Türk Okul Öncesi Öğretmen Adaylarının Fen Bilgisi Eğitimi Dersine İlişkin Öz İmajlarının Analizi

Year 2021, , 153 - 168, 05.02.2021

Volkan Atasoy , Berat Ahi

https://doi.org/10.14686/buefad.684120

Abstract

 Bu araştırmanın amacı, okul öncesi öğretmen adaylarında fen bilgisi eğitimi dersi sırasında meydana gelen öz imajlarındaki değişiklikleri incelemektir. Çalışmada nitel bir bakış açısı çerçevesinde fenomenolojik araştırma yöntemi kullanılmıştır. Çalışmaya gönüllü olarak toplam 75 okul öncesi öğretmen adayı katılmış ve fen eğitimi dersi süresince kendi durumlarını yansıtacak bir resim çizmeleri ve açıklamaları istenmiştir. Bu çizimlerden elde edilen bulgular bilişsel, uygulama, duyuşsal ve sosyal olmak üzere dört kategori altında toplanmıştır. Bulgular ayrıntılı incelendiğinde, okul öncesi öğretmen adaylarının bilimi anlamakta güçlük çektikleri, öğretmen merkezli bir yaklaşımı vurguladıkları görülmüştür. Ayrıca öğretmen adaylarının fen eğitim dersine yönelik tutarsız duygu ve tutumlar sergiledikleri gözlemlenmiştir. Fen eğitiminin önemli bir unsuru olan sosyal etkileşiminde çok fazla tasvir edilmediği bulunmuştur. Elde edilen bulgular ışığında okul öncesi öğretmen yetiştirme programlarının etkili fen eğitimi sağlayacak şekilde revize edilmesi önerilmektedir. Okul öncesi öğretmen adaylarının yeterli bilgi ve beceriye sahip olmalarında ve olumlu tutumlar geliştirmelerinde öğretmen yetiştiricilerinin ve danışmanların önemli rol oynadığı düşünülmektedir.

Keywords

Fen eğitimi, okul öncesi, fenomenoloji, çizim

An Analysis of Turkish Pre-service Preschool Teachers’ Self-image on a Science Education Course

Abstract

The purpose of the current study is to investigate the changes of self-image occurring in pre-service preschool teachers during a course of science education. The study employed the phenomenological research method within the framework of a qualitative perspective. A total number of 75 pre-service preschool teachers participated in the study on a voluntary basis and they were asked to draw a picture to reflect their state during the science education course and to explain it. The findings derived from these drawings were found to be subsumed under four categories: cognitive, implementation, affective and social. It was also found that the pre-service preschool teachers had difficulties in understanding science while emphasized a teacher-centered approach to its teaching. Moreover, inconsistent feelings and attitudes towards the subject were observed and social interaction was not depicted very much. In the light of the findings, it is suggested that preschool teacher education programs should be revised to provide effective science education. It is thought that teacher educators and mentors play an important role in pre-service preschool teachers acquiring adequate knowledge and skills and developing positive attitudes

