SCIENCE TEACHERS' OPINIONS ON HOW TO IMPROVE LIFE SKILLS GIVEN IN THE SCIENCE CURRICULA

Yıl 2021, Cilt: 11 Sayı: 1, 164 - 186, 20.01.2021

İsa Deveci , Meltem Aydız

https://doi.org/10.24315/tred.693345

Cited By: 6

Öz

In this study, the views of science teachers regarding the life skills (analytical thinking, decision making, communication, entrepreneurship, creative thinking, team work) were examined. For this purpose, the research was designed according to the phenomenographic research, which is one of the qualitative research approaches. The research was carried out in the academic year of 2017-2018, and the participants of this study consists of 10 science teachers. The data of the study were collected by guided interview technique consisting of open-ended questions. The data obtained in the study were analyzed by inductive content analysis technique. As a result of the research, it has been determined that there are differences in the opinions of teachers who participated in the research about how students can improve their life skills. In the opinions expressed by the science teachers, it has been determined that only the perceptions and practices towards developing creative thinking skills are sufficient, and in harmony with the literature. On the other hand, it has been determined that the perceptions and practices of science teachers participating in the research to improve students' analytical thinking, decision making, communication, entrepreneurship and teamwork skills are unsufficient, and inconsistent with the literature. Depending on these results, it can be said that science teachers need theoretical and practical training to develop students' analytical thinking, decision making, communication, entrepreneurship, teamwork skills.

Anahtar Kelimeler

Life skills, science teachers, phenomenographic research

FEN BİLİMLERİ ÖĞRETMENLERİNİN ÖĞRETİM PROGRAMINDA YER ALAN YAŞAM BECERİLERİNİN KAZANDIRILMASINA İLİŞKİN GÖRÜŞLERİ

Öz

Bu araştırmada fen bilimleri öğretmenlerinin, yaşam becerilerinin (analitik düşünme, karar verme, iletişim, girişimcilik, yaratıcı düşünme, takım çalışması) kazandırılmasına ilişkin görüşleri incelenmiştir. Bu amaç doğrultusunda araştırma, nitel araştırma yaklaşımları arasında yer alan fenomenografik araştırmaya göre tasarlanmıştır. Araştırma 2017-2018 eğitim-öğretim yılında yürütülmüş olup, çalışma grubu 10 fen bilimleri öğretmeninden oluşmaktadır. Araştırma verileri açık uçlu sorular aracılığıyla rehberli görüşme tekniği ile toplanmıştır. Elde edilen veriler tümevarımcı içerik analizi tekniği ile analiz edilmiştir. Araştırma sonucunda, araştırmaya katılan öğretmenlerin, öğrencilerin yaşam becerilerini nasıl geliştirebileceklerine ilişkin görüşlerinde farklılıklar olduğu belirlenmiştir. Öğretmenler tarafından belirtilen görüşlerde sadece yaratıcı düşünme becerisini geliştirmeye yönelik algı ve uygulamaların alanyazın ile uyumlu ve yeterli olduğu belirlenmiştir. Diğer taraftan araştırmaya katılan fen bilimleri öğretmenlerinin, öğrencilerin analitik düşünme, karar verme, iletişim, girişimcilik ve takım çalışması becerilerini geliştirmeye yönelik algı ve uygulamalarının alanyazınla tutarsız bir şekilde yeterli olmadığı belirlenmiştir. Bu sonuçlara bağlı olarak fen bilimleri öğretmenlerinin öğrencilerin analitik düşünme, karar verme, iletişim, girişimcilik ve takım çalışması becerilerini geliştirmeye yönelik teorik ve uygulamaya dönük eğitimlere ihtiyaç duydukları söylenebilir.

