LİSANSÜSTÜ EĞİTİMİN YAŞAMBOYU ÖĞRENME BECERİLERİNE ETKİSİ: FEN BİLGİSİ ALANI ÖĞRETMENLERİ İLE DURUM ÇALIŞMASI

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.

EFFECT OF POSTGRADUATE EDUCATION ON LIFELONG LEARNING SKILLS: CASE FROM TEACHERS OF SCIENCE

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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