Astronomi Öğretmen Kampı Kazanımları: Fen Bilimleri Öğretmenlerinin Alan Bilgileri ve Sınıf İçi Uygulamaları Üzerine Bir İnceleme

Yıl 2023, Sayı: 56, 582 - 606, 22.06.2023

Zeynep Bodur , Sertaç Arabacıoğlu

https://doi.org/10.53444/deubefd.1224760

Öz

Bu çalışmanın amacı, astronomi öğretmen kampının fen bilimleri öğretmenlerinin astronomi alan bilgileri ve sınıf içi uygulamaları üzerine etkilerinin araştırılmasıdır. Astronomi kampları, zengin içerik unsurları ve yoğun öğrenme deneyimleri ile mesleki gelişim fırsatları içerisinde öğretmenlerin öncelikli tercihleri arasındadır. “Penceremde Dünya Var 2” başlıklı kamp ve sonrasındaki izleme süreçlerine uzanan incelemeler, öğretmenlere kazandırılması hedeflenen astronomi bilgi ve kavrayışları ile ilişkili olarak, sınıf içi uygulamalar üzerine kampın potansiyel etkilerini açıklamaktadır. Nicel ve nitel veri toplama yaklaşımlarının kullanıldığı çalışma, kamp katılımcısı 35 fen bilimleri öğretmeni ile gerçekleştirilmiştir. Veri toplama sürecinde dört aşamalı bilgi testleri, yansıtıcı değerlendirme formları ve izlemeye dönük görüşmelerden yararlanılmıştır. Sonuçlar, kampın öğretmen astronomi alan bilgisini pozitif yönde anlamlı derecede etkilediğini göstermektedir. Bunun yanı sıra nitel incelemeler, kampın sınıf uygulamalarını desteklemeye dönük etkilerinin, sadece öğretmen alan bilgisi ile sınırlı bir repertuarda gerçekleşmediğini göstermiştir. Nitel veriler, astronomi kamp etkinliklerinin öğretmenlere katkılarının pedagojik alan bilgileri üzerinden sınıf ortamlarına yansıtıldığını destekleyen güçlü kanıtlar sunmaktadır. Araştırma, astronomi kamplarının başta öğretmen bilgi ve kavrayışına etkilerini, sonrasında da sınıf uygulamalarını destekleme potansiyellerini daha geniş bir şekilde tanımlayarak alan yazına katkıda bulunmaktadır.

Anahtar Kelimeler

Astronomi kampı, fen bilimleri öğretmenleri, öğretmen gelişimi

Destekleyen Kurum

Türkiye Bilimsel ve Teknolojik Araştırma Kurumu (TÜBİTAK)

Proje Numarası

121B971

Teşekkür

Değerli katkıları için proje eğitmenlerine (Prof. Dr. Ahmet İlhan ŞEN, Prof. Dr. Ayşe OĞUZ ÜNVER, Prof. Dr. Faruk SOYDUGAN, Prof. Dr. Uygar KANLI, Prof. Dr. Yavuz UNAT, Doç. Dr. Oğuz ÇETİN, Arş. Gör. Dr. Hasan Zühtü OKULU, Öğr. Gör. Batuhan Akgündüz, Adnan AKYÜZ, Ahmet Fazıl ŞEMET, Gürol KESERCİ, Hülya ESER SULU, Mahmut TEKEŞ, Sinan KOÇAK) ve proje rehberlerine (Burcu BİLGİÇ UÇAK, Saffet BAYHAN, Tuğçe ÇAPIK, Veysi ARCAGÖK, Yakup TOPRAK) teşekkür ederiz. Projenin gerçekleştirilmesinde katkı sunan kurum ve kuruluşlara (Diyarbakır İl Milli Eğitim Müdürlüğü, Muğla Sıtkı Koçman Üniversitesi Bilim Eğitimi Uygulama ve Araştırma Merkezi, Diyarbakır Büyükşehir Belediyesi, Diyarbakır Arkeoloji Müzesi, Zerzevan Kalesi Kazı Başkanlığı) teşekkür ederiz.

Gaining from Teacher Astronomy Camp: An Investigation of Science Teachers' Content Knowledge and Classroom Practices

Öz

The aim of this study is to investigate the effects of an astronomy teacher camp on science teachers’ astronomy content knowledge and classroom practices. Astronomy camps are among teachers’ popular priorities for professional development opportunities with rich content and intensive learning experiences. The examinations conducted at the camp named “World in My Window 2”, including the later monitoring processes, explain the camp’s potential influence on in-class practices in relation to the astronomical knowledge and understanding expected to be learned by teachers. The study, which used quantitative and qualitative data collection approaches, was carried out with 35 science teachers who joined the camp. The data was collected using four-tier diagnostic tools, reflective evaluation forms, and monitoring interviews. The findings indicate that the camp had a significant effect on teacher astronomy content knowledge. Furthermore, qualitative investigations have revealed that the camp’s effects on enhancing classroom practices are not limited to teachers’ content knowledge. Qualitative data shows that the contributions of astronomy camp activities are reflected in classroom environments through teachers’ pedagogical content knowledge. The study contributes to the literature by defining it more broadly, first by identifying the effects of astronomy camps on teacher knowledge and understanding, and then by describing their support for classroom learning activities.