Anahtar Kelimeler

Yaşam becerileri, fen bilimleri öğretmenleri, fenomenografik araştırma

Kaynakça

• Akdağ, T.F. (2017). STEM uygulamalarının öğrencilerin akademik başarı, bilimsel süreç ve yaşam becerileri üzerine etkisi (Yayınlanmamış Doktora Tezi). Ondokuz Mayıs Üniversitesi, Samsun.
• Alajmi, M.M. (2019). The impact of e-portfolio use on the development of professional standards and life skills of students: a case study. Entrepreneurship and Sustainability Issues, 6(4), 1714-1735.
• Anderson, J. (2005). The perceptions of students, teachers, and parents regarding the value of the lıfeskılls and lifelong guidelines program. Johnson City: East Tennessee State University.
• Asha, I.K., & Al-Hawi, A.M. (2016). The impact of cooperative learning on developing the sixth grade students decision-making skill and academic achievement. Journal of Education and Practice, 7(10), 60-70.
• Bacanak, A. (2013). Teachers' views about science and technology lesson effects on the development of students' entrepreneurship skills. Educational Sciences: Theory and Practice, 13(1), 622-629.
• Badur, S., Timur, B., & Timur, S. (2017). Fen bilimleri dersi öğretim programı’nın genel amaçlarının gerçekleşme derecesi hakkındaki öğretmen görüşleri. Eğitimde Kuram ve Uygulama, 13(3), 471-497.
• Bahçeci, D., & Kuru, M. (2008). Portfolyo değerlendirmenin üniversite öğrencilerinin öz-yeterlik algısı ve yaşam becerileri üzerine etkisi. Ahi Evran Üniversitesi Kırşehir Eğitim Fakültesi Dergisi (KEFAD), 9(1), 97-111.
• Biggs, J., & C. Tang. 2011. Teaching for quality learning at university: What the student does. Maidenhead: McGraw-Hill Education.
• Binkley, M., Erstad, O., Herman, J., Raizen, S., Ripley, M., Miller-Ricci, M., & Rumble, M. (2012) Defining twenty-first century skills. Patrick Griffi, Barry McGaw, Esther Care (Eds.) Assessment and teaching of 21st century skills (17-66 pages). Springer Dordrecht Heidelberg London New York, DOI 10.1007/978-94-007-2324-5.
• Britton, E., Simper, N., Leger, A., & Stephenson, J. (2017). Assessing teamwork in undergraduate education: a measurement tool to evaluate individual teamwork skills. Assessment & Evaluation in Higher Education, 42(3), 378-397.
• Brutus, S., & Donia, M. B. (2010). Improving the effectiveness of students in groups with a centralized peer evaluation system. Academy of Management Learning & Education, 9(4), 652–662.
• Cegala, D. J., & Broz, S.L. (2002). Physician communication skills training: a review of theoretical backgrounds, objectives and skills. Medical education, 36(11), 1004-1016.
• Çelik, H., Gürpınar, C., Başer, N., & Erdoğan, S. (2015). Öğrencilerin yaratıcı düşünme ve girişimcilik becerilerine yönelik fen bilgisi öğretmenlerinin görüşleri. Uluslararası Eğitim Bilimleri Dergisi, 2(4), 277-307.
• Clayton, M.J. (1997). Delphi: a technique to harness expert opinion for critical decision‐making tasks in education. Educational psychology, 17(4), 373-386.
• Crawford, V.M., & Brophy, S. (2006). Adaptive expertise: Methods, findings, and emerging issues. Menlo Park, CA: SRI International.
• Demir, B.K., & Isleyen, T. (2015). The effects of argumentation based science learning approach on creative thinking skills of students. Educational Research Quarterly, 39(1), 49-82.
• Demirtaş, V.Y., & Sucuoğlu, H. (2009). In the early childhood period children's decision-making processes. Procedia-Social and Behavioral Sciences, 1(1), 2317-2326.
