Okul Öncesi Öğretmen Adaylarının Öğretmenlik Uygulaması Yoluyla Fen Öğretimine Yönelik Özgüvenlerindeki Değişim

Okul öncesi öğretmen adaylarının fen öğretimine karşı özgüvenlerinin öğretmenlik uygulaması dersi aracılığıyla nasıl değiştiğini araştırmak amacıyla yapılan bu araştırma, nitel bir durum çalışmasıdır. Bu çalışma, öğretmenlik eğitimi programlarının bir parçası olarak, öğretmenlik uygulaması dersine kayıtlı olan 15 son sınıf okul öncesi öğretmen adayı ile birlikte yapılmıştır. Mevcut çalışma, öğretmen adaylarının deneyimleri aracılığıyla öğrenme fırsatına sahip oldukları gerçeği dikkate alınarak oluşturulmuştur. Katılımcılar, bu amaçla diğer disiplinlerle bağlantılı beş farklı fen etkinlik planı geliştirmiş ve bu fen etkinliklerini gerçek bir sınıf ortamında farklı zamanlarda uygulamışlardır. Fen öğretimi sürecinde katılımcıların özgüvenlerindeki değişimi araştırmak amacıyla bireysel ön ve son görüşmeler yapılmıştır. Veri analizi sonucunda dört ana tema ortaya çıkmıştır: 1) Bilgi birikimi ve fene karşı ilgi, 2) Fen öğretimini gerçek bir sınıf ortamında deneyimleme, 3) Öğretmenlik uygulaması dersinden beklenti, 4) Fen etkinlikleri hazırlarken ve öğretirken hissedilen duygular. Çalışmanın bulguları, öğretmenlik uygulaması dersinin öğretmen adaylarının fen öğretimine olan özgüvenlerini artırmada ve fen hakkındaki ilgi ve duygularını değiştirmede yardımcı olduğunu ortaya koymuştur. Çalışmanın bulguları, öğretmen eğitiminde deneyim yoluyla öğrenmenin ve dersler içeriğinde yer verilecek olan uygulamaların önemini bir kez daha vurgulamıştır.

Changes in Pre-service ECE Teachers’ Self-Confidence in Science Teaching Through Teaching Practice Course

To investigate how pre-service early childhood education (ECE) teachers’ self-confidence in teaching science was changed through their teaching practice course, a qualitative case study research design was used in the current study. The study involved 15 senior pre-service ECE teachers who were enrolled in a teaching practice course as part of their teacher education program. The study was created with their experiential learning opportunities in account. Participants developed five distinct science activity plans that are connected with several other disciplines and implemented their science activities in a real classroom environment for this purpose. Individual pre and post-interviews were conducted with them to investigate the change in their self-confidence in teaching science. The data analysis revealed four major themes: 1) prior knowledge and interest in science, 2) experience of teaching science in a real classroom, 3) expectation from teaching practice course, and 4) feelings when preparing activities and teaching science. The study’s findings revealed that a teaching practice course was quite helpful in enhancing preservice teachers' self-confidence in science teaching and changing their interests and feelings about science. The study's findings improved understanding of the importance of experiential learning and practicing in teacher education.

Keywords:

Teacher education, science teaching, self-confidence, teaching practice course preservice ECE teachers,