Keywords

Science education, Pre-school, Phenomenology

References

• Akerson, V. L., Buck, G. A., Donnelly, L. A., Nargund-Joshi, V., & Weiland, I. S. (2011). The importance of teaching and learning nature of science in the early childhood years. Journal of Science Education and Technology, 20(5), 537-549. https://doi.org/10.1007/s10956-011-9312-5
• Akman, B., Uyanık-Balat, G., & Güler-Yıldız, T. (2018) . Erken çocukluk döneminde fen eğitimi [Science education in early childhood]. Anı yayıncılık, Ankara.
• Alisinanoğlu, F., Özbey, S., & Kahveci, G. (2015). Okul öncesinde fen eğitimi [Science education at preschool]. Pegem Akademi, Ankara.
• Atasoy, V. & Cakiroglu, J. (2018): Preservice science teachers’ collective efficacy in a science methods course, Educational Studies, 45(3), 326-341. doi: 10.1080/03055698.2018.1446333
• Ayvacı, H. Ş. & Ünal, S. (2017). Okul öncesinde fen eğitimi [Science education at preschool]. Pegem Akademi, Ankara.
• Bandura, A. (1997). Self-efficacy: The exercise of control. New York: W.H. Freeman.
• Bogdan, R., C. & Biklen, S. K. (2007). Qualitative research for education. An introduction to theries and methods. (Fifth Edition). Boston: Pearson.
• Brown, B. A., Reveles, J. M., & Kelly, G. J. (2005). Scientific literacy and discursive identity: A theoretical framework for understanding science learning. Science Education, 89, 779-802.
• Chiriac, H. E. (2014). Group work as an incentive for learning-students’ experiences of group work. Frontiers in Psychology, 5(558), 1-10.
• Cobem, W. & Loving, C. (2002). Investigation of preservice elementary teachers' thinking about science. Journal of Research in Science Teaching, 39(10), 1016-1031.
• Conezio, K. & French, L. (2002). Science in the preschool classroom: Capitalizing on children's fascination with the everyday world to foster language and literacy development. Young Children, 57(5), 12-18.
• Creswell, J., W. & Miller, D., L. (2000). Determining validity in qualitative inquiry. Theory into Practice, 39(3). 124-130.
• Eckhoff, A. (2017). Partners in inquiry: A collaborative life science investigation with preservice teachers and kindergarten students. Early Childhood Education Journal, 45(2), 219-227. https://doi.org/10.1007/s10643-015-0769-3
• Edwards, K., & Loveridge, J. (2011). The inside story: Looking into early childhood teachers’ support of children’s scientific learning. Australian Journal of Early Childhood, 36(2), 28-35.
• Eshach, H., & Fried, M.N. (2005). Should science be taught in early childhood? Journal of Science Education and Technology, 14(3), 315-336.
• French, L. (2004). Science as the center of a coherent, integrated early childhood curriculum. Early Childhood Research Quarterly, 19, 138-149.
• Garbett, D. (2003). Science education in early childhood teacher education: Putting forward a case to enhance student teachers' confidence and competence. Research in Science Education, 33(4), 467-481.
• Go, Y., & Kang, J. (2015). Early childhood pre-service teachers’ self-images of science teaching in constructivism science education courses. Asia-Pacific Forum on Science Learning and Teaching, 16(2), 1-26.
• Greenfield, D. B., Jirout, J., Dominguez, X., Greenberg, A., Maier, M., & Fuccillo, J. (2009). Science in the preschool classroom: A programmatic research agenda to improve science readiness. Early Education and Development, 20(2), 238-264.
• Harlan, J. D., & Rivkin, M. S. (2004). Science experiences for the early childhood years: An integrated affective approach (8th ed.). Columbus, OH: Pearson.
• Horstman, M., Aldiss, S., Richardson, A. & Gibson, F. (2008). Methodogical issues when using the draw and write technique with children aged 6 to 12 years. Qualitative Health Research, 18(7), 1001-1011.
• Huinker, D. A. & Madison, S. K. (1997). Preparing efficacious elementary teachers in science and mathematics: The influence of method courses. Journal of Science Teacher Education, 8(2), 107-126.
• Kallery, M., & Psillos. D. (2001). “Pre-school teachers’ content knowledge in science: Their understanding of elementary science concepts and of issues raised by children’s questions.” International Journal of Early Years Education, 9(3), 165-179.
• Karamustafaoğlu, S., & Kandaz, U. (2006). Okul öncesi egitimde fen etkinliklerinde kullanılan ögretim yöntemleri ve karsılasılan güçlükler. Gazi Üniversitesi Egitim Fakültesi Dergisi, 26(1), 65-81.
• Knorr-Cetina, K. (1999). Epistemic cultures: How the sciences make knowledge. Cambridge, MA: Harvard University Press.
• Landry, S. (2009). Effectiveness of comprehensive professional development for teachers of at-risk preschoolers. Journal of Educational Psychology, 101(2), 448-465. doi:10.1037/a0013842
• Larsson, J. & Holmström, I. (2007). Phenomenographic or phenomenological analysis: Does it matter? Examples from a study on anaesthesiologists’ work. International Journal of Qualitative Studies on Health and Well-being, 2(1), 55-64.
• Lippard, C. N., Tank, K., Walter, M. C., Krogh, J., & Colbert, K. (2018). Preparing early childhood preservice teachers for science teaching: aligning across a teacher preparation program. Journal of Early Childhood Teacher Education, 39(3), 193-212. https://doi.org/10.1080/10901027.2018.1457578
• Mensah F.M., Fleshman R. (2017) Drawings as identity data in elementary science teacher education. In P. Katz (eds) Drawing for Science Education (pp. 219-226). SensePublishers, Rotterdam.
• Miele, E. (2015). Using the draw-a-scientist test for inquiry and evaluation. Journal of College Science Teaching, 43(4), 36-40. https://doi.org/10.2505/4/jcst14_043_04_36