Anahtar Kelimeler

Astronomy camp, in-service science teachers, teacher development

Proje Numarası

121B971

Kaynakça

• Adadan, E., & Oner, D. (2014). Exploring the progression in preservice chemistry teachers’ pedagogical content knowledge representations: The case of “Behavior of Gases.” Research in Science Education, 44(6), 829–858. https://doi.org/10.1007/s11165-014-9401-6
• Akerson, V. L. (2005). How do elementary teachers compensate for incomplete science content knowledge? Research in Science Education, 35(2–3), 245–268. https://doi.org/10.1007/s11165-005-3176-8
• Aydin, S., & Boz, Y. (2012). Review of studies related to pedagogical content knowledge in the context of science teacher education: Turkish case. Educational Sciences: Theory and Practice, 12(1), 497–505.
• Bennett, J., Airey, J., Dunlop, L., & Turkenburg-van Diepen, M. (2020). The impact of human spaceflight on young people’s attitudes to STEM subjects. Research In Science & Technological Education, 38(4), 417–438. https://doi.org/10.1080/02635143.2019.1642865
• Brunsell, E., & Marcks, J. (2005). Identifying a baseline for teachers’ astronomy content knowledge. The Astronomy Education Review, 3(2), 38–46.
• Capps, D. K., Crawford, B. A., & Constas, M. A. (2012). A review of empirical literature on inquiry professional development: Alignment with best practices and a critique of the findings. Journal of Science Teacher Education, 23(3), 291–318. https://doi.org/10.1007/s10972-012-9275-2
• Cox, M., Steegen, A., & de Cock, M. (2016). How aware are teachers of students’ misconceptions in astronomy? A qualitative analysis in Belgium. Science Education International, 27(2), 277–300.
• Creswell, J. W., & Plano Clark, V. L. (2007). Designing and conducting mixed methods research. Thousand Oaks, CA: Sage.
• Danaia, L., Mckinnon, D. H., & Fitzgerald, M. (2017). Ideal pictures and actual perspectives of junior secondary school science: comparisons drawn from Australian students in an astronomy education programme. Research in Science and Technological Education, 35(4), 445–460. https://doi.org/10.1080/02635143.2017.1344959
• Desimone, L. M. (2009). Improving impact studies of teachers’ professional development: Toward better conceptualizations and measures. Educational Researcher, 38(3), 181–199. https://doi.org/10.3102/0013189X08331140
• Fields, D. A. (2009). What do students gain from a week at science camp? Youth perceptions and the design of an immersive, research-oriented astronomy camp. International Journal of Science Education, 31(2), 151–171. https://doi.org/10.1080/09500690701648291
• Fraknoi, A. (2011). Seven concepts for effective teaching. Astronomy Education Review, 10(1), 010401-010401–010403. https://doi.org/10.3847/aer2011008
• Gomez, E. L., & Fitzgerald, M. T. (2017). Robotic telescopes in education. Astronomical Review, 13(1), 28–68. https://doi.org/10.1080/21672857.2017.1303264
• Houseal, A. K., Abd-El-Khalick, F., & Destefano, L. (2014). Impact of a student-teacher-scientist partnership on students’ and teachers’ content knowledge, attitudes toward science, and pedagogical practices. Journal of Research in Science Teaching, 51(1), 84–115. https://doi.org/10.1002/tea.21126
• International Astronomical Union, Commission C1 “Astronomy Education and Development”. (2019, May). Big ideas in astronomy: A proposed definition of astronomy literacy (1. ed.). IAU: Paris www.iau.org/static/archives/announcements/pdf/ann19029a.pdf.
• JASP Team. (2021). JASP (Version 0.16) [Computer software]. https://jasp-stats.org/
• Kaltakci-Gurel, D., Eryilmaz, A., & McDermott, L. C. (2017). Development and application of a four-tier test to assess pre-service physics teachers’ misconceptions about geometrical optics. Research in Science and Technological Education, 35(2), 238–260. https://doi.org/10.1080/02635143.2017.1310094
• Kanli, U. (2014). A study on identifying the misconceptions of pre-service and in-service teachers about basic astronomy concepts. Eurasia Journal of Mathematics, Science and Technology Education, 10(5), 471-479. https://doi.org/10.12973/eurasia.2014.1120a
• Kanli, U. (2015). Using a two-tier test to analyse students’ and teachers’ alternative concepts in astronomy. Science Education International, 26(2), 148–165.
