İki Örnek Olay Çalışması: ABD'deki İlköğretim Öğretmen Adaylarının Kavramsal Değişim Konusunda Öğrencilerle Gerçekleştirdikleri Alan Uygulamalarına Yaklaşımları

Year 2008, Volume: 7 Issue: 3, 640 - 655, 26.06.2008

Nermin Bulunuz , Olga S. Jarrett Barbara Meyers

Abstract

Bu çalışmanın amacı, ABD'deki ilköğretim öğretmen adaylarının okul deneyimi için gittikleri okullarda, fen bilginin öğretilmesi ders içeriğine konsal olarak değişim konusunun uygulaması ödevine yaklaşımlarını değerlendirmektir. Örnek olay çalışmalarının gerektirdiği gibi bu araştırmaya, fen bilgisi öğretimi dersini alan 28 öğretmen adayından performans raporlarından en yüksek (Amy) ve en düşük (George) notu almış iki öğretmen adayı dahil edilmiştir. Adayların performanslarını tercüme etmek, niteliği araştırmak karşılaştırmalı yöntem. Adaylar sınıflarında, fen kavramları hakkında bir az dört tane "aktif öğrenme istasyonu" hazırlamış ve bu istasyonlardan en az bir tanesinde öğrencilerin kavram yanılgılarını değiştirmeyi amaçlayan kavramsal değişim stratejilerini kullanmışlardır. Çalışmada, Amy ve George'un raporlarının zayıf ve güçlü yanları ile araştırma sonuçlarının ilköğretimde fen öğretine ve öğretmen yetişmeye katkıları tartışılmıştır.

Keywords

fen eğitimi, ilköğretimde öğretmen yetiştirme, kavramsal değişim, aktif öğrenme istasyonları

How preservice teachers approached their field assignment: Two illustrative case studies

Abstract

This study involved qualitative analyses of two preservice teachers’ field assignments that
received the highest and the lowest scores in a teacher training course in science methods. A constant
comparison method was used to analyze two participants’ answers to seven guided reflection questions in a
field assignment. Analyses of the field assignments gave a detailed portrait of how they applied hands-on
activities at learning stations to change their students’ alternative conceptions and improve their initial
understanding. Four critical factors emerged that might have affected their overall performance such as the
degree of support provided by classroom teachers; the amount of time needed to plan, prepare, and implement
the stations; the way of analyzing the data collected from their students in a systematic way, and the level of
understanding of conceptual change terminology. The research findings indicate that practice of strategies
learned in a science methods class helps preservice teachers connect theory with practice. The major
implications and recommendations for teacher preparation programs and conceptual change practices in
preservice and in service field placements were presented.

Keywords

conceptual change, misconceptions, field assignments, preservice teachers, science education

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