FEN BİLİMLERİ ÖĞRETMEN ADAYLARININ FEN ÖĞRENME VE ÖĞRETME ANLAYIŞLARI ARASINDAKİ UYUMUN İNCELENMESİ: BİR FENOMENOGRAFİ ÇALIŞMASI

Bu çalışmanın iki amacı vardır: 1 fen bilimleri öğretmen adaylarının fen öğrenme ve öğretme anlayışlarının belirlenmesi ve 2 bu anlayışlar arasındaki uyum ve uyumsuzlukların sebeblerinin incelenmesi. 87 öğretmen adayını kapsayan bir fenomenografi çalışması gerçekleştirilmiştir. Çalışmada açık uçlu veri toplama araçları ve yarı yapılandırılmış görüşmeler yolu ile veri toplanmıştır. Analizler öğretmen adaylarının 5 farklı fen öğrenme anlayışı ve 2 farklı fen öğretme anlayışına sahip olduğunu göstermiştir. Örneklemin 67%’sinde bu anlayışlar arasında uyum olduğu gözlemlenmiştir. Bununla birlikte hem beklenilen uyumun hem de uyumsuzlukların sebebinin öğretmen adaylarının ön deneyimleri olduğu bulunmuştur. Çalışmanın bulguları doğrultusunda öneriler sunulmuştur.

Anahtar Kelimeler:

fen öğrenme anlayışı, fen öğretme anlayışı, fen bilimleri öğretmen adayları, fen eğitimi, fenomenografi

Investigating Coherence between Preservice Science Teachers’ Conceptions of Learning and Teaching Science: A Phenomenographic Study

The purpose of this study has been twofold: 1 to determine Turkish preservice science teachers’ PSTs conceptions of learning and teaching science and 2 to investigate the reasons of in/consistencies between conceptions. A phenomenography including 87 PSTs has been conducted. Data has been collected through an open ended instruments and semi structured interviews. Analyses have revealed that PSTs have five different conceptions of learning science and two different conceptions of teaching science. 67% of the sample has consistent conceptions. Additionally, PSTs’ previous experiences have been found responsible not only for expected consistencies but also for inconsistencies. Implications have been presented considering the results

Keywords:

conceptions of learning science, conceptions of teaching science, preservice science teachers, science education, phenomenography,

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