• Kersting, M., Steier, R., & Venville, G. (2021). Exploring participant engagement during an astrophysics virtual reality experience at a science festival. International Journal of Science Education, Part B: Communication and Public Engagement, 11(1), 17–34. https://doi.org/10.1080/21548455.2020.1857458
• Koehler, M. J., Mishra, P., & Cain, W. (2013). What is technological pedagogical content knowledge (TPACK)? The Journal of Education, 193(3), 13–19.
• Lederman, N. G., & Abell, S. K. (Eds.). (2014). Handbook of research on science education (Vol. 2). Routledge.
• Lee, E., & Luft, J. A. (2008). Experienced secondary science teachers’ representation of pedagogical content knowledge. International Journal of Science Education, 30(10), 1343–1363. https://doi.org/10.1080/09500690802187058
• Microsoft Corporation. (2018). Microsoft Excel. https://office.microsoft.com/excel
• Milli Eğitim Bakanlığı. (2018). Fen bilimleri dersi öğretim programı (ilkokul ve ortaokul 3, 4, 5, 6, 7 ve 8. sınıflar). Erişim adresi http://mufredat.meb.gov.tr
• NASA/JPL Educator Resource Center. (2023, April 1). Jet Propulsion Laboratory: California Institute of Technology. https://www.jpl.nasa.gov/edu/educator-resource-center/
• National Research Council. (2011). Successful K-12 STEM education: Identifying effective approaches in science, technology, engineering, and mathematics. The National Academies Press. https://doi.org/10.17226/13158.
• Okulu, H. Z., & Unver, A. O. (2016). Bring cosmos into the classroom: 3d hologram. In M. Shelley, S. A. Kiray & I. Celik (Eds), Education Research Highlights in Mathematics, Science and Technology (pp. 81- 86). ISRES Publishing.
• Pasachoff, J., & Percy, J. (Eds.). (2005). Teaching and learning astronomy: Effective strategies for educators worldwide. Cambridge University Press.
• Pompea, S. M., & Walker, C. E. (2017). The importance of pedagogical content knowledge in curriculum development for illumination engineering. ETOP 2017 Proceedings, 104526R. http://opg.optica.org/abstract.cfm?URI=ETOP-2017-104526R
• Pompea, S., & Russo, P. (2020). Astronomers engaging with the education ecosystem: A best-evidence synthesis. Annual review of astronomy and astrophysics, 58(1), 313-361. https://doi.org/10.1146/annurev-astro-032620-021943
• Putnam, R. T., & Borko, H. (2000). What do new views of knowledge and thinking have to say about research on teacher learning? Educational Researcher, 29(1), 4–15. https://doi.org/10.3102/0013189X029001004
• Raposo, P. M. P. (2017). Moving the universe: the Atwood Sphere and the Adler Planetarium in Chicago. Early Popular Visual Culture, 15(2), 268-272. https://doi.org/10.1080/17460654.2017.1318518
• Salimpour, S., Bartlett, S., Fitzgerald, M. T., McKinnon, D. H., Cutts, K. R., James, C. R., Miller, S., Danaia, L., Hollow, R. P., Cabezon, S., Faye, M., Tomita, A., Max, C., de Korte, M., Baudouin, C., Birkenbauma, D., Kallery, M., Anjos, S., Wu, Q., … Ortiz-Gil, A. (2020). The gateway science: a review of astronomy in the OECD school curricula, including China and South Africa. Research in Science Education, 51(4), 975–996. https://doi.org/10.1007/s11165-020-09922-0
• Shulman, L. S. (1986). Those who understand: Knowledge growth in teaching. Educational researcher, 15(2), 4-14.
• Simon, S., Campbell, S., Johnson, S., & Stylianidou, F. (2011). Characteristics of effective professional development for early career science teachers. Research in Science and Technological Education, 29(1), 5–23. https://doi.org/10.1080/02635143.2011.543798
• Slater, E. V, Morris, J. E., & Mckinnon, D. (2018). Astronomy alternative conceptions in pre-adolescent students in Western Australia. International Journal of Science Education, 40(17), 2158–2180. https://doi.org/10.1080/09500693.2018.1522014
• Taner, M. S., Manap, Ö., & Yetkiner, R. (2017). Possible effects of astronomy activities on the science program in Turkey. Anadolu Öğretmen Dergisi, 1(2), 83.
• Trumper, R. (2001). Across-age study of senior high school students‟ conceptions of basic astronomy concepts. Research in Science and Technological Education, 19(1), 97-109. https://doi.org/10.1080/02635140120046259
• Türk, C., & Kalkan, H. (2018). Teaching seasons with hands-on models: Model transformation. Research in Science & Technological Education, 36(3), 324-352. https://doi.org/10.1080/02635143.2017.1401532