Mental Models of Preservice Science Teachers on the Change in Day Length

Year 2018, Volume: 6 Issue: STEMES’18, 123 - 129, 16.12.2018

Mualla Bolat , Cumhur Türk , Nazan Ocak İskeleli

https://doi.org/10.18506/anemon.471382

Abstract

This present study purposed to reveal the mental
models of science preservice teachers on the reason for the change in day
length that is related to many disciplines. The study was conducted with 286
preservice teachers studying (at grades from 1^st to 4^th)
in the department of science teaching of a university located in Black Sea
Region in Turkey during 2017-2018 academic year. An open-ended question was
asked to the preservice teachers. These answers were evaluated according to the
descriptive analysis and were examined in 3 different models. It was also
observed that the number of preservice teachers with a primitive model was the
highest in the first grade, and that the number of preservice teachers with a synthesis
model and a scientific model increased as the grade of education progressed. On
the basis of the results of the study, it was recommended that it would be
beneficial to create the teaching activities that will enable the preservice
teachers to comprehend the shape and movements of the Earth and the events
caused by their interaction with the Sun conceptually rather than memorization. 

Keywords

Day Length, Mental Model, Science, Preservice Teacher

Fen Bilgisi Öğretmen Adaylarının Gün Uzunluğunun Değişimine İlişkin Zihinsel Modelleri

Abstract

Bu
çalışmada pek çok bilim dalı ile ilişkisi olan gün uzunluğunun değişimi
nedeniyle ilgili fen bilgisi öğretmen adaylarının zihinsel modellerini ortaya
çıkarmak amaçlanmıştır. Çalışma 2017-2018 eğitim-öğretim yılında Türkiye’nin
Karadeniz Bölgesi’ndeki bir üniversitenin fen bilgisi öğretmenliği bölümünde öğrenim
görmekte olan (1, 2, 3 ve 4. sınıf) 286 öğretmen adayı ile gerçekleştirilmiştir.
Öğretmen adaylarına açık uçlu bir soru yöneltilmiştir. Cevaplar betimsel
analize göre değerlendirilerek, 3 farklı modelde incelenmiştir. İlkel modele
sahip öğretmen adayının en fazla birinci sınıfta olduğu, sınıf düzeyi artıkça
sentez model ve bilimsel modele sahip öğretmen adayı sayısının arttığı
görülmüştür. Çalışma sonuçlarından yola çıkarak Dünya’nın şekli, hareketleri ve
bunların Güneşle olan etkileşiminin sebep olduğu olayların öğretmen adaylarına
ezbere bilgi yerine kavramsal olarak anlamasını sağlayacak öğretim
etkinliklerinin yapılmasının yararlı olacağı önerilmiştir. 

Keywords

Gün Uzunluğu, Zihinsel Model, Fen Bilgisi, Öğretmen Adayı

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