Menşure ALKIŞ KÜÇÜKAYDIN, Şafak ULUÇINAR SAĞIR

Okul Öncesi Öğretmenliği Öğretmen Adaylarının Fen Öğretimine Yönelik Zihinsel İmajları ve Yöntem-Teknik Yaklaşımları

Bu çalışmanın amacı okul deneyimi dersi alan aday okul öncesi öğretmenlerinin fen öğretimi ve öğrenimineyönelik zihinsel imajlarını ve benimsedikleri yöntem ve teknikleri ortaya çıkarmaktır. Çalışmaya AmasyaÜniversitesi Okul Öncesi Öğretmenliği Bölümünden toplam 44 öğretmen adayı katılmıştır. Veriler Thomas, Pedersenve Finson (2001) tarafından geliştirilen Fen öğretmeni Çizim Testi (DASTT-C) ve yöntem-tekniklerin sorgulandığıbir uygulama kağıdı yoluyla toplanmıştır. Elde edilen veriler dokuman analizi yoluyla incelenmiştir. Elde edilenbulgulara göre aday öğretmenler geleneksel yaklaşıma sahiptir. Geleneksel yaklaşıma sahip aday öğretmenlerkendilerini fen öğretimi konusunda yeterli görmektedir. Ancak benimsenen yaklaşım ile kullanılan öğretim yöntemve teknikler arasında bir benzerlik bulunmamaktadır. Çalışmadan elde edilen bulgulara dayanarak bir takım önerilersunulmuştur.

Mental Images and Method-Technique Approaches of Teacher Candidates of Preschool Teaching towards Science Education

The aim of this study is to reveal the mental images and adopted methods and techniques of the preschool teacher candidates towards science teaching and learning. A total of 44 teacher candidates from Preschool Teaching Department of Amasya University participated in the study. The data were collected through Draw-AScience- Teacher-Test Checklist (DASTT-C) developed by Thomas, Pedersen and Finson (2001) and an application sheet which investigated the method-techniques. The obtained data were examined by document analysis. According to findings, candidate teachers have traditional approach. Candidate teachers who have traditional approach consider themselves sufficient on science teaching. However, there is no similarity between the adopted approach and the used teaching methods and techniques. A set of suggestions are presented based on the findings of the study.

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