Research Article
İki Örnek Olay Çalışması: ABD'deki İlköğretim Öğretmen Adaylarının Kavramsal Değişim Konusunda Öğrencilerle Gerçekleştirdikleri Alan Uygulamalarına Yaklaşımları
Abstract
Bu çalışmanın amacı, ABD'deki ilköğretim öğretmen adaylarının okul deneyimi için gittikleri okullarda, fen bilginin öğretilmesi ders içeriğine konsal olarak değişim konusunun uygulaması ödevine yaklaşımlarını değerlendirmektir. Örnek olay çalışmalarının gerektirdiği gibi bu araştırmaya, fen bilgisi öğretimi dersini alan 28 öğretmen adayından performans raporlarından en yüksek (Amy) ve en düşük (George) notu almış iki öğretmen adayı dahil edilmiştir. Adayların performanslarını tercüme etmek, niteliği araştırmak karşılaştırmalı yöntem. Adaylar sınıflarında, fen kavramları hakkında bir az dört tane "aktif öğrenme istasyonu" hazırlamış ve bu istasyonlardan en az bir tanesinde öğrencilerin kavram yanılgılarını değiştirmeyi amaçlayan kavramsal değişim stratejilerini kullanmışlardır. Çalışmada, Amy ve George'un raporlarının zayıf ve güçlü yanları ile araştırma sonuçlarının ilköğretimde fen öğretine ve öğretmen yetişmeye katkıları tartışılmıştır.
References
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- Bulunuz, N. & Jarrett, O. S. (2006, February). Basic earth and space science concepts: Building elementary teacher understanding. Paper presented at the annual conference of the Georgia Science Teachers Association in Columbus, GA.
- Butzow, J.W. & Davis, A. (1975). The development of a semantic differential test of teachers’ attitudes toward teaching elementary school science. Science Education, 59, 215-216.
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- Dove, J. (1999). Physical Geography. In M. Biddulph & G. Butt (Eds.), Theory into practice: Immaculate misconceptions (pp.15-20). Hong Kong: The Geographical Association.
- Ebert, J.R. & Elliot, N.A. (2002). Mr. Chalkentalk’s cupboard- practical lessons for preservice teachers in rock and mineral identification and the management of teaching collections. Journal of Geoscience Education, 50(2), 182-185.
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- Moore, R. (2003). Reexamining the field experiences of preservice teachers. Journal of Teacher Education, 54(1), 31-42.
- National Research Council (NRC). (1996). National Science Education Standards. Washington, DC: National Academy Press.
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- Piaget, J. (1970). Piaget’s theory, Manual of Child Psychology, In P.H. Mussen (Ed.) Third Edition, Vol. 1, New York: John Wiley & Sons, Inc.
- Radeloff, D. J. (2001). Science discovery centers: Stimulating young children’s minds. A Quarterly Newsletter for the Education Community, 13(3), 1-3.
- Stofflett, R.T. (1994). The accommodation of science pedagogical knowledge: The application of conceptual change constructs to teacher education. Journal of Research in Science Teaching, 31(8), 787-810.
- Stofflett, R.T. & Stoddart, T. (1994). The ability to understand and use conceptual change pedagogy as a function of prior content learning experience. Journal of Research in Science Teaching, 31(1), 31-51.
- Stofflett, R.T. & Stefanon, L. (1996). Elementary teacher candidates’ conceptions of successful conceptual change teaching. Journal of Elementary Science Education, 8(2), 1-20.
- Strauss, A. L. & Corbin, J. (1990). Basics of qualitative research: Grounded theory procedures and techniques. Newbury Park, Ca: Sage.
- Strawitz, B.M. & Malone, M.R. (1984). The influence of field experiences on stages of concern and attitudes of preservice teachers toward science and science teaching. Journal of Research in Science Teaching, 23(4), 311-320.
- Sunal, D.W. (1980). Effect of field experiences during elementary methods courses on preservice teacher behavior. Journal of Research in Science Teaching, 17(1), 17-23.
- Tabachnick, B.R. & Zeichner, K.M. (1999). Idea and action: action research and the development of conceptual change teaching of science. Science Education, 83, 309-322.
- Thorley, N., R. & Stofflett, R.T. (1996). Representation of the conceptual change model in science teacher education. Science Education, 80 (3), 317-339.
- Watters, J.J. & Ginns, I.S. (2000). Developing motivation to teach elementary science: Effect of collaborative and authentic learning practices in preservice education. Journal of Science Teacher Education, 11(4), 277-313.
Year 2008,
Volume: 7 Issue: 3, 640 - 655, 26.06.2008
Abstract
This study involved qualitative analyses of two preservice teachers’ field assignments that
received the highest and the lowest scores in a teacher training course in science methods. A constant
comparison method was used to analyze two participants’ answers to seven guided reflection questions in a
field assignment. Analyses of the field assignments gave a detailed portrait of how they applied hands-on
activities at learning stations to change their students’ alternative conceptions and improve their initial
understanding. Four critical factors emerged that might have affected their overall performance such as the
degree of support provided by classroom teachers; the amount of time needed to plan, prepare, and implement
the stations; the way of analyzing the data collected from their students in a systematic way, and the level of
understanding of conceptual change terminology. The research findings indicate that practice of strategies
learned in a science methods class helps preservice teachers connect theory with practice. The major
implications and recommendations for teacher preparation programs and conceptual change practices in
preservice and in service field placements were presented.
References
- Bandura, A. (1974). Behavior theory and the models of man. American Psychologist, December, 859- 866.