• Department of Education, (2003). EnGauge® 21st century skills: Literacy in the digital age. Los Angeles: North central regional educational laboratory and the metiri group. 08.08.2019 tarihinde https://pict.sdsu.edu/engauge21st.pdf ‘den alınmıştır.
• Deveci, İ. (2018). Fen bilimleri öğretmenlerinin farkındalıkları, tecrübeleri ve mevcut çabaları: Girişimcilik kavramı örneği. Ondokuz Mayıs Üniversitesi Eğitim Fakültesi Dergisi, 37(1), 1-20.
• Deveci, İ. (2019a). Girişimci Proje (G-FeTeMM) Sürecinin fen bilimleri öğretmen adaylarının yaşam becerilerine yansımaları: Nitel bir araştırma. Journal of Individual Differences in Education, 1(1), 14-29.
• Deveci, İ. (2019b). Ortaokul öğrencilerinin takım çalışması ve karar verme eğilimlerinin incelenmesi. Pamukkale Üniversitesi Eğitim Fakültesi Dergisi, 47, 311-330.
• Deveci, İ., & Seikkula-Lein, J. (2016). Finnish science teacher educators' opinions about the ımplementation process related to entrepreneurship education. Electronic Journal of Science Education, 20(4), 1-20.
• Deveci, İ., Zengin, M.N., & Çepni, S. (2015). Fen tabanlı girişimcilik eğitimi modüllerinin geliştirilmesi, uygulanması ve değerlendirilmesi. Eğitim Bilimleri ve Uygulama (EBULİNE), 14(27), 59-80.
• Dickson, D., Hargie, O., & Morrow, N. (Eds.) (1996). Communication skills training for health professionals. London: Chapman and Hall Medical.
• Eragamreddy, N. (2013). Teaching creative thinking skills. IJ-ELTS: International Journal of English Language & Translation Studies, 1(2), 124-145.
• Erduran-Avci, D., & Kamer, D. (2018). Views of teachers regarding the life skills provided in science curriculum. Eurasian Journal of Educational Research, 77, 1-18.
• Ersoy, E. (2014). The effects of problem-based learning method in higher education on creative thinking. Procedia-Social and Behavioral Sciences, 116, 3494-3498.
• Firmansyah, D. (2018). Analysis of language skills in primary school children (study development of child psychology of language). Primary Edu-Journal of Primary Education, 2(1), 35-44.
• Fisher, E., & Reuber, R. (2010). The state of entrepreneurship in Canada. small business and tourism branch ındustry canada chris parsley, manager sonja djukic, economist. Publishing and Depository Services Public Works and Government Services Canada Ottawa ON K1A 0S5. Cat. No. Iu188-99/2010E-PDF.
• Fitriyana, N., Marfuatun, M., & Priyambodo, E. (2019). The profile of students’ analytical thinking skills on chemistry systemic learning approach. Scientiae Educatia: Jurnal Pendidikan Sains, 8(2), 207-219.
• Girmen, P. (2012) Eskişehir folklorunda çocuk oyunları ve bu oyunların yaşam becerisi kazandırmadaki rolü. Milli Foklor Uluslararası Kültür Araştırmaları Dergisi, 24(95), 263-273.
• Guerra, N., Modecki, K., & Cunningham, W. (2014). Developing social-emotional skills for the labor market: PRACTICEmodel. World Bank Group: World Bank Policy Research Working Paper (7123).
• Hatch, J.A. (2002). Doing qualitative research in education settings. Albany: State University of New York Press.
• Horton, J.N. (1980). Nominal group technique: A method of decision‐making by committee. Anaesthesia, 35(8), 811-814.
• James, D. M., & Stojanovik, V. (2006). Communication skills in blind children: A preliminary investigation. Child: Care, Health And Development, 33(1), 4-10.
• Jarrah, H.Y. (2019). The impact of using drama in education on life skills and reflective thinking. International Journal of Emerging Technologies in Learning, 14(9), 4-21.
• Jun, H. (2010, August). Improving undergraduates' teamwork skills by adapting project-based learning methodology. 5th International Conference on Computer Science & Education (pp. 652-655). August 24–27, Hefei, China.