• Ministry of National Education [MoNE] (2012). Öğretmenliğe başvuru ve atama kılavuzu [Appliciaton for teaching and placement guide]- Retrieved September, 3, 2012, from http://ikgm.meb.gov.tr/meb_iys_dosyalar/2012_09/01122258_20122retmenlebavuruveatamakilavuzu 31.08.2012.pdf.
• Ministry of National Education [MoNE] (2018). Fen bilimleri dersi öğretim programı (İlkokul ve ortaokul 3, 4, 5, 6, 7 ve 8. Sınıflar) [ Science education program ( primary and middle school 3, 4, 5, 6, 7, 8. Grade]. Ankara.
• Moran, M. J. (2007). Collaborative action research and project work: Promising practices for developing collaborative inquiry among early childhood preservice teachers. Teaching and Teacher Education, 23(4), 418-431. https://doi.org/10.1016/j.tate.2006.12.008
• National Research Council [NRC]. (1996). National science education standards. Washington, DC, National Academy Press.
• National Research Council (NRC). (2007). Taking science to school: Learning and teaching science in grades K-8. Washington, DC: National Academy Press.
• National Research Council (NRC). (2012). A framework for K-12 science education: Practices, crosscutting concepts, and core ideas. Washington, DC: National Academy Press.
• Olgan, R. (2008). A longitudinal analysis of science teaching and learning in kindergarten and first-grade (Unpublished doctoral dissertation). Florida State University, Tallahassee.
• Olgan, R. (2015). Influences on Turkish early childhood teachers’ science teaching practices and the science content covered in the early years. Early Child Development and Care, 185(6), 926-942. https://doi.org/10.1080/03004430.2014.967689
• Onchwari, G., & Keengwe, J. (2008). The impact of a mentor-coaching model on teacher professional development. Early Childhood Education Journal, 36(1), 19-24. doi:10.1007/s10643-007-0233-0
• Öztürk Yılmaztekin, E., & Erden, F. T. (2017). Investigating early childhood teachers’ views on science teaching practices: the integration of science with visual art in early childhood settings. Early Child Development and Care, 187(7), 1194-1207. https://doi.org/10.1080/03004430.2016.1160899
• Pendergast, E., Lieberman-Betz, R. G., & Vail, C. O. (2017). Attitudes and beliefs of prekindergarten teachers toward teaching science to young children. Early Childhood Education Journal, 45(1), 43-52. https://doi.org/10.1007/s10643-015-0761-y
• Petersen, J. E., & Treagust, D. F. (2014). School and university partnerships: The role of teacher education institutions and primary schools in the development of preservice teachers’ science teaching efficacy. Australian Journal of Teacher Education, 39, 153-167.
• Peterson, S. M., & French, L. (2008). Supporting young children’s explanations through inquiry science in preschool. Early Childhood Research Quarterly, 23, 395-408.
• Saçkes, M. (2014). How often do early childhood teachers teach science concepts? Determinants of the frequency of science teaching in kindergarten. European Early Childhood Education Research Journal, 22(2), 169-184. https://doi.org/10.1080/1350293X.2012.704305
• Saçkes, M., & Trundle, K. C. (2014). Preservice early childhood teachers’ learning of science in a methods course: Examining the predictive ability of an intentional learning model. Journal of Science Teacher Education, 25(4), 413-444. https://doi.org/10.1007/s10972-013-9355-y
• Saçkes, M., & Trundle, K. C. (2017). Change or durability? The contribution of metaconceptual awareness in preservice early childhood teachers’ learning of science concepts. Research in Science Education, 47(3), 655-671. https://doi.org/10.1007/s11165-016-9522-1
• Saçkes, M., Trundle, K. C., Bell, R. L., & O’Connell, A. A. (2011). The influence of early science experience in kindergarten on children’s immediate and later science achievement: Evidence from the early childhood longitudinal study. Journal of Research in Science Teaching, 48(2), 217-235. https://doi.org/10.1002/tea.20395
• Seefeldt, C., & Galper, A. (2007). “Sciencing” and young children. Early Childhood Today, 21(7), 12-13.
• Tahta, F., & Ivrendi, A. (2007). Okul öncesi eğitimde fen öğrenimi ve öğretimi [Science learning and teaching in early childhood education]. Ankara: Kök Yayıncılık.
• Thulin, S., & Redfors, A. (2017). Student preschool teachers’ experiences of science and its role in preschool. Early Childhood Education Journal, 45(4), 509-520. https://doi.org/10.1007/s10643-016-0783-0
• Timur, B. (2012). Determination of factors affecting preschool teacher candidates’ attitudes towards science teaching. Kuram ve Uygulamada Egitim Bilimleri, 12(SUPPL. 4), 2997-3009.
• Timur, S. (2012). Examining cognitive structures of prospective preschool teachers concerning the subject “force and motion.” Kuram ve Uygulamada Egitim Bilimleri, 12(SUPPL. 4), 3039-3049.
• Tu, T. (2006). Preschool science environment: What is available in a preschool classroom? Early Childhood Education Journal, 33(4), 245-251. https://doi.org/10.1007/s10643-005-0049-8
• Tunnicliffe, S. D. (2016). Starting inquiry-based science in the early years: Look, talk, think and do. London: Routledge
• Watters, J.J., Diezmann, C.M., Grieshaber, S.J., & Davis, J.M. (2000). Enhancing science education for young children: A contemporary initiative. Australian Journal of Early Childhood, 26(2), 1-7.
• Yoon, J., & Onchwari, J. A. (2006). Teaching young children science: Three key points. Early Childhood Education Journal, 33(6), 419-423. https://doi.org/10.1007/s10643-006-0064-4