PDF

___

Appleton, K. (2007). Student teachers’ confidence to teach science: is more science knowledge necessary to improve self confidence. International Journal of Science Education, 17(3), 357-369. https://doi.org/10.1080/0950069950170307
Andersson, K., & Gullberg, A. (2014). What is science in preschool and what do teachers have to know to empower children. Cultural Studies of Science Education, 9(2), 275-296. https://doi.org/10.1007/s11422-012-9439-6
Avery, L. M., & Meyer, D. Z. (2012). Teaching science as science is practiced: Opportunities and limits for enhancing preservice elementary teachers’ self- efficacy for science and science teaching. School Science and Mathmatics, 112(7), 395-409. https://doi.org/10.1111/j.1949-8594.2012.00159.x
Ayvacı, H. Ş. (2010). Okul öncesi dönem çocuklarının bilimsel süreç becerilerini kullanma yeterliliklerini geliştirmeye yönelik pilot bir çalışma. Necatibey Eğitim Fakültesi Elektronik Fen ve Matematik Eğitimi Dergisi, 4(2), 1-24.
Bandura, A. (1977). Self-efficacy: Toward a unifying theory of behavioral change. Psychological Review, 84(2), 191-215. https://doi.org/10.1002/sce.1017
Barber, M., & Mourshed, M. (2007). How the world's best-performing school systems come out on top. McKinsey & Co.
Barnett, J., & Hodson, D. (2001). Pedagogical context knowledge: Toward a fuller understanding of what good science teachers know. Science Education, 85, 426- 453. https://doi.org/10.1002/sce.1017
Baxter, P., & Jack, S. (2008). Qualitative case study methodology: Study design and implementation for novice researchers. The Qualitative Report, 13(4), 544-559. https://doi.org/10.46743/2160-3715/2008.1573
Bergman, D. J., & Morphew, J. (2015). Effects of a science content course on elementary preservice teachers’ self-efficacy of teaching science. Journal of College Science Teaching, 44(3), 73-81. https://doi.org/10.2505/4/jcst15_044_03_73
Bleicher, R. (2009). Variable relationships among different science learners in elementary science-methods courses. International Journal of Science and Mathematics Education, 7(2), 293-313. https://doi.org/10.1007/s10763-007- 9121-8
Bogdan, R. C., & Biklen, S. K. (2006). Qualitative Research in Education: An Introduction to Theory and Methods. Allyn & Bacon.
Buldu, E., & Olgan, R. (2020). The link between structural quality ındicators in pre- primary and pisa science literacy skills: A Cross-country comparison. Necatibey Eğitim Fakültesi Elektronik Fen ve Matematik Eğitimi Dergisi, 14(1), 186-216. https://doi.org/10.17522/balikesirnef.618977
Bulunuz, M., & Jarrett, O.S. (2010). Developing an interest in science: Background experiences of preservice elementary teachers. International Journal of Environmental & Science Education, 5(1), 65-84.
Carlson, W. (1991). Effects of new biology teachers’ subject-matter knowledge on curricular planning. Science Education, 75, 631-647. https://doi.org/10.1002/sce.3730750605
Charlesworth, R., & Lind, K. K. (2003). Math and science for children (4th ed.). Delmar.
Colbeck, C. L., Cabrera, A. F., & Terenzini, P. T. (1999, November 10-13). Learning professional competence and confidence: The link between instructional practices and learning gains for female and male students Paper Presentation 29th ASEE/IEEE Frontiers in Education Conference. San Juan, Puerto Rico.
Copley, J. V., & Padron, Y. (1999). Preparing teachers of young learners: Professional development of early childhood teachers in mathematics and science. In G. D. Nelson (Ed.), Dialogue on early childhood science, mathematics, and technology education (pp. 117-129). American Association for the Advancement of Science.
Conezio, K., & French, L. (2002). Science in the preschool classroom capitalizing on children’s fascination with the everyday world to foster language and literacy development. Young Children, 57, 12-18.
Creswell, J. (1998). Research design: Qualitative, quantitative, and mixed methods approaches (2nd ed.). Thousand Oaks, CA: Sage.