• Karademir, E., Sarıkahya, E., & Altunsoy, K. (2017). Fen bilimleri öğretmenlerinin beceri kavramına yönelik algıları: Bir olgubilim çalışması. Eskişehir Osmangazi Üniversitesi Sosyal Bilimler Dergisi, 18(1), 53-71.
• Khoiri, N., Riyadi, S., Kaltsum, U., Hindarto, N., & Rusilawati, A. (2017). Teaching creative thinking skills with laboratory work. In Int. J. Sci. Appl. Sci.: Conf. Ser, 2(1), 256-260.
• Kökdemir, D. (2003). Belirsizlik durumlarında karar verme ve problem çözme (Yayınlanmamış Doktora Tezi). Ankara Üniversitesi, Ankara.
• Kuratko, D.F. & Hodgetts, R.M. (2004), Entrepreneurship: Theory, process and practice, , Mason: South-Western Publishers.
• Kurtdede-Fidan, N., & Aydogdu, B. (2018). Life Skills from the Perspectives of Classroom and Science Teachers. International Journal of Progressive Education, 14(1), 32-55.
• Kurtz, S., Silverman, J., & Draper, J., (2005). Teaching and learning communication skills in medicine. Abingdon: Radcliffe Publishing Ltd.
• Larson, L.C., & Miller, T.N. (2011). 21st century skills: Prepare students for the future. Kappa Delta Pi Record, 47(3), 121-123.
• Law, J., & Sivyer, S. (2003). Promoting the communication skills of primary school children excluded from school or at risk of exclusion: An intervention study. Child language teaching and therapy, 19(1), 1-25.
• Law, J., McBean, K., & Rush, R. (2011). Communication skills in a population of primary school-aged children raised in an area of pronounced social disadvantage. International Journal of Language & Communication Disorders, 46(6), 657-664.
• Lestari, T.P., Sarwi, S., & Sumarti, S.S. (2018). STEM-based Project Based Learning model to increase science process and creative thinking skills of 5th grade. Journal of primary education, 7(1), 18-24.
• Lincoln, Y.S., & Guba, E.G. (1985). Naturalistic ınquiry. Newbury Park: Sage Publications.
• Mardiansyah, E.A., Saptono, S., & Setiawati, N. (2019). The enhancement of senior high school students’ analytical thinking skills in learning excretory system material with quantum learning model. Journal of Biology Education, 8(1), 79-88.
• Marieta, K.M. (2014). Factors influencing the implementation of life skills education in secondary schools in Kınango district, Kwale county. The Degree of Master. Kenyatta Unıversıty, Nairobi.
• Marton, F. (1981). Phenomenography: Describing conceptions of the world around us. Instructional Science, 10(2), 177–200.
• Marton, F. (1994). Phenomenography. In T. Hus_en, G. Handal, & T. N. Postlethwaite (Eds.), The international encyclopedia of education (2nd ed., pp. 4424–4429). Oxford, UK: Pergamon Press.
• Marton, F., & Booth, S. (1997). Learning and awareness. Mahwah, NJ: Lawrence Erlbaum.
• MEB. (2013). İlköğretim kurumları (ilkokullar ve ortaokullar) fen bilimleri dersi (3, 4, 5, 6, 7 ve 8. sınıflar) öğretim programı. Ankara: Talim ve Terbiye Kurulu Başkanlığı.
• MEB. (2018a). Fen bilimleri dersi öğretim programı, (ilkokul ve ortaokul 3, 4, 5, 6, 7 ve 8. Sınıflar). Ankara: Talim ve Terbiye Kurulu Başkanlığı.
• MEB. (2018b). Matematik dersi öğretim programı (ilkokul ve ortaokul 1, 2, 3, 4, 5, 6, 7 ve 8. Sınıflar). Ankara: Talim ve Terbiye Kurulu Başkanlığı.
• MEB. (2018c). Türkçe dersi öğretim programı (ilkokul ve ortaokul 1, 2, 3, 4, 5, 6, 7 ve 8. Sınıflar). Ankara: Talim ve Terbiye Kurulu Başkanlığı.
• MEB. (2018d). Sosyal bilgiler dersi öğretim programı (ilkokul ve ortaokul 4, 5, 6 ve 7. Sınıflar). Ankara: Talim ve Terbiye Kurulu Başkanlığı.
