Şafak ULUÇINAR, Osman Nazif KAYA, Alev DOĞAN

Sınıf Öğretmenlerinin Fen Öğretimi ve Laboratuvar Uygulamalarına İlişkin Görüşleri

Bu çalışmada, Fen Bilgisi Öğretimi Hizmet İçi Eğitimi Kursu’na katılmış 72 sınıf öğretmeninin Fen Bilgisi derslerinde kullandıkları yöntemler ve laboratuvar uygulamalarına yönelik görüşleri belirlenmiştir. Veri toplama aracı olarak araştırmanın amacına uygun olarak geliştirilmiş 6 farklı bölümden oluşan bir anket kullanılmıştır. Fen Bilgisi derslerinde, metne dayalı okuma yazma etkinliklerinin sık kullanıldığı; buna karşın kavram haritaları hazırlama, poster hazırlama ve bilimsel oyunlar gibi öğretim yöntem ve tekniklerinin ise daha az kullanıldığı anlaşılmaktadır. Öğretmen görüşlerine göre, deneysel çalışmalar yapmak öğrencinin ilgisini çekmekte fakat öğrendiklerinin kalıcılığına bir etkisi olmamaktadır. Öğrenci merkezli etkinliklerin Fen Bilgisi derslerinde kullanımı ile öğretmenlerin cinsiyeti, mesleki deneyimleri ve mezuniyet sonrası faaliyetler arasındaki ilişkiler de araştırılmıştır. Yapılan istatistiki analiz sonuçları, sadece öğretmenlerin mesleki deneyimleri ile öğrenci merkezli etkinliklerin kullanımı arasında anlamlı bir ilişki olduğunu göstermiştir (p

Views of Elementary Teachers on Science Teaching and Laboratory

In this study, the views of elementary teachers (N=72), who participated in an In-service science teaching institute, on the methods and laboratory applications that they used in science courses were determined. As the data collection tool, a questionnaire consisting of 6 parts based on the purpose of the study was used. Reading-writing activities based on science textbooks were mostly used; however, teaching methods and techniques such as concept mapping, poster presentations and science games were less used. Based on the teachers’ views obtained, performing laboratory experiments draws attention of students, but it does not affect the retention of their learning. Relationships between the use of student-centered activities, gender, experience and the post-graduate activities of teachers were investigated. Results of statistical analyses showed that there was a significant relationship only between the experience of teachers in their profession and the use of student-centered activities in their science courses (p

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