A SCIENCE EDUCATION WORKSHOP ASSOCIATED WITH A SCIENCE CENTER EXHIBITION: LANGUAGE OF RINGS ON TREE TRUNKS

Science centers are the environments established as a result of big investments and great efforts, and aim to increase the scientific literacy level of the society. Alongside their captivating exhibits, these centers include a variety of workshops that can provide more specialized outcomes, particularly on learning. Especially science education workshops are the most ideal places to contribute to science education. In this research carried out within the scope of BILMER Research Project (Project No: 114K646, supported by TUBITAK 1001 Program), a science education workshop titled “Language of Rings on Tree Trunks” was developed in the field of biology, based on inquiry and including scientific research and scientific process skills. In this context, the developed workshop was applied to 66 teachers from five different branches and 4 science center trainers. The data of the research were collected through a preliminary evaluation form, a workshop evaluation form, field notes, video and audio recordings of the event. In the study, which includes the case study design of the qualitative research approach, the data obtained were subjected to content analysis. Based on the evaluation and reflections, a science education workshop teaching directory that can be used in schools within the scope of science center or science center-school cooperation has been developed

Investıgation of pedagogical content knowledge of science and technology teachers, who have different occupational and contextual knowledge

Bu çalışmanın amacı, farklı mesleki deneyim ve farklı bağlam bilgisine sahip fen ve teknoloji öğretmenlerinin 6. sınıf ışık konusuna ilişkin pedagojik alan bilgilerini değerlendirmektir. Bu amaç doğrultusunda, çalışmada nitel araştırma metodolojisinin desenlerinden durum çalışması (örnek olay) kullanılmıştır. Araştırma 2012-2013 öğretim yılının bahar döneminde, Antalya il merkezi, ilçe ve köylerinde görev yapmakta olan 6 fen ve teknoloji öğretmeninin katılımıyla gerçekleştirilmiştir. Katılımcıların seçiminde farklı mesleki deneyime ve bağlam bilgisine sahip olmaları ve gönüllülük kriterleri temel alınmıştır. Araştırmanın verileri gözlem, görüşme ve doküman analizi aracığıyla toplanmıştır. Elde edilen veriler betimsel analiz ve içerik analizi yöntemi sürekli karşılaştırmalı metot ile birlikte kullanılarak analiz edilmiştir. Veri analizlerinin sonucunda mesleki deneyimin ve bağlam bilgisinin öğretmenlerin sahip oldukları pedagojik alan bilgileri ve pedagojik alan bilgisi alt bileşenleri (fene yönelimler, program bilgisi, öğretim strateji, yöntem ve teknikleri bilgisi, öğrenenlerle ilgili bilgi ve değerlendirme bilgisi) üzerinde etkili olduğu anlaşılmıştır.The purpose of this study was to assess pedagogical content knowledge of science and technology teachers with different levels of professional experience and context knowledge. Based on the research aim, this study was designed as a qualitative case study. The study was carried out with 6 science and technology teachers working in central and rural districts of Antalya Province in the academic year of 2012-2013. Participants were selected based on different levels of professional experience and context knowledge as well as their voluntariness. Data of the study were collected via observations, interviews and document analysis. Data collected by video and audio recording and rubrics were analyzed through the combination of descriptive analysis, content analysis and continuous comparative analysis. The results of the data analyses indicated that professional experience and context knowledge has impact on pedagogical content knowledge of science and technology teachers and its sub-dimensions (orientations to science teaching knowledge of curriculum, knowledge of instructional strategy, knowledge of learner, knowledge of assessment)