The Problems of Primary School Teacher Faced in the Science Teaching Process

İlkokul çağında fen bilimlerinin öğretimi sınıf öğretmenleri tarafından gerçekleştirilmektedir. Çocuklar bu derste, doğadaki varlıkları ve olayları bilimsel yönden ele alıp; gözlem yapma, inceleme ve anlama olanağı elde ederler. İlkokulda fen bilimleri öğretiminde karşılaşılan sorunları ve bunlara yönelik çözümlerin üretilmesini en iyi ortaya koyacak kişiler sınıf öğretmenleridir. Sınıf öğretmenlerinin hitap ettikleri yaş grubuna göre karşılaştıkları sorunlar da farklı olabilmektedir. Buna göre bu araştırmanın amacı, sınıf öğretmenlerinin fen öğretimi sürecinde yaşadıkları sorunları ve bu sorunların çözümüne yönelik önerilerini belirlemektir. Araştırmanın çalışma grubunu, 2015-2016 eğitim-öğretim yılında Eskişehir il merkezinde bulunan okullarda görev yapan 20 sınıf öğretmeni oluşturmaktadır. Veri toplama aracı olarak araştırmacılar tarafından geliştirilen ve açık uçlu sorulardan oluşan yarı yapılandırılmış görüşme formu kullanılmıştır. Elde edilen nitel veriler araştırmacılar tarafından analiz edilerek değerlendirilmiştir.Science teaching is carried out by primary school teacher in the primary school. Children find an opportunity to observation, investigation and understanding creatures and events in the nature by dealing with scientifically. Primary school teachers who take place in the teaching process are most essential persons in order to reveal problems faced in the primary school science teaching and find a solution towards these problems. Due to students’ age, primary school teachers can be exposed different science teaching problems. Depending on all reasons, this study was to aim hat determining the problems of primary school teachers in the science teaching process and the views of primary school teachers towards solving these problems. The sample of study consisted of 20 primary school teachers who work at primary schools in Eskisehir in the 2015-2016 school years. Data was conducted with form of semi-structured interview which consisted of open ended questions and was developed by researchers. The qualitative data obtained end of the research was evaluated analyzing by the researchers

Evaluating the Use of Project Based Teaching on the Science Laboratory Course According to the Views of the Classroom Teacher Candidates

This study is to aim that evaluating of the project based instruction (PBI) activities effects on science laboratory course depending on the pre-service classroom teachers’ opinions. This study was designed with the case study and 36 pre-service classroom teachers participated. The data was collected via “interview form towards science laboratory applications” Interviews were carried out two times before and after instruction. Qualitative data were analyzed by content analysis. Findings indicated that depending on pre-service classroom teachers’ opinions PBI teaching method enriched science laboratory activities and increased their science laboratory attitudes and self-efficacy beliefs. Throughout the process, pre-service teachers learned how the project based instruction process conducted and their teaching strategies. Depending on these results, science-teaching process apart from science laboratory activities can be enriched by PBI method

Evaluating the Use of Project Based Teaching on the Science Laboratory Course According to the Views of the Classroom Teacher Candidates

This study is to aim that evaluating of the project based instruction (PBI) activities effects on science laboratory course depending on the pre-service classroom teachers’ opinions. This study was designed with the case study and 36 pre-service classroom teachers participated. The data was collected via “interview form towards science laboratory applications” Interviews were carried out two times before and after instruction. Qualitative data were analyzed by content analysis. Findings indicated that depending on pre-service classroom teachers’ opinions PBI teaching method enriched science laboratory activities and increased their science laboratory attitudes and self-efficacy beliefs. Throughout the process, pre-service teachers learned how the project based instruction process conducted and their teaching strategies. Depending on these results, science-teaching process apart from science laboratory activities can be enriched by PBI method