Creswell, J. W. (2013). Research design qualitative, quantitative, and mixed methods approaches. 4th Edition, SAGE Publications, Inc., London
Dilekli, Y., & Tezci, E. (2016). The relationship among teachers’ classroom practices for teaching thinking skills, teachers’ self-efficacy towards teaching thinking skills and teachers’ teaching styles. Thinking Skills and Creativity, 21, 144-151. https://doi.org/10.1016/j.tsc.2016.06.001
Fleer, M. (2009). Supporting scientific conceptual consciousness or learning in a roundabout way in play-based context. International Journal of Science Education, 31, 1069-1089. https://doi.org/10.1080/09500690801953161
Fraenkel, J. R., Wallen, N. E., & Hyun, H. H. (2012). How to design and evaluate research in education (8th Ed.). McGraw-Hill.
Garbett, D. (2003). Science education in early childhood teacher education: Putting forward a case to enhance student teachers’ confidence and competence. Research in Science Education, 33, 467-481. https://doi.org/10.1023/B:RISE.0000005251.20085.62
Gelman, R., Brenneman, K., Macdonald, G., & Roman, M. (2009). Preschool pathways to science (PrePS): Facilitating scientific ways of knowing, thinking, talking, and doing. Paul H. Brookes.
Gerde, H. K., Pierce, S. J., Lee, K., & Van-Egeren, L. A. (2017). Early childhood educators’ self-efficacy in science, math, and literacy instruction and science practice in the classroom. Early Education and Development, https://doi.org/10.1080/10409289.2017.1360127
Gunning, A., & Mensah, F. (2011). Preservice elementary teachers’ development of self-efficacy and confidence to teach science: A case study. Journal of Science Teacher Education, 22(2), 171–185. https://doi.org/10.1007/s10972-010-9198- 8
Guo, Y., Piasta, S.B., & Bowles, R.P. (2015). Exploring preschool children's science content knowledge. Early Education and Development, 26(1), 125-146. https://doi.org/10.1080/10409289.2015.968240
Howitt, C. (2007). Pre-Service elementary teachers’ perceptions of factors in a holistic methods course influencing their confidence in teaching science. Research in Science Education, 37(1), 41–58. https://doi.org/10.1007/s11165-006-9015-8
Karademir, A., Kartal, A., & Türk, C. (2020). Science education activities in Turkey: A qualitative comparison study in preschool classrooms. Early Childhood Education Journal, 48, 285- 304. https://doi.org/10.1007/s10643-019-00981-1
Kathy, M. (2012). Integrate science and arts process skills in the early childhood curriculum. Dimensions of Early Childhood, 40(1), 31-39.
Kind, V. (2009). Pedagogical content knowledge in science education: Potential and perspectives for progress. Studies in Science Education, 45(2), 169-204. https://doi.org/10.1080/03057260903142285
Klahr, D., Zimmerman, C., & Jirout, J. (2011). Educational interventions to advance children’s scientific thinking. Science, 333(6045), 971-975. https://doi.org/10.1126/science.1204528
Lind, K. K. (1999). Science in early childhood: Developing and acquiring fundamental concepts and skills. In Dialogue on early childhood sciences, mathematics, and technology education. American Association for the Advancement of Science. Available at: http://www.project2061.org/publications/earlychild/online/experience/lind.htm
Magnusson, S., Krajcik, J., & Borko, H. (1999). Nature, sources, and development of pedagogical content knowledge for science teaching. In J. Gess-Newsome & N. G. Lederman (Eds.), Examining pedagogical content knowledge: The construct and its implications for science education (pp. 95-132). Kluwer. https://doi.org/10.1007/0-306-47217-1_4
Menon, D., & Sadler, T. D. (2016). Preservice elementary teachers’ science self- efficacy beliefs and science content knowledge. Journal of Science Teacher Education, https://doi.org/10.1007/s10972-016-9479-y
Merriam, S. B. (1998). Qualitative research and case study applications in education. Jossey-Bass Publishers.
