Erol ALTAY, Nilüfer DİDİŞ KÖRHASAN, Betül DEMİRDÖĞEN

Öğretmenlerin Fen Öğretiminde Modeller ve Modelleme ile İlgili Pedagojik Alan Bilgileri

Fen bilimlerinde modeller ve modelleme, bilim insanları için olduğu gibi öğretmenler ve öğrenciler için de fen bilimleri öğretiminde önemli rol oynamaktadır. Bu çalışma ilk ve ortaokul seviyesinde (3-8. Sınıflar) fen bilimleri dersi veren farklı mesleki deneyim seviyelerindeki 36 öğretmenin model kullanımını araştırmakta ve mesleki deneyime dayalı farklılıkları pedagojik alan bilgisi teorik çerçevesiyle ve nitel yaklaşımla incelemektedir. Araştırmada öğretmenlerden altı temel açık uçlu ve on üç alt sorudan oluşan öz değerlendirme formu ile fen öğretiminde model ve model kullanımına dair teorik bilgilerini, düşüncelerini, tercihlerini, sınıf içi uygulamalarını ve deneyimlerini ifade etmeleri istenmiştir. Elde edilen öz değerlendirme formları önceden belirlenmiş ve ortaya çıkan kodlar aracılığıyla içerik analizine tabi tutulmuştur. Veri analizleri modeller ve modelleme konusundaki pedagojik alan bilgisinin farklı mesleki deneyim seviyelerindeki fen bilimleri öğretmenlerinin model ve model kullanımıyla ilgili öğretimlerinin farklılaşmasına yol açan önemli bir faktör olduğunu göstermiştir. Çalışmanın bulgularından yola çıkılarak hizmet öncesi ve hizmet içi eğitimlerde öğretmenlerin bilimsel modellerin ve modellemenin doğası hakkındaki bilgilerini ve pedagojik alan bilgilerini artıracak anlamlı tecrübelerin öğretmenlere sunulması gerektiği önerilmektedir.

Anahtar Kelimeler:

Fen Eğitimi, Model, Pedagojik Alan Bilgisi, Fen Bilimleri Öğretmenleri

Teachers’ Pedagogical Content Knowledge for Models and Modeling in Science Teaching

Models and modeling have fundamental roles in science teaching for students and teachers, as they are essential for scientists. This study investigates 36 primary and middle school (3rd – 8th grades) science teachers’ model use and examines differences stemming from teaching experience through the pedagogical content knowledge theoretical framework and qualitative approach. In this study, by self-evaluation form including six main open-ended questions and thirteen sub-questions, teachers were requested to express their theoretical knowledge, thoughts, preferences, teaching practices, and experiences regarding model and model use in science teaching. Content analysis was conducted to the self-evaluation forms by pre-determined and emerging codes. Data analysis revealed that the pedagogical content knowledge for modeling is an important factor that differentiates teaching practices of science teachers for models and modeling with different teaching experiences. The findings of this study imply that in-service and pre-service teacher education programs should provide meaningful experiences that increase epistemological metamodeling knowledge and pedagogical content knowledge of scientific models and modeling practices.

Keywords:

Science Education, Model, Pedagogical Content Knowledge, Science Teachers,

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