Çalışmanın amacı, Fen Bilgisi alanı
öğretmenlerinin (ortaokullarda 6-7-8. sınıflarda Fen Bilgisi dersini okutan ve
liselerde 9-10-11-12. sınıflarda Fizik, Kimya veya Biyoloji dersini okutan)
lisansüstü eğitimlerinin yaşamboyu öğrenme becerilerini nasıl etkilediğine
ilişkin algılarını belirlemektir. Betimsel bir metodoloji benimsenen bu makale,
nitel durum çalışmasıdır. Çalışma, Kuzey Kıbrıs’ta bulunan üniversitelerin
eğitim fakültelerinde lisansüstü eğitim yapan ve ortaokul ve/ya liselerde Fen
Bilgisi alanında öğretmen olarak çalışan 11 öğretmenle yapılmıştır.
Derinlemesine görüşmeler, bireysel görüşmeler ile ders-içi gözlemler yapılarak
ve günlük tutularak çalışma yürütülmüştür. Veriler, kaydedilen görüşmelerden,
tutulan günlüklerden ve ders-içi gözlem kayıtlarından içerik analizi yapılarak
analiz edilmiştir. Araştırmanın sonucunda, Fen Bilgisi alanı öğretmenlerinin
öğretim yeterliklerini geliştirdiği, öğretim programının geliştirilmesini
sağladığı, öğrenme ve öğretim süreçlerini zenginleştiren yollar
geliştirmelerini sağladığı, çeşitli eğitim-öğretim materyalleri
geliştirmelerini sağladığı, çeşitli ölçüm ve değerlendirme yöntemleri
uygulamalarını sağladığı, içerik, yöntem, ders içi-dışı olaylar ve süre üzerine
geliştirilmiş organizasyon becerilerini geliştirdiği, sınıf içi-dışı araştırma
ve akademik yayın becerilerini geliştirdiği bulunmuştur.
The current study aimed at describing the
perceptions of teachers of Science (teachers teaching Science lessons at
secondary schools grades from 6, 7 and 8, and teachers teaching Physics, Chemistry
or Biology lessons grades from 9, 10, 11 and 12 at high schools) on how
postgraduate education affects their lifelong-learning skills. As a qualitative
case study, it adopted a descriptive methodology. The study concentrated on 11
postgraduate students studying at various universities at various departments
of education faculties who are serving as teachers of Science at the same time
at various secondary and/or high schools in North Cyprus. The in-depth
interviews, interviews, actual-teaching-time observations and diary-keepings
were conducted. Data were analyzed using content analysis from the transcribed
interviews, from the diaries kept and from the observation checklists. The
results maintained that postgraduate studies provided teachers of Science to
improve their instructional competencies and teaching programme; enriched ways
of their learning, provided them to develop various types of teaching and
learning materials and to apply various types of measurements and evaluation
methods for improving their skills on teaching and learning; improved
organization and management skills on content, method, events and duration; and
facilitated them to conduct researches and do publications.
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