Fen Bilgisi Öğretmen Adaylarının Öğrenme, Öğretme, Ölçme-Değerlendirme ve Müfredat Yönelimleri

Bu çalışmada Fen Bilgisi Öğretmen Adaylarının fen öğretimi kavramları (yapılandırmacı-geleneksel), öğretim programı, öğrencilerin öğrenmeleri, öğretim yöntemleri ile ölçme ve değerlendirme bağlamında incelenmiştir. 3 farklı eğitim fakültesinin fen bilgisi öğretmenliği programında kayıtlı 3. ve 4. sınıf öğrencilere (n=388) yapılan pilot uygulama ile geliştirilen 38 maddelik ÖDMY ÖlçeğiGazi Üniversitesi Eğitim Fakültesinde öğrenim görenfarklı sınıf seviyelerinde 159 öğretmen adayına uygulanmıştır. Yapılan istatistiksel analiz sonuçlarına göre, öğretmen adaylarının sınıf düzeyi arttıkça yapılandırmacı öğretim kavramlarına daha çok yaklaştığı anlaşılmıştır. Öğretmenlik uygulaması (staj) sürecinin ise öğretmen adaylarının yapılandırmacılık kavramlarını geliştirdiği sonucuna varılmı

Prospective Science Teachers’ Learning-Teaching-Assessment-Curriculum Orientations

In this study, science teaching concepts (constructivist-traditional) of pre-service science teachers (science teacher candidates) were examined in the concept of teaching curriculum, learning of the students, teaching methods, and measurement and evaluation. The 38-item LTECO Scale, which had been developed as a result of a pilot study applied to 3rd and 4th-year students (n=388) registered in the science teaching program of 3 different education faculties, was applied to 159 pre-service teachers in different class levels. According to the conducted statistical analysis results, it was understood that as the class levels of the students increased, they approached the constructivist teaching concepts more. It was also concluded that the teaching practice (internship) process developed the constructivist concepts of the pre-service teachers

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