Farklı Fen Bilimleri Öğretmenlerinden Ders Alan 6. Sınıf Öğrencilerinin Fen’e Yönelik Bakış Açıları

Bu çalışmanın başlıca amacı farklı fen bilimleri öğretmenlerinden fen bilimleri dersi alan 6. sınıf öğrencilerinin fen bilimlerine yönelik bakış açılarının nasıl olduğunu belirlemektir. Bu çalışma, nitel araştırma desenlerinden biri olan “fenomenoloji” deseni kapsamında amaçlı örneklem seçilerek yürütülmüştür. Araştırmanın çalışma grubunu 2015-2016 eğitim öğretim yılında güz döneminde Kayseri ili Talas ve Kocasinan ilçesinde bulunan üç farklı ortaokulda 6. sınıflarda öğrenim gören dört öğrenci oluşturmaktadır. Araştırmanın verileri yarı yapılandırılmış görüşme aracılığıyla toplanmıştır. Yarı yapılandırılmış görüşmede demografik (üç adet) ve araştırma (on adet) sorularından oluşan görüşme formu kullanılmıştır. Verilerin analizinde içerik analizi kullanılarak kod, tema ve kategoriler oluşturulmuştur. İç ve dış geçerlik ile iç ve dış güvenirlik çalışmaları yapılmıştır. Araştırmanın bulgularına göre üç katılımcı fen bilimlerine yönelik olumlu bakış açısı sergilerken, bir katılımcı (Veli) olumsuz bakış açısı göstermiştir. Bu katılımcı olumsuz bakış açısı göstermesinin sebebini fen bilimleri öğretmeni olarak ifade etmiştir. Tüm katılımcılar feni sevdiğini ifade etmiştir. Örneğin, Fatma “Fen derslerini seviyorum…” demiştir. Bir katılımcı ise (Ayşe) fen bilimlerinin zor bir ders olduğunu belirtmiştir. Ali ve Veli ise fen bilimlerinin günlük yaşamla ilgili olduğunu düşünmüştür. Fen bilimlerine yönelik öğrencilerin olumlu bakış açıları geliştirmelerinin sağlanabilmesi için öğretmenlere yönelik sunulabilecek önerilerin belirtmesiyle çalışma sonuçlandırılmıştır

Öğretmen Adaylarının Fen Öğrenimi ile ilgili Beklentilerini Belirleme

The purpose of this study was to examine the expectations of the pre-service science (biology, chemistry, and physics) teachers about learning science on independence, coherence, concept, reality link, math link, and effort dimensions by using Science Expectations Questionnaire (SEQ) and conducting interviews with selected pre-service teachers on their questionnaire responses. The SEQ was applied to 121 pre-service science teachers in a public university. The results show that most of the pre-service science teachers had sophisticated view of learning in terms of independence and reality link dimensions; they had naïve view of learning in terms of other dimensions. Hence, teacher educators could determine pre-service science teachers’ view of learning and encourage them to have more sophisticated view of learning.Bu çalışmanın amacı, Fen Beklenti Anketini (FBA) kullanarak bağımsız, tutarlı, kavramsal, gerçek hayatla ilişkili, matematiğe dayalı, çaba göstererek öğrenme hakkında biyoloji, fizik ve kimya öğretmen adaylarının beklentilerini incelemek ve anket cevaplarına göre seçilen öğretmen adayları ile mülakat yapmaktı. FBA bir devlet üniversitesindeki 121 öğretmen adayına uygulanmıştır. Öğretmen adaylarının çoğunun bağımsız ve gerçek hayatla ilişkili öğrenme boyutlarında gelişmiş öğrenme görüşüne sahip olduğu, diğer boyutlarda ise yetersiz öğrenme görüşüne sahip olduğu sonucuna varılmıştır. Dolayısıyla, öğretmen eğitimcileri öğretmen adaylarının ne tür öğrenme görüşüne sahip olduklarını belirleyerek yetersiz öğrenme görüşüne sahip olanların gelişimine katkıda bulunabilirler

The effect of project based learning on seventh grade students’ academic achievement

The purpose of this study is to investigate whether there is a significant effect of project based learning approach on seventh grade students’ academic achievement in the structure and properties of matter. In the study, according to the characteristics of quantitative research methods, pretest-posttest control group quasi-experimental design was used to test the effect of project-based learning and traditional methods on seventh grade students’ academic achievement. Convenience sampling was preferred and 38 students participated in this study. The structure and properties of matter achievement test, lesson plans, and observation checklist were used as data collection instruments. In order to analyze the data obtained from the structure and properties of matter achievement test, independent samples t-test was performed. Based on the results, there is no significant difference between the experimental and control groups' scores which is obtained from their "Achievement test" post-test performance. Discussions based on literature were carried out and suggestions were performed as pre-activities based on project based learning should be performed for the adaptation of students and teachers before treatment

Improving 7th grade students' epistemological beliefs by epistemologically enriched argumentation model

This study aims the aim of this study was to investigate the effect of Toulmin argumentation model (TAM), epistemologically enriched Toulmin argumentation model (EETAM), and method suggested in Turkish Science Curricula on the epistemological beliefs of 7th grade students and their views on this effect. In this context, while the students in TAM group learned seventh grade structure and properties of matter unit through TAM; the students in EETAM group learned seventh grade structure and properties of matter unitthrough TAM and then had explicit discussions about epistemological belief dimensions. In the comparison group, students fallowed national science curriculum and learned the same science topic through the method suggested in curriculum. Students’ epistemological beliefs were determined with epistemological belief scale. Also, students’ opinions about the effect of TAM and EETAM were determined by semi-structured interviews. Therefore, embedded design of mixed method researches was used. Two experimental and one comparison groups were included. The sample of the study consisted of 98 students studying in a public school in Kayseri, Turkey. As a result of the study, there was a significant difference only between the EEAM group and the comparison group in terms of epistemological beliefs. The same results were reached in the qualitative findings. Therefore, it can be said that explicit discussions on epistemological beliefs is more effective than inquiry-based teaching and method suggested in Turkish national science curriculum. Thus, results expose that explicit teaching of epistemological beliefs helps students better understand epistemic nature of scientific knowledge and learning

Enhancing seventh-grade students’ academic achievement through epistemologically enriched argumentation instruction

This study has two aims. The first is to determine the effect of argumentation and epistemologically enriched argumentation on academic achievement. The second is to determine students’ opinions about the effect of the integration of argumentation and epistemologically enriched argumentation into the teaching process on academic achievement. In this regard, a mixed research method was utilised in the study. The sample consisted of 98 seventh-grade students studying in public schools in Turkey. The quantitative data of the research were collected using an achievement test. The qualitative data were collected by semi-structured interviews with 12 students selected from the experimental groups. There were two experimental groups in the study. Students in the first experimental group learned the Structure and Properties of Matter unit by the integration of conventional argumentation into the teaching. In the second group, students learned the same topic through epistemologically enriched argumentation. In the comparison group, the Turkish National Science Curriculum was used with no integration of argumentation. In the study, it was determined that the students in both experimental groups were more successful than the students in the comparison group. The findings of the research are discussed considering the related literature and suggestions were given.</p