• MEB. (2018e). Teknoloji ve tasarım dersi öğretim programı (ortaokul 7 ve 8. sınıflar için). Ankara: Talim ve Terbiye Kurulu Başkanlığı.
• Morselli, D. (2019). Teaching a sense of initiative and entrepreneurship through problem based learning. Re-Open Journal Per La Formazione İn Rete, 19(2), 149-160.
• Noe, RA., Hollenbeck, J.R., Gerhart, B., & Wright, P.M. (2017). Human resource management: Gaining a competitive advantage. New York, NY:McGraw-Hill Education.
• Nuswowati, M., & Taufiq, M. (2015). Developing creative thinking skills and creative attitude through problem based green vision chemistry environment learning. Indonesian Journal of Science Education, 4(2), 170-176.
• Özdemir, D. (2015). Fen bilimleri öğretmenlerinin yaşam becerileri hakkındaki görüşleri. (Yayınlanmamış Yüksek Lisans Tezi). Mehmet Akif Ersoy Üniversitesi, Burdur.
• Öztürk, A., & Tunç, Ö. A. (2017). The effect of digital storytelling project on fıne arts high school students’teamwork skills. Journal of Educational & Instructional Studies in the World, 7(4), 46-56.
• Öztürk, E., & Bektaş, M. (2018). Öğrencilerin okul öncesi eğitimden ilkokula geşişlerinde yaşam becerilerini kazanmalarına yönelik ögretmen görüşlerinin incelenmesi. Journal of Human Sciences, 15(2), 1097-1115.
• Patronis, T., Polari, D., & Spiliotopoulou, V. (1999). Students’ argumentation in decision-making on a socio-scientific issue: implications for teaching. International Journal of Science Education, 21(7), 745-754.
• Patton, M.Q. (2002). Qualitative research and evaluation methods (3rd edition). Thousand Oaks, CA: Sage
• Pepin, M., & St-Jean, É. (2019). Assessing the impacts of school entrepreneurial initiatives: a quasi-experiment at the elementary school level. Journal of Small Business and Enterprise Development, 26(2), 273-288.
• Perdana, R., Jumadi, J., & Rosana, D. (2019). Relationship between analytical thinking skill and scientific argumentation using PBL with interactive CK 12 simulation. International Journal on Social and Education Sciences, 1(1), 16-23.
• Ritchie, J., Lewis, J., & Elam, G. (2003). Designing and selecting samples (Ed. Jane Ritchie and Jane Lewis), Qualitative research practice: A guide for social science students and researchers (77-108). London: SAGE Publications.
• Ritter, S.M., & Mostert, N. (2017). Enhancement of creative thinking skills using a cognitive-based creativity training. Journal of Cognitive Enhancement, 1(3), 243-253.
• Roby, A.C., & Kidd, E. (2008). The referential communication skills of children with imaginary companions. Developmental Science, 11(4), 531-540.
• Saleh, A.Y., & Meinarno, E.A. (2018). Constructing assesment model for pancasila education design. Advances in Social Science, Education and Humanities Research, 251, 46-51.
• Samancı, O. (2010). Teacher views on social skills development in primary school students. Education, 131(1), 147-157.
• Sandika, B., & Fitrihidajati, H. (2018). Improving creative thinking skills and scientific attitude through inquiry-based learning in basic biology lecture toward student of biology education. Indonesian Journal of Biology Education, 4(1), 23-28.
• Schumacher, C., & Ifenthaler, D. (2018). Features students really expect from learning analytics. Computers in Human Behavior, 78, 397–407.
• Sebetçi, Ö., & Aksu, G. (2014). Öğrencilerin mantıksal ve analitik düşünme becerilerinin programlama dilleri başarısına etkisi. Educational Sciences and Practice, 13(25), 65-83
