Value Systems: A Better Way To Understand Science Teachers’ Beliefs And Practices?

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

Anahtar Kelimeler:

fen eğitimi, fen öğretmeni eğitimi, değerler, değer sistemleri

PDF

___

Akerson, V. L., Buzzelli, C. A. & Donnelly, L. A. (2008). Early childhood teachers' views of nature of science: The influence of intellectual levels, cultural values, and explicit reflective teaching. Journal of Research in Science Teaching, 45, 748– 770.
Beck, D. & Cowan, C. (1996). Spiral dynamics, Oxford: Blackwell.
Beck, D. & Cowan, C. (2000). The values test. Denton, Texas: National Values Center.
Bem, D. J. (1970). Beliefs, attitudes, and human affairs, Belmont, CA: Brooks/Cole.
Black, P. & Wiliam, D. (1998). Inside the black box: Raising the standards through classroom assessment. London: King's College.
Blake, R. W. (2002). An enactment of science. New York: Peter Lang.
Bledsoe, J. C. & Morris, K. T. (1964). A comparative study of selected needs, values, and motives of science and non-science teachers. Journal of Research in Science Teaching, 2, 123–131.
Bogdan, R. C. & Biklen, S. K. (1998). Qualitative research in education. Massachusetts: Allyn and Bacon.
Bryan, L. A. (2003). Nestedness of beliefs: Examining a prospective elementary teacher's belief system about science teaching and learning. Journal of Research in Science Teaching, 40(9), 835-868.
Bybee, R. (1993). Reforming science education - social perspectives and personal reflections. New York: Teacher College Press.
Cochran-Smith, M. & Zeichner, K. M. (Eds.). (2005). Studying Teacher Education: The report of the AERA Panel on Research and Teacher Education. Mahwah, NJ: Lawrence Erlbaum Assoc.
Cowan, C. & Todorovic, N. (2000). Spiral dynamics, the layers of human values in strategy. Strategy & Leadership, 28(1), 4- 11.
Davis, N. T. & Blanchard, M. R. (2004). Collaborative teams in a university statistics course: A case study of how differing value structures inhibit change. School Science and Mathematics, 104(6), 279-287.
Darling-Hammond, L. & Bransford, J. (Eds.). (2005). Preparing teachers for a changing world. San Francisco: Jossey-Bass.
Grace, M. M. & Ratcliffe, M. (2002). The science and values that young people draw upon to make decisions about biological conservation issues. International Journal of Science Education, 24(11), 1157-1169.
Graves, C. (2005). The never ending quest. Cowan, C. & Todorovic, N. (Eds). Santa Barbara, CA: Eclet Publishing
Huston, P. H. (1975). A study of value orientations as a characteristic of secondary school students and teachers of chemistry. Journal of Research in Science Teaching, 12, 25–30.
Inlow, G. M. (1972). Values in transition a handbook. New York: John Wiley & Sons.
Kagan, D. M. (1992). Implications of research on teacher belief. Educational Psychologist, 27, 65-90.
Kuhn, D. J. (1973). Value systems in life science instruction. Science Education, 57, 343-351.
Lacey, H. (1999). Scientific understanding and the control of nature. Science & Education, 3, 13-35
Lakoff, G. (2002). Moral politics: How liberals and conservatives think (2nd ed). Chicago: University of Chicago Press.
Miles, M. B. & Huberman, M. A. (1994). Qualitative data analysis. Thousand Oaks, CA: Sage.
Nespor, J. (1987). The role of beliefs in the practice of teaching. Journal of Curriculum Studies, 19(4), 317-328.
Pajares, M. F. (1992). Teachers’ beliefs and educational research: Cleaning up a messy construct. Review of Educational Research, 62(3), 307-322.
Power, C. & Tisher, R. (1973). Teacher values and their association with teaching strategies in A.S.E.P. classes. Research in Science Education, 3(1), 51-60.
Quinn, R. E. (1976). Using value sheets to modify attitudes toward environmental problems. Journal of Research in Science Teaching, 13, 65–69.
Rokeach, M. (1973). The nature of human values. New York: The Free Press Collier Macmillan Publishers.
Stahl, R. J. (1979). Working with values and moral issues in content-centered science classrooms. Science Education, 63, 183–194
Thelen, L. J. (1987). Values clarification: Science or nonscience. Science Education, 71, 201–220.
Tobin, K., Tippins, D. & Gallard, A. J. (1994). Research on instructional strategies for teaching science. In Gabel, D. (Ed.), Handbook of research on science teaching and learning (45-93). New York: MacMillan.
Williams, R. M. (1968). Values. In Sills, E. (Ed.), International encyclopedia of the social sciences. New York: Macmillan.
Woodbury, S. & Gess-Newsome, J. (2002). Overcoming the paradox of change without difference: A model of change in the arena of fundamental school reform. Educational Policy, 16(5), 763-782.