Michaels, S., Shouse, A. W., & Schweingruber, H. A. (2008). Ready, set, science: Putting research to work in K-8 science classroom. The National Academies Press.
Millar, R., & Osborne, J. F. (1998). Beyond 2000: Science Education for the future: The Report of a Seminar Series Funded by the Nuffield Foundation. King’s College London, School of Education.
MoNE (2013). Okul öncesi eğitimi program Preschool Education Curriculum. Milli Eğitim Basımevi.
Naumescu, A. K. (2008). Science teachers’ competencies in a knowledge based society. Acta Didactica Napocensia, 1(1), 25-31.
Norris, C. M., Morris, J. E., & Lummis, G. W. (2018). Preservice teachers’ self- efficacy to teach primary science based on science learner typology. International Journal of Science Education, 40(18), 2292-2308. https://doi.org/10.1080/09500693.2018.1528645
National Research Council (NRC). (1994). Learning, remembering, believing: Enhancing human performance. The National Academies Press.
Özbey, S., & Alisinanoğlu, F. (2008). Identifying the general ideas attitudes and expectations pertaining to science activities of the teachers employed in preschool education. Journal of Turkish Science Education, 5(2), 82-94.
Patton, M. Q. (2015). Qualitative evaluation and research methods. Thousand Oaks, CA Sage.
Ramey-Gassert, L., & Shroyer, M. G. (1992). Enhancing science teaching self- efficacy in preservice elementary teachers. Journal Elementary Science Education, 4, 26-34. https://doi.org/10.1007/BF03173752
Saçkes, M., Flevares, L. M., Gonya, M., & Trundle, K. C. (2012). Preservice early childhood teachers’ sense of efficacy for integrating mathematics and science: Impact of a methods course. Journal of Early Childhood Teacher Education, 33(4), 349-364. https://doi.org/10.1080/10901027.2012.732666
Shulman, L. S. (1986). Those who understand: Knowledge growth in teaching. Educational Researcher, 15(2), 4-31. https://doi.org/10.3102/0013189X015002004
Shulman, L. S. (1987). Knowledge and Teaching: Foundations of the New Reform. Harvard Educational Review, 57, 1-22. http://dx.doi.org/10.17763/haer.57.1.j463w79r56455411
Simsar, A., & Davidson, S. G. (2020). Sources of preservice early childhood teachers’ self-efficacy beliefs about teaching science: A phenomenological study. Eğitimde Nitel Araştırmalar Dergisi, 8(3), 776-795. https://doi.org/10.14689/issn.2148-2624.1.8c.3s.1m
Smith, G. A. (2002). Place-based education: Learning to be where we are. Phi Delta Kappan, 83(8), 584-594. https://doi.org/10.1177/003172170208300806
Torquati, J. C., Gabriel, M., Jones-Branch, J., & Leeper Miller, J. (2010). Environmental education: A natural way to nurture children’s development and learning. Young Children, 65(6), 98-104.
Toyama, N. (2016). Preschool teachers’ explanations for hygiene habits and young children’s biological awareness of contamination. Early Education and Development, 27(1), 38-53. https://doi.org/10.1080/10409289.2015.1036347
Ültay, N., Dönmez-Usta, N., & Ültay, E. (2020). Fen eğitimine yönelik öz-yeterliğin öğrenme yaklaşımları ve öğrenme-öğretme ortamına yönelik algılara etkisinin incelenmesi. Sosyal Bilimler Dergisi, 8, 1-13. https://doi.org/10.21733/ibad.695389
Worth, K. (2010). Science in Early Childhood Classrooms: Content and Process. Collected Papers from the SEED (STEM in Early Education and Development), University of Northern Iowa, Cedar Falls, Iowa, USA.
Williams, P. J., & Lockley, J. E. (2012, June 26-30). An analysis of PCK to elaborate the difference between scientific and technological knowledge. PATT-26 proceedings: Technology education in the 21st century. Stockholm.
Vural, D. E. ve Hamurcu, H. (2008). Preschool teacher candidates’ self-efficacy beliefs regarding science teaching lesson and opinions about science. Elementary Education Online, 7(2), 456-467.
Yaz, Ö. V., & Kurnaz, M. A. (2020). Comparative analysis of the science teaching curricula in Turkey. Sage OPEN, 10(1), 1-14. https://doi.org/10.1177/21582440198994