Özet: Öğrenmeyi etkileyen önemli faktörlerden biri de derse karşı geliştirilen kaygıdır. Bu araştırmada, öğrencilerde fen dersine yönelik kaygıya yol açan nedenleri belirlemek amaçlanmıştır. Araştırma 2017-2018 eğitim-öğretim yılının güz döneminde yürütülmüş olup, araştırmaya 6., 7. ve 8. sınıfta öğrenim gören toplam 296 ortaokul öğrencisi katılmıştır. Çalışma tarama modelinde bir araştırmadır. Veri toplama aracı olarak tek açık uçlu sorudan oluşan bir form kullanılmıştır. Araştırmanın bulgularına göre, öğrenciler fen dersine yönelik kaygılarının nedenleri; derse (%55,4), öğretmenlerine (%26,7), kendilerine (%3,4), sosyal çevrelerine (%4,1), geçmişte yaşamış oldukları bazı olaylara (%1,7) ve mesleki kaygılara (%3,4) bağlı olduğunu ifade etmişlerdir. Yine öğrencilerin %2,4'ü fen dersine ilişkin her şeyin onları kaygılandırdıklarını belirtirken, %3'ü ise fen dersine yönelik hiçbir kaygı duymadıklarını belirtmişlerdir. Bu araştırmanın sonuçlarının, öğretmenler ve ailelere öğrencilerdeki fen dersine yönelik kaygıyla başa çıkabilmeleri için yol gösterici olacağı düşünülmektedir. Fen kaygısının nedenlerinin anlaşılması, öğrencilerin kaygılarının giderilmeye çalışılması açısından da oldukça önemlidir.
In Turkey, constructivism has begun to be implemented in education through the new Science and Technology National Curriculum in 2005-2006 school terms. Since 2005, the teachers have been a part of an altering process in education. This process has been emerged as a change for old teachers in the means of both theoretical and practical. Even though the change has occurred in the mean of theoretical through in-service education, unfortunately this change couldn’t have occurred in practical mean. In this respect, constructivist approach oriented activities should be more allowed for in the in-service education courses to the teachers. The teachers should be encouraged to make practices about constructivist learning. The aim of this study is to determine the opinions and application levels of primary school teachers related to constructivist approach. The sample of this study consists of teachers from six primary schools chosen as low, medium and high socioeconomic status by Ministry of National Education in Turkey. In this study, lesson observations and interview records are used as data collection techniques. The data are analyzed by using grid tables with Teacher Pedagogical Philosophy Inventory and Science Teacher Analysis Matrix. Findings from lesson observations and interview records are compared and interpreted together. As a result of the analysis of the interviews with and observation of the teachers, it is found that all of them, except for two, used non constructivist approaches in their teaching. Other teachers have started to recede didactic (classic-traditional) learning-teaching approaches. Though tree teachers express the non didactic teaching philosophy in the interviews, in the observations, it has been seen that these teachers exhibited wholly didactic teaching learning behaviors.
The current study investigated the opinions of secondary school students taking the science course from different science teachers about the science course and science teachers. The current study was conducted with the participation of 32 students instructed by different science teachers and attending different secondary schools in the fall term of 2018-2019 academic year. The data of the current study were collected by means of semi-structured interviews. In the analysis of the data, the descriptive analysis technique was used. The findings of the current study have revealed that high majority of the students love their science classes and science teachers, that in science classes, lecturing, question-answer and note-taking are methods widely employed, that if there is a smart board in the class, then Okulistik or EBA computer program is on, that the assignments given are from the textbook, that the most frequently adopted behavior by the teachers in the face of any discipline problem is warning and that informal learning environments are not used much. Moreover, it was found that projects are rarely assigned to students and the projects assigned are given as homework. A great majority of the students expect their teachers to be entertaining, they want their lessons to be instructed through games and experiments, and they do not want to write a lot in their classes.
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