Konu Alan Bilgisinin Pedagojik Alan Bilgisi Üzerine Etkisi: Maddenin Fiziksel Hallerinin Öğretilmesi Durumu

Mustafa ÖZDEN (Adıyaman Üniversitesi, Eğitim Fakültesi, İlköğretim Bölümü, Fen Bilgisi Eğitimi Anabilim Dalı, Adıyaman, Türkiye)
Kuram ve Uygulamada Eğitim Bilimleri
13 0
Yıl: 2008 Cilt: 8 Sayı: 2 Sayfa Aralığı: 611 - 645 Metin Dili: Türkçe İndeks Tarihi: 29-07-2022

Konu Alan Bilgisinin Pedagojik Alan Bilgisi Üzerine Etkisi: Maddenin Fiziksel Hallerinin Öğretilmesi Durumu

Öz:
Bu araştırmanın amacı, konu alan bilgisinin miktarının ve niteliğinin pedagojik alan bilgisi üzerindeki etkisini araştırmaktır. Örnek olarak “Maddenin Fiziksel Hâlleri” konu alanı olarak seçilmiştir. Araştırmanın örneklemini yirmi sekiz fen bilgisi öğretmen adayı oluşturmaktadır. Ders planı, konu alan bilgisi testi ve yarı yapılandırılmış görüşmeler veri toplama araçları olarak kullanılmıştır. Araştırmanın sonuçları, öğretmen adaylarının maddenin fiziksel hâlleriyle ilgili temel bilgilere sahip olduklarını; bunun yanında az sayıda kavram yanılgılarının ve kavramsal düzeyde eksikliklerinin de olduğunu göstermektedir. Çalışmada yer alan öğretmen adayları, geçmiş deneyimlerinin etkisiyle kavramlar arasındaki ilişkiyi anlama güçlüğü çekmektedirler. Çoğunun, tutarlı konu alan bilgisine sahip oldukları belirlenmiştir. Sonuçlar aynı zamanda, öğretmen adaylarının konu alan bilgisinin pedagojik alan bilgileri (PAB) ve “Maddenin Fiziksel Hâlleri” konusunun öğretimi üzerinde olumlu bir etkisi olduğunu vurgulamaktadır
Anahtar Kelime: öğretmen görüşleri fen öğretmenleri fen eğitimi öğretim pedagojik bilgi pedagojik içerik bilgisi öğretim becerileri öğretmen adayları içerik analizi fen dersleri

Konular: Eğitim, Eğitim Araştırmaları Matematik

The Effect of Content Knowledge on Pedagogical Content Knowledge: The Case of Teaching Phases of Matters

Öz:
The aim of the present research was to investigate the effect of the amount and quality of content knowledge on pedagogical content knowledge (PCK). The chemical content of phases of matters was used as an example. The research sample consisted of 28 science student teachers. The lesson preparation task, content knowledge test and semi-structured interview were used to collect data. This study shows that science student teachers have basic knowledge, few misconceptions and certain inadequacies at conceptual level. Science student teachers had understanding difficulties about relationship between concepts affected by their previous experiences. It has been seen that most student teachers had consistent content knowledge. The results of this study emphasize that content knowledge had positive influence on pedagogical content knowledge. Content knowledge also influenced effective teaching practice.
Anahtar Kelime: pedagogical content knowledge teaching skills prospective teachers content analysis science courses teacher views science teachers science education teaching pedagogical knowledge

Konular: Eğitim, Eğitim Araştırmaları Matematik
Belge Türü: Makale Makale Türü: Araştırma Makalesi Erişim Türü: Bibliyografik
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APA ÖZDEN M (2008). Konu Alan Bilgisinin Pedagojik Alan Bilgisi Üzerine Etkisi: Maddenin Fiziksel Hallerinin Öğretilmesi Durumu. , 611 - 645.
Chicago ÖZDEN Mustafa Konu Alan Bilgisinin Pedagojik Alan Bilgisi Üzerine Etkisi: Maddenin Fiziksel Hallerinin Öğretilmesi Durumu. (2008): 611 - 645.
MLA ÖZDEN Mustafa Konu Alan Bilgisinin Pedagojik Alan Bilgisi Üzerine Etkisi: Maddenin Fiziksel Hallerinin Öğretilmesi Durumu. , 2008, ss.611 - 645.
AMA ÖZDEN M Konu Alan Bilgisinin Pedagojik Alan Bilgisi Üzerine Etkisi: Maddenin Fiziksel Hallerinin Öğretilmesi Durumu. . 2008; 611 - 645.
Vancouver ÖZDEN M Konu Alan Bilgisinin Pedagojik Alan Bilgisi Üzerine Etkisi: Maddenin Fiziksel Hallerinin Öğretilmesi Durumu. . 2008; 611 - 645.
IEEE ÖZDEN M "Konu Alan Bilgisinin Pedagojik Alan Bilgisi Üzerine Etkisi: Maddenin Fiziksel Hallerinin Öğretilmesi Durumu." , ss.611 - 645, 2008.
ISNAD ÖZDEN, Mustafa. "Konu Alan Bilgisinin Pedagojik Alan Bilgisi Üzerine Etkisi: Maddenin Fiziksel Hallerinin Öğretilmesi Durumu". (2008), 611-645.
APA ÖZDEN M (2008). Konu Alan Bilgisinin Pedagojik Alan Bilgisi Üzerine Etkisi: Maddenin Fiziksel Hallerinin Öğretilmesi Durumu. Kuram ve Uygulamada Eğitim Bilimleri, 8(2), 611 - 645.
Chicago ÖZDEN Mustafa Konu Alan Bilgisinin Pedagojik Alan Bilgisi Üzerine Etkisi: Maddenin Fiziksel Hallerinin Öğretilmesi Durumu. Kuram ve Uygulamada Eğitim Bilimleri 8, no.2 (2008): 611 - 645.
MLA ÖZDEN Mustafa Konu Alan Bilgisinin Pedagojik Alan Bilgisi Üzerine Etkisi: Maddenin Fiziksel Hallerinin Öğretilmesi Durumu. Kuram ve Uygulamada Eğitim Bilimleri, vol.8, no.2, 2008, ss.611 - 645.
AMA ÖZDEN M Konu Alan Bilgisinin Pedagojik Alan Bilgisi Üzerine Etkisi: Maddenin Fiziksel Hallerinin Öğretilmesi Durumu. Kuram ve Uygulamada Eğitim Bilimleri. 2008; 8(2): 611 - 645.
Vancouver ÖZDEN M Konu Alan Bilgisinin Pedagojik Alan Bilgisi Üzerine Etkisi: Maddenin Fiziksel Hallerinin Öğretilmesi Durumu. Kuram ve Uygulamada Eğitim Bilimleri. 2008; 8(2): 611 - 645.
IEEE ÖZDEN M "Konu Alan Bilgisinin Pedagojik Alan Bilgisi Üzerine Etkisi: Maddenin Fiziksel Hallerinin Öğretilmesi Durumu." Kuram ve Uygulamada Eğitim Bilimleri, 8, ss.611 - 645, 2008.
ISNAD ÖZDEN, Mustafa. "Konu Alan Bilgisinin Pedagojik Alan Bilgisi Üzerine Etkisi: Maddenin Fiziksel Hallerinin Öğretilmesi Durumu". Kuram ve Uygulamada Eğitim Bilimleri 8/2 (2008), 611-645.
Sayfa Oluşturulma Tarihi
22-04-2024 13:56

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