERİNİN GELİŞİMİNE ETKİSİ. , 263 - 301.
Chicago	BİRDAL Hasret Aycan,İnaltekin Tufan SOSYOBİLİMSEL KONULARDA ARGÜMANTASYONA DAYALI ÖĞRENME UYGULAMALARININ FEN BİLİMLERİ ÖĞRETMEN ADAYLARININ ÖĞRENCİYİ ANLAMA BİLGİLERİNİN GELİŞİMİNE ETKİSİ. (2019): 263 - 301.
MLA	BİRDAL Hasret Aycan,İnaltekin Tufan SOSYOBİLİMSEL KONULARDA ARGÜMANTASYONA DAYALI ÖĞRENME UYGULAMALARININ FEN BİLİMLERİ ÖĞRETMEN ADAYLARININ ÖĞRENCİYİ ANLAMA BİLGİLERİNİN GELİŞİMİNE ETKİSİ. , 2019, ss.263 - 301.
AMA	BİRDAL H,İnaltekin T SOSYOBİLİMSEL KONULARDA ARGÜMANTASYONA DAYALI ÖĞRENME UYGULAMALARININ FEN BİLİMLERİ ÖĞRETMEN ADAYLARININ ÖĞRENCİYİ ANLAMA BİLGİLERİNİN GELİŞİMİNE ETKİSİ. . 2019; 263 - 301.
Vancouver	BİRDAL H,İnaltekin T SOSYOBİLİMSEL KONULARDA ARGÜMANTASYONA DAYALI ÖĞRENME UYGULAMALARININ FEN BİLİMLERİ ÖĞRETMEN ADAYLARININ ÖĞRENCİYİ ANLAMA BİLGİLERİNİN GELİŞİMİNE ETKİSİ. . 2019; 263 - 301.
IEEE	BİRDAL H,İnaltekin T "SOSYOBİLİMSEL KONULARDA ARGÜMANTASYONA DAYALI ÖĞRENME UYGULAMALARININ FEN BİLİMLERİ ÖĞRETMEN ADAYLARININ ÖĞRENCİYİ ANLAMA BİLGİLERİNİN GELİŞİMİNE ETKİSİ." , ss.263 - 301, 2019.
ISNAD	BİRDAL, Hasret Aycan - İnaltekin, Tufan. "SOSYOBİLİMSEL KONULARDA ARGÜMANTASYONA DAYALI ÖĞRENME UYGULAMALARININ FEN BİLİMLERİ ÖĞRETMEN ADAYLARININ ÖĞRENCİYİ ANLAMA BİLGİLERİNİN GELİŞİMİNE ETKİSİ". (2019), 263-301.

APA	BİRDAL H, İnaltekin T (2019). SOSYOBİLİMSEL KONULARDA ARGÜMANTASYONA DAYALI ÖĞRENME UYGULAMALARININ FEN BİLİMLERİ ÖĞRETMEN ADAYLARININ ÖĞRENCİYİ ANLAMA BİLGİLERİNİN GELİŞİMİNE ETKİSİ. EKEV AKADEMİ DERGİSİ, 0(80), 263 - 301.
Chicago	BİRDAL Hasret Aycan,İnaltekin Tufan SOSYOBİLİMSEL KONULARDA ARGÜMANTASYONA DAYALI ÖĞRENME UYGULAMALARININ FEN BİLİMLERİ ÖĞRETMEN ADAYLARININ ÖĞRENCİYİ ANLAMA BİLGİLERİNİN GELİŞİMİNE ETKİSİ. EKEV AKADEMİ DERGİSİ 0, no.80 (2019): 263 - 301.
MLA	BİRDAL Hasret Aycan,İnaltekin Tufan SOSYOBİLİMSEL KONULARDA ARGÜMANTASYONA DAYALI ÖĞRENME UYGULAMALARININ FEN BİLİMLERİ ÖĞRETMEN ADAYLARININ ÖĞRENCİYİ ANLAMA BİLGİLERİNİN GELİŞİMİNE ETKİSİ. EKEV AKADEMİ DERGİSİ, vol.0, no.80, 2019, ss.263 - 301.
AMA	BİRDAL H,İnaltekin T SOSYOBİLİMSEL KONULARDA ARGÜMANTASYONA DAYALI ÖĞRENME UYGULAMALARININ FEN BİLİMLERİ ÖĞRETMEN ADAYLARININ ÖĞRENCİYİ ANLAMA BİLGİLERİNİN GELİŞİMİNE ETKİSİ. EKEV AKADEMİ DERGİSİ. 2019; 0(80): 263 - 301.
Vancouver	BİRDAL H,İnaltekin T SOSYOBİLİMSEL KONULARDA ARGÜMANTASYONA DAYALI ÖĞRENME UYGULAMALARININ FEN BİLİMLERİ ÖĞRETMEN ADAYLARININ ÖĞRENCİYİ ANLAMA BİLGİLERİNİN GELİŞİMİNE ETKİSİ. EKEV AKADEMİ DERGİSİ. 2019; 0(80): 263 - 301.
IEEE	BİRDAL H,İnaltekin T "SOSYOBİLİMSEL KONULARDA ARGÜMANTASYONA DAYALI ÖĞRENME UYGULAMALARININ FEN BİLİMLERİ ÖĞRETMEN ADAYLARININ ÖĞRENCİYİ ANLAMA BİLGİLERİNİN GELİŞİMİNE ETKİSİ." EKEV AKADEMİ DERGİSİ, 0, ss.263 - 301, 2019.
ISNAD	BİRDAL, Hasret Aycan - İnaltekin, Tufan. "SOSYOBİLİMSEL KONULARDA ARGÜMANTASYONA DAYALI ÖĞRENME UYGULAMALARININ FEN BİLİMLERİ ÖĞRETMEN ADAYLARININ ÖĞRENCİYİ ANLAMA BİLGİLERİNİN GELİŞİMİNE ETKİSİ". EKEV AKADEMİ DERGİSİ 80 (2019), 263-301.