Investigating Prospective Teachers’ Ability to Write Context-Based Problems / Öğretmen Adaylarının Bağlam Temelli Problem Yazabilme Becerilerinin Belirlenmesi

Year 2016, Volume: 12 Issue: 2, 447 - 463, 24.03.2016

Neslihan Ültay , Necla Dönmez Usta

Abstract

Bu çalışmanın amacı fen bilimleri öğretmen adaylarının radyoaktivite konusundaki kavramlar ile ilgili bağlam temelli soru yazabilme becerilerinin belirlenmesidir. Çalışma Türkiye’de bulunan bir üniversitede 2014-2015 güz döneminde 21 öğretmen adayıyla (fizik, kimya ve biyoloji) yürütülmüştür. Çalışmada veriler öğretmen adaylarının radyoaktivite konusundaki kavramlar hakkında yazmış oldukları bağlam temelli sorular aracılığıyla toplanmıştır. Elde edilen veriler, araştırmacılar tarafından geliştirilen bir rubric yardımıyla değerlendirilmiştir. Elde edilen bulgulara göre, öğretmen adayları günlük hayattan bağlam seçmede ‘yetersiz’ bulunmuşlardır. Çalışmanın sonucunda, öğretmen adaylarının ‘bağlam temelli’ kavaramından anladıklarının yalnızca ‘günlük yaşamla ilişkili olan herhangi bir şey’ olduğu sonucuna ulaşılmıştır. Bu durumun giderilebilmesi için hizmetiçi kurslar önerilerek çalışma sonlandırılmıştır.

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