The Effects of Problem Based Learning on Development of Preservice Science Teachers’ Pedagogical Content Knowledge

Yıl 2019, Cilt: 20 Sayı: 1, 78 - 112, 31.07.2019

Tufan İnaltekin , Fatma Şahin

https://doi.org/10.12984/egeefd.398279

Cited By: 1

Öz

The aim of this study is to examine the effect
of problem based learning (PBL) on progress of preservice science teachers in
pedagogical content knowledge (PCK). Progress of preservice teachers in PCK was
examined in the context of orientations
toward teaching, curriculum, student understanding,
instructional strategies and representations and knowledge of assessment.
The research was conducted with 60 preservice teachers (experimental group, n = 30 and control group, n = 30) who were in the third year at
the department of science teaching at a state university in İstanbul. The
experimental group formalised the construction of PCK through practises of PBL
whereas the ones in the control group did it through practises of lecturer. The
data was collected via Test of
Orientation in Science Teaching and Form
of Teaching Representation. The data was analyzed via techniques of
descriptive and content analysis. Results indicated that the preservice
teachers who carried out the construction of PCK through PBL had made more
progress than the ones in the control group. Thus, the efficient blending of
major area courses in undergraduate period would make a great contribution to
vocational development of preservice science teachers.

Anahtar Kelimeler

Problem Based Learning, Pedagogical Content Knowledge, Preservice Science Teacher

Probleme Dayalı Öğrenmenin Fen Bilimleri Öğretmen Adaylarının Pedagojik Alan Bilgisi Gelişimlerine Etkisi

Öz

Bu araştırmanın amacı, probleme dayalı öğrenme
(PDÖ) yaklaşımının fen bilimleri öğretmen adaylarının pedagojik alan bilgisi
(PAB) gelişimlerine etkisini incelemektir. Araştırmada, öğretmen adaylarının öğretim uyumu, program, öğrenciyi anlama,
öğretim stratejileri ve temsilleri
ile değerlendirme bilgisi bağlamında
PAB gelişimleri incelenmiştir. Araştırmada öntest – sontest kontrol gruplu
deneysel araştırma modeli kullanılmıştır. Bu araştırma, İstanbul ilindeki bir
devlet üniversitesinin fen bilimleri öğretmenliği programı üçüncü sınıfında
öğrenim gören 30’u deney, 30’u kontrol grubu olmak üzere toplam 60 öğretmen
adayıyla yürütülmüştür. Deney grubunda öğretmen adayları PAB yapılarını PDÖ ile
kontrol grubundakiler ise öğretmen adayı eğitimcisinin ders sunumları ve
öğrenci çalışmalarıyla biçimlendirmişlerdir. Veriler Fen Öğretim Uyumu Testi ve
Öğretim Temsil Formu kullanılarak toplanmıştır. Verilerin analizinde
betimsel analiz tekniği kullanılmıştır. Araştırmanın bulguları, PDÖ yoluyla PAB
yapılanmasını gerçekleştiren deney grubu öğretmen adaylarının, kontrol
grubundakilere kıyasla PAB yapılarını daha fazla geliştirdiklerini ortaya
koymuştur. Araştırmadan elde edilen
bu sonuç, lisans dönemi fen bilimleri öğretmen adayı hazırlığında
eğitimcilerin, PDÖ uygulamaları yoluyla alan ve pedagoji derslerini
harmanlamalarının, öğretmen adaylarının mesleki gelişimlerine önemli katkılar
sağlayacağını göstermektedir.

Anahtar Kelimeler

Probleme Dayalı Öğrenme, Pedagojik Alan Bilgisi, Fen Bilimleri Öğretmen Adayı

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