Öğretmen Adaylarının Gözlem ve Çıkarım Becerilerinin İyileştirilmesi

Bu çalışmada, sınıf içi uygulama sonrası sınıf öğretmeni adaylarının gözlem ve çıkarım yapma becerilerindeki değişimin nasıl olduğu araştırılmıştır. Ayrıca, sınıf içi uygulamanın katılımcıların gözlem ile çıkarımı birbirinden ayırt edebilme yetenekleri üzerindeki etkisi de test edilmiştir. Araştırmaya üçüncü sınıfta öğrenim gören 27 öğretmen adayı katılmış olup katılımcıların uygulama öncesi ve sonrası gözlem ve çıkarım becerileri analiz edilmiştir. Sınıf öğretmeni adaylarına Fen Öğretimi dersi kapsamında bilimsel süreç becerileri konusunda sınıf içi uygulama yaptırılmıştır. Uygulama öncesinde öğretmen adaylarının gözlem yapma konusunda eksikliklerinin olduğu ve gözlem ile çıkarımı birbirlerine karıştırdıkları tespit edilmiştir. Öğretmen adaylarının sınıf içi uygulama kapsamında katıldıkları bilimsel tartışma ve etkinliklerden olumlu kazanımlar elde ettikleri ortaya konmuştur. Ayrıca, çıkarım yapma becerileri ile karşılaştırıldığında, katılımcıların gözlem yapma becerilerinde daha yüksek düzeyde bir kazanım elde ettikleri bulunmuştur. Bulgulardan yola çıkarak öğretmen yetiştirme programlarına ve ileride yapılacak olan çalışmalara önerilerde bulunulmuştur.

Anahtar Kelimeler:

gözlem, çıkarım, bilimsel süreç becerileri, bilimin doğası, fen eğitimi

Enhancing Preservice Teachers’ Observation and Inference Skills

In this study, we aimed to investigate the change in third-grade preservice elementary teachers’ observation and inference skills. We also aimed to develop their ability to distinguish observation from inference. A total of 27 preservice elementary teachers participated in the study. Participants’ preinstruction and postinstruction observation and inference skills were explored through written statements about three different drawings. An instruction on science process skills within Science Teaching course was provided to the preservice elementary teachers. Analysis of their pre and postinstruction observation and inference statements showed that, at the beginning, preservice elementary teachers were not adequate in observation and mostly confused observation with inference. After participating in classroom discussions and activities, they improved in making observation and inference. They showed better enhancement in making observation than drawing inference. Implications were suggested in terms of elementary teacher education programs and further research.

Keywords:

observation, inference, science process skills, nature of science, science education,

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