Value systems: A better way to understand science teachers’ beliefs and practices?

Fen öğretmenleri fen eğitiminde yapılan reform çalışmalarında önemli bir faktör olduklarından, literatürde onların eğitime yönelik inançları ve sınıf içi uygulamaları ile ilgili birçok çalışma mevcuttur. Bu çalışmaların çoğu, fen öğretmenlerinin fen ve eğitim ile ilgili belli inançlarını bağımsız olarak incelemektedir. Bu çalışmada ise fen öğretmenlerinin eğilime yönelik inançlarının ve sınıf içi uygulamalarının değerler ve değer sistemleri perspektifi ile incelenmesinin daha yararlı olacağı önerilmektedir. Dört fen öğretmeninin değer sistemlerinin, eğitim ile ilgili inançları ve sınıf içi uygulamaları ile olan ilişkisi yorumlayıcı-nitcl bir çalışma ile incelenmiştir. Tartışma bölümünde, fen öğretmenlerinin değer önceliklerinin belirlenmesinin onların eğitim ile ilgili inançlarının ve eğitim-öğretim sürecindeki tercihlerinin daha iyi anlaşılmasını sağlayacağı ve onların gelişimine bu sayede yardımcı olacağı önerilmiştir.

Değer sistemleri: Fen öğretmenlerinin eğitimine yönelik inançlarını ve uygulamalarını daha iyi anlamanın yolu olabilir mi?

ABSTRACT: Since science teachers are an important factor in implementing educational reforms in science education, there are many studies in the literature about their beliefs and practices. Most of these studies investigate science teachers' certain beliefs about science and education in isolation. This study suggests that it is more useful to investigate science teachers' beliefs and practices from a perspective of values and value systems. An interpretive-qualitative study that investigated four science teachers' values in relation to their beliefs and teaching practices is reported here. In the discussion, it is suggested that determining science teacher's value priorities provide a better understanding of their beliefs and practices which may offer more informed ways of working with teachers to enhance their development.

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