FEN BİLGİSİ ÖĞRETMENİ ADAYLARININ DENEYİMLERİNİN PEDAGOJİK ALAN BİLGİSİ BAĞLAMINDA İNCELENMESİ

Bu çalışmanın amacı fen bilgisi öğretmeni adaylarının Pedagojik Alan Bilgilerinin (PAB) belirlenmesidir. Çalışma durum çalışması olarak tasarlanmış ve altı fen bilgisi öğretmeni adayı ile öğretmenlik uygulaması dersi kapsamında yürütülmüştür. Katılımcıların ders planları ve günlükleri veri toplama araçlarını oluşturmaktadır. Günlükler yarı yapılandırılmış anket formunda düzenlenmiş olup, soruların çalışmanın amacına uygun olup olmadığına yönelik uzman görüşü alınmıştır. Planlar ve günlüklerden elde edilen verilere içerik analizi uygulanmıştır. Öğretmen adaylarının planlarında ve günlüklerinde ortak olarak PAB bileşenlerinden yalnızca öğretim stratejileri bilgisi, değerlendirme bilgisi ve sunum bilgisine rastlanmıştır. Öğretim yöntem ve teknikler bölümünde kırk dakikalık bir ders için birçok yöntem ve tekniğe yer verildiği fakat günlüklerde bunların çok azına değinildiği görülmüştür. Planlardan elde edilen bulgular öğretmen adaylarının ders planlarında dersleri buluş yoluyla yürüttüklerini göstermesine rağmen günlükleri düz anlatıma ve soru-cevap tekniğine işaret etmektedir. Öğretmen adaylarının değerlendirme şekilleri incelendiğinde ise çoktan seçmeli veya açık uçlu sorudan oluşan düzey belirleyici değerlendirmeye başvurulduğu görülmüştür. Konu alanı bilgisi açısından katılımcıların planlarında kendi cümlelerini kullanmadıkları, doğrudan alıntılara yer verdikleri görülmüş, günlüklerde ise bu bilgiye yönelik herhangi bir deneyime rastlanmamıştır. Gelecek çalışmalarda öğretmen adaylarının öğrenen bilgisine plan ve günlüklerde yer vermemesinin sebepleri araştırılabilir. Öğretmen adaylarının hizmet öncesi eğitimde öğrenciyi aktif kılan öğretim yöntem ve teknikleri tanıtan dersler almış olmalarına rağmen düz anlatım ve soru-cevap tekniğine sıklıkla başvurulmasının sebepleri irdelenebilir. Ayrıca öğretmen adaylarının ilgili kazanımlara yönelik PAB bileşenleri üzerine derinlemesine düşünmelerini sağlayacak içerik gösterimi şablonundan yararlanılabilir.

Anahtar Kelimeler:

Pedagojik alan bilgisi, fen bilgisi eğitimi, öğretmen adayları, yansıtıcı günlük

INVESTIGATING PRE-SERVICE SCIENCE TEACHERS’ CLASSROOM PERFORMANCE IN THE CONTEXT OF PEDAGOGIC CONTENT KNOWLEDGE

Pedagogical Content Knowledge (PCK) is believed to have a complex structure that is affected by numerous factors and examining components of PCK in a period of time instead of researching a specific subject has been recognized as an important issue. Therefore, this study attempts to determine the components of PCK pre-service science teachers possess and exhibit during their teaching practice. In the study, 6 pre-service science teachers participated. Data collection tools were lesson plans and reflective journals. The content analysis was applied to gathered data. Main themes that emerged from the study were knowledge of instructions of teaching and knowledge of assessment. Lesson plans showed that participants attempt to utilize many instructional strategies regardless of the subject and all chosen strategies were based on the constructivist approach. Content knowledge declared in lesson plans was determined to be pedantic and no experience was encountered in journals related to content. It was seen pre-service science teachers had difficulty identifying what students know as well as what they need to know and in transforming concepts into the one students can understand. It is suggested for pre-service teachers to use content represantations (CoRe) in order to provide in-depth thinking on PCK components. Besides it is suggested for future researchers to investigate the reasons why pre-service science teachers hold to traditional methods in spite of taking various classes on active learning during their undergraduate study.

Keywords:

Pedagogic content knowledge, science education, pre-service teachers, reflective journals,

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