Bu çalışmada, 2018 yılında yenilenen fen bilimleri dersi öğretim programına yönelik sınıf öğretmenleri ve fen bilimleri dersini veren branş öğretmenlerinin görüşlerini ortaya çıkarmak amaçlanmıştır. Bu çalışmada, nitel araştırma desenlerinden olgu bilim kullanılmıştır. Bu araştırmanın çalışma grubunda, amaçlı örnekleme yöntemlerinden ölçüt örnekleme yöntemi kullanılmıştır. Çalışma grubunu, ilkokulda fen bilimleri dersine giren 4. sınıf öğretmenleri ve ortaokulda fen bilimleri öğretmenleri oluşturmaktadır. Araştırma verileri toplanırken odak grup görüşme yöntemi kullanılmıştır. Odak grup görüşmesinde kullanmak amacıyla görüşme formu oluşturulmuştur. Araştırmada elde edilen veriler içerik analizi yöntemiyle çözümlenmiştir. Çalışma sonucunda, öğretmenlerin yenilenen fen bilimleri dersi öğretim programına yönelik görüşlerinin genel olarak olumlu olduğu görülmüştür. Fakat öğretmenlerin, uygulamada programın hedeflerinin ulaşılması ile ilgili bir takım sorunlar yaşadıkları görülmüştür. Özellikle mevcut programın en önemli yeniliklerinden olan fen, mühendislik ve girişimcilik ile ilgili uygulamalarda yaşanan zorluklar çalışmanın en önemli sonuçlarından birisidir.
In this study, the attitudes of the pre-service teachers towards environmental issues are analysed by such variables as gender, the department of education, year, department, taking or not taking environmental education course, participating in any environmental activity, being a member of any environmental organization, and the longest duration of residence, respectively. This study is designed in the descriptive survey model, and was conducted in the 2016-2017 academic year. The research sample consists of 316 pre-service teachers who are studying in elementary education and science education programs determined by the use of convenient sampling method. The data were collected with a 20-item "Attitude Scale for Environmental Issues" developed by Saraç and Kan (2015). According to results of this study, it was found that pre-service teachers have high mean scores (=76.50) about the attitudes of environmental issues. The attitude scores of the pre-service teachers were not significantly different according to gender, department, and the longest duration of residence, whereas there were significant differences according to year, whether or not they took any courses on environment, whether or not they participated in any environmental-related activity, and whether or not they had a membership in any environmental group. Based on the results of the study, it can be proposed to increase the number of applied studies on constructing environmental training courses based on active learning and developing attitudes towards learning and teaching about environmental issues.
The purpose of this study is to determine the thoughts and experiences of pre-service science teachers regarding scientific field trip. In the study, mixed methods including quantitative and qualitative dimensions were used. For quantitative data questionnaire technique and for qualitative data phenomenological designs were used. The sample of the study was composed of 41 pre-service science teachers who were all juniors. The data was collected using an questionnaire form which developed by researchers. Content analysis and descriptive statistical analysis were used to analyze the data. This study found that the pre-service teachers' expressions regarding their experiences of field trip were classified under three themes: contribution to the environmental sciences course, cognitive contribution to learning plant species and affective contribution. The pre-service teachers stated that field trips enhanced the permanence of their learning, contributed to the association of knowledge with daily life, and contributed to making observations about the subject. It also helped them to practice theoretical information; increased their motivation in the course and improved their psychomotor skills.
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