Sevgi AYDIN, Gülcan ÇETİN, Yezdan BOZ, Semra SUNGUR

Kimya öğretmen adaylarının yapılandırmacı öğrenme ortamı oluşturmaya yönelik tercihlerinin incelenmesi

Bu çalışmanın amacı kimya öğretmen adaylarının gelecekte yapılandırmacı öğrenme ortamı oluşturmaya yönelik tercihlerini belirlemektir. Bu amaç doğrultusunda, Yapılandırmacı Öğrenme Ortamı Ölçeği (YÖOÖ) öğretmen adayları için Türkçe'ye uyarlanmış ve geçerlik çalışması doğrulayıcı ve açıklayıcı faktör analizleri kullanılarak yapılmıştır. Veri analizi LISREL 8.71 ve SPSS 15. 0 programları kullanılarak gerçekleştirilmiştir. Sonuçlar beş faktörlü ölçeğin yapısını desteklemektedir. Ayrıca, her bir alt boyutun güvenirlik değerleri yeterince yüksektir. YÖOÖ' nün geçerli ve güvenilir Türkçe formunun kimya öğretmen adaylarına uygulanması sonucu "düşüncelerini serbestçe ifade etmeyi öğrenme" alt boyutunda en yüksek ortalama değeri gözlenmiştir (25.44). Dünya hakkında öğrenme (24.94) ve iletişim kurmayı öğrenme (24.33) alt boyutlarının ortalama değerleri öğrenmeyi öğrenme (22.12) ve fen hakkında öğrenme (21.07) alt boyutlarının ortalama değerlerinden daha yüksektir. Sonuçlar tartışılmış ve öğretmen eğitimi için öneriler sunulmuştur.

Examination of Pre-service chemistry teachers’ preferences for creating Constructivist learning environment

The purpose of the study was to examine pre-service chemistry teachers' preferences for creating constructivist learning environment in their future class. For the specified purpose, Constructivist Learning Environment Scale (CLES) was adapted to Turkish and validated for pre-service chemistry teachers by conducting Confirmatory and Exploratory Factor Analyses. The data analyses were carried out utilizing LISREL 8.71 and SPSS 15.0 programs. Results supported 5-factor structure of CLES. Moreover, Cronbach's alpha value for each scale was found to be sufficiently high. Administration of Turkish version of the CLES as a valid and reliable instrument revealed that learning to speak out subscale of the CLES had the highest mean value (M=25.44). The mean of learn about the world (M=24.94), and learn to communicate (M= 24.33) subscales were higher than that of learn to learn (M=22.12) and learn about science (M= 21.07) subscales. Discussion of the results and suggestions for teacher education were provided.

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