• Sefer, S.R., & Akfırat, O.N. (2009). Yaşam becerilerinin kazandırılmasında yaratıcı drama yönteminin kullanılması. Yaratıcı Drama Dergisi, 4(8), 100-112.
• Seikkula-Leino, J. (2011) The implementation of entrepreneurship education through curriculum reform in Finnish comprehensive schools. Journal of Curriculum Studies, 43(1), 69-85.
• Sellnow, D.D., & Ahlfeldt, S.L. (2005). Fostering critical thinking and teamwork skills via a problem-based learning (PBL) approach to public speaking fundamentals. Communication Teacher, 19(1), 33-38.
• Sternberg, R.J. (1985). Beyond IQ: A triarchic theory of human intelligence. Cambridge: Cambridge University Press.
• Sternberg, R.J. (2005). The theory of successful intelligence. Interamerican Journal of Psychology, 39(2), 189–202.
• Sternberg, R.J. (2006). The Rainbow Project: Enhancing the SAT through assessments of analytical, practical, and creative skills. Intelligence, 34, 321-350.
• Strom, P.S., & Strom, R.D. (2011). Teamwork skills assessment for cooperative learning. Educational Research and Evaluation, 17(4), 233-251.
• Teo, P. (2019). Teaching for the 21st century: A case for dialogic pedagogy. Learning, Culture and Social Interaction, 21, 170-178.
• Tomblin, J.B., Zhang, X., Weiss, A., Catts, H., & Weismer, S.E. (2004). Dimensions of ındividual differences in communication skills among primary grade children. In M. L. Rice & S. F. Warren (Eds.), Developmental language disorders: From phenotypes to etiologies (p. 53–76). Lawrence Erlbaum Associates Publishers.
• Trilling, B., & Fadel, C. (2009). 21st century skills: Learning for life in our times. San Francisco: John Wiley & Sons.
• Ulas, A.H. (2008). Effects of creative, educational drama activities on developing oral skills in primary school children. American Journal of Applied Sciences, 5(7), 876-880.
• Ursavas, N., & Karal, E. (2019). Fen bilimleri ögretmenlerinin yaşam becerileri hakkındaki düşünceleri ve fen kazanımlarıyla ilişkilendirme durumları. Akdeniz Eğitim Araştırmaları Dergisi, 13(30), 246-269.
• Vanderstoep, S.W., & Johnson, D.D. (2009). Research methods for everyday life: Blending qualitative and quantitative approaches. San Francisco: John Wiley & Sons.
• Wojciehowski, M., & Ernst, J. (2018). Creative by nature: Investigating the impact of nature preschools on young children's creative thinking. International Journal of Early Childhood Environmental Education, 6(1), 3-20.
• Wongpratoom, W., & Sranamkam, T. (2019). The effects of blended learning using collaborative learning with stad technique on MOODLE to enhance analytical thinking for grade vıı students. International Journal of Learning and Teaching, 5(4), 280-284.
• Yücel, E.Ö., & Kanyılmaz, B.M. (2018). Fen bilimleri dersi öğretim programında yer alan yaşam becerilerinin ilkokul öğrencilerine kazandırılmasına yönelik öğretmen görüşlerinin değerlendirilmesi. Eğitimde Nitel Araştırmalar Dergisi, 6(3), 10-33.
• Yusnitasari, A., Sarwi, S., & Isnaeni, W.I.W. (2019). Concept mastery of ethnoscience-based ıntegrated science and life skills development of elementary school students. Journal of Primary Education, 9(1), 93-101.
• Zeidler, D.L., Walker, K.A., Ackett, W.A., & Simmons, M.L. (2002). Tangled up in views: Beliefs in the nature of science and responses to socioscientific dilemmas. Science Education, 86, 343-367.
• Zubaidah, S., Fuad, N.M., Mahanal, S., & Suarsini, E. (2017). Improving creative thinking skills of students through differentiated science inquiry integrated with mind map. Journal of Turkish Science Education, 14(4), 77-91.