Rıdvan ELMAS, Ömer GEBAN, Betül DEMİRDÖĞEN

Preservice chemistry teachers’ images about science teaching in their future classrooms

Bu çalışmanın amacı kimya öğretmen adaylarının gelecekteki sınıflarında nasıl bir fen öğretimi yapacakları ile ilgili zihinlerinde var olan imajları incelemektir. Aynı zamanda öğretim metodu, cinsiyet ve öğretmen olma isteği arasında bir ilişki olup olmadığı araştırılmıştır. Çalışmaya üç farklı devlet üniversitesinden 2007-2008 öğretim yılının bahar döneminde mezun olacak 66, 5. sınıf kimya öğretmeni adayı katılmıştır. Öğretmen adaylarına "Kendinizi bir öğretmen olarak fen dersi işlerken resimle ifade ediniz (çiziniz)." ifadesi yöneltilmiştir. Yapılan çizimler fen bilgisi öğretmeni çizimi belirtke tablosuna (DASTT-C, The Draw a Science Teacher Test Checklist) göre incelenmiş ve verilen puanlar doğrultusunda öğretmen adaylarının hangi öğretim biçimini benimsedikleri belirlenmiştir. Bu çalışmanın sonuçları çalışmaya katılan kimya öğretmen adaylarının zihinlerinde %37.9'unun öğrenci merkezli, %22.7'sinin öğretmen merkezli ve %39.4'ününde hem öğretmen hem de öğrenci merkezli fen öğretimi imajı olduğunu göstermiştir. Cinsiyet ve öğretim metodu arasında anlamlı bir ilişki bulunmuştur. Bayan öğretmen adayları erkek öğretmen adaylarına göre öğrenci merkezli yaklaşımları kullanmakta daha isteklidirler.

Kimya öğretmen adaylarının gelecekte sınıflarındaki fen öğretimi ile ilgili çizimleri

The purpose of this study is to explore pre-service chemistry teachers’ images of science teaching in their future classrooms. Also, association between instructional style, gender, and desire to be a teacher was explored. Sixty six pre-service chemistry teachers from three public universities participated in the data collection for this study. A modified version of Draw a Science Teacher Test Checklist (DASTT-C) was used as a data collection instrument. The results of study showed that pre-service chemistry teachers’ perspective of science teaching style is 37,9 % student-centered, 22.7% teachercentered, and 39.4% reflect the characteristics of both student-centered and teacher-centered approaches. A significant association was found between gender and instructional style. Female pre-service teachers are more willing to use student centered approaches rather than male pre-service teachers.

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