- Bulunuz, N. & Jarrett, O. S. (2006, February). Basic earth and space science concepts: Building elementary teacher understanding. Paper presented at the annual conference of the Georgia Science Teachers Association in Columbus, GA.
- Butzow, J.W. & Davis, A. (1975). The development of a semantic differential test of teachers’ attitudes toward teaching elementary school science. Science Education, 59, 215-216.
- Costa, M.F. (2003). “Hands-on Science. European Commission under the Socrates Project.” [Online] Retrieved on 20-August-2004,at URL: http://www.isoc.siu.no/isocii.nsf/projectlist/110157.
- Crawford, B.A. (2000). Embracing the essence of inquiry: New roles for science teachers. Journal of Research in Science Teaching, 37(9), 916-937.
- Dove, J. (1999). Physical Geography. In M. Biddulph & G. Butt (Eds.), Theory into practice: Immaculate misconceptions (pp.15-20). Hong Kong: The Geographical Association.
- Ebert, J.R. & Elliot, N.A. (2002). Mr. Chalkentalk’s cupboard- practical lessons for preservice teachers in rock and mineral identification and the management of teaching collections. Journal of Geoscience Education, 50(2), 182-185.
- Gibson, H.L., Bernhard, J., Kropf, A., Ramirez, M.A. & Van Strat, G. A. (2001, March). “Enhancing the science literacy of Preservice teachers through the use of reflective journals.” Paper presented at the annual meeting of the National Association for Research in Science Teaching, St. Louis: MO.
- Hanuscin, D. (2003, February). “A workshop approach: Instructional strategies for working within the constraints of field experiences in elementary science.” Paper presented at the annual meeting of the Association for the Education of Teachers of Science, St. Louis, MO.
- Irwin, L., Nucci, C. & Beckett, E.C. (2003). Science centers for all: Suggestions on using classroom science centers to engage every learner. Science and Children, 40(5), 35-37.
- Lincoln, Y. & Guba, E. (1985). Naturalist inquiry. Newbury Park, CA: Sage.
- Marion, R., Hewson, P.W., Tabachnick, R., & Blomker, K.B. (1999). Teaching for conceptual change in elementary and secondary science methods courses. Science Education, 83, 275-307.
- McConnell, D.A., Steer, D.N. & Owens, K.D. (2003). Assessment and active learning strategies for introductory geology courses. Journal of Geoscience Education, 51(2), 205-216.
- Mellado, V. (1998). The classroom practice of preservice teachers and their conceptions of teaching and learning science. Science Education, 82, 197-214.
- Meyer, H., Tabachnick, B.R., Hewson, P.W., Lemberger, J. & Park, H. (1999). Relationships between prospective elementary teachers’ classroom practice and their conceptions of biology and of teaching science. Science Education, 83, 323-346.
- Moore, R. (2003). Reexamining the field experiences of preservice teachers. Journal of Teacher Education, 54(1), 31-42.
- National Research Council (NRC). (1996). National Science Education Standards. Washington, DC: National Academy Press.
- Palmer, D.H. (2001). Factors contributing to attitude exchange amongst preservice elementary teachers. Science Education, 86, 122-138.
- Palmer, D.H. (2003). Investigating the relationship between refutational text and conceptual change. Science Education, 87, 663-684.
- Piaget, J. (1970). Piaget’s theory, Manual of Child Psychology, In P.H. Mussen (Ed.) Third Edition, Vol. 1, New York: John Wiley & Sons, Inc.
- Radeloff, D. J. (2001). Science discovery centers: Stimulating young children’s minds. A Quarterly Newsletter for the Education Community, 13(3), 1-3.
- Stofflett, R.T. (1994). The accommodation of science pedagogical knowledge: The application of conceptual change constructs to teacher education. Journal of Research in Science Teaching, 31(8), 787-810.
- Stofflett, R.T. & Stoddart, T. (1994). The ability to understand and use conceptual change pedagogy as a function of prior content learning experience. Journal of Research in Science Teaching, 31(1), 31-51.
- Stofflett, R.T. & Stefanon, L. (1996). Elementary teacher candidates’ conceptions of successful conceptual change teaching. Journal of Elementary Science Education, 8(2), 1-20.
- Strauss, A. L. & Corbin, J. (1990). Basics of qualitative research: Grounded theory procedures and techniques. Newbury Park, Ca: Sage.
- Strawitz, B.M. & Malone, M.R. (1984). The influence of field experiences on stages of concern and attitudes of preservice teachers toward science and science teaching. Journal of Research in Science Teaching, 23(4), 311-320.
- Sunal, D.W. (1980). Effect of field experiences during elementary methods courses on preservice teacher behavior. Journal of Research in Science Teaching, 17(1), 17-23.
- Tabachnick, B.R. & Zeichner, K.M. (1999). Idea and action: action research and the development of conceptual change teaching of science. Science Education, 83, 309-322.
- Thorley, N., R. & Stofflett, R.T. (1996). Representation of the conceptual change model in science teacher education. Science Education, 80 (3), 317-339.
- Watters, J.J. & Ginns, I.S. (2000). Developing motivation to teach elementary science: Effect of collaborative and authentic learning practices in preservice education. Journal of Science Teacher Education, 11(4), 277-313.
There are 30 citations in total.
Details
| Primary Language | Turkish |
|---|---|
| Journal Section | Articles |
| Authors | |
| Publication Date | June 26, 2008 |
| Published in Issue | Year 2008 Volume: 7 Issue: 3 |