Investigating coherence between preservice science teachers' conceptions of learning and teaching science: A phenomenographic study

Bu çalışmanın iki amacı vardır: 1) fen bilimleri öğretmen adaylarının fen öğrenme veöğretme anlayışlarının belirlenmesi ve 2) bu anlayışlar arasındaki uyum veuyumsuzlukların sebeblerinin incelenmesi. 87 öğretmen adayını kapsayan birfenomenografi çalışması gerçekleştirilmiştir. Çalışmada açık uçlu veri toplama araçları veyarı yapılandırılmış görüşmeler yolu ile veri toplanmıştır. Analizler öğretmen adaylarının5 farklı fen öğrenme anlayışı ve 2 farklı fen öğretme anlayışına sahip olduğunugöstermiştir. Örneklemin 67%sinde bu anlayışlar arasında uyum olduğu gözlemlenmiştir.Bununla birlikte hem beklenilen uyumun hem de uyumsuzlukların sebebinin öğretmenadaylarının ön deneyimleri olduğu bulunmuştur. Çalışmanın bulguları doğrultusundaöneriler sunulmuştur.

Fen bilimleri öğretmen adaylarının fen öğrenme ve öğretme anlayışları arasındaki uyumun incelenmesi: Bir fenomenografi çalışması

The purpose of this study has been twofold: 1) to determine Turkish preservice scienceteachers (PSTs) conceptions of learning and teaching science and 2) to investigate thereasons of in/consistencies between conceptions. A phenomenography including 87 PSTshas been conducted. Data has been collected through an open ended instruments and semistructured interview s. Analyses have revealed that PSTs have five different conceptions oflearning science and two different conceptions of teaching science. 67% of the sample hasconsistent conceptions. Additionally, PSTs previous experiences have been foundresponsible no t only for expected consistencies but also for inconsistencies. Implicationshave been presented considering the results.

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