Öğretmen Adaylarının Bilimin Doğası Öğretimine Yönelik Planlama Becerilerinin İncelenmesi

Bu araştırma fen bilgisi öğretmen adaylarının bilimin doğası öğretimine yönelik planlama becerilerini geliştirmeyi hedeflemiştir. Çalışmaya yedi fen bilgisi öğretmen adayı gönüllü olarak katılmış olup, bilim tarihi ile bağlamsallaştırılmış açık-yansıtıcı bilimin doğası yaklaşımı ile yapılandırılmış fen öğretim yöntemleri dersi içinde bilimin doğasına yönelik planlama becerilerindeki değişim incelenmiştir. Nitel araştırma yöntemlerinden, yorumlayıcı nitel çalışma kullanılmıştır. Ders planları, yansıtıcı yazınlar ve yüz yüze görüşmeler veri toplama aracı olarak kullanılmıştır. Bilimin doğasına yönelik öğretim becerilerine ilişkin olarak, katılımcılardan çoğunluğu bilimin doğasına yönelik kazanım yazma, bilimin doğasının açık-yansıtıcı öğretime dair stratejiler kullanma ve bilimin doğasını değerlendirmeye dair planlamalar yapmıştır. Katılımcılar planlama becerilerinin kaynağı olarak, mikroöğretim uygulamaları, tartışma ortamı ve geri dönüt gibi uygulamaları işaret etmiştir. Çoğunlukla mikro öğretim ders planı sunumlarını, ardından tartışmaları ve bire bir geri bildirimi, bilimin doğasına yönelik öğretim planlamalarına katkıda bulunan ana kaynak olarak algıladılar.

Anahtar Kelimeler:

Bilimin doğası öğretimi, öğretmen eğitimi, yorumlayıcı nitel çalışma

Investigation of Pre-Service Elementary Science Teachers’ Nature of Science Instructional Planning

The main focus of the study was to explore pre-service science teachers’ translation of this understanding into their instructional planning for teaching Nature of science.. The study investigated pre-service science teachers’ NOS related instructional practices as a result of explicit reflective NOS instruction in the context of HOS based science method course. Seven volunteer pre-service science teachers were the participants of the study. An interpretive qualitative research was embodied as a research design for the current study. Data were collected by means of open ended questionnaire in conjunction with interviews, student journals and lesson plans and interviews. Regarding development of NOS instructional planning, most of them provided NOS objectives, explicit reflective NOS instructional planning and some assessment strategies specific to NOS. Participants were attributed to their development for instructional planning NOS to several sources provided through the course. Mostly they perceived microteaching lesson plan presentations followed by discussions and one to one feedback as main source contributing their NOS instructional planning.

Keywords:

Nature of science teaching, teacher education, interpretive qualitative research,

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