Makale ilk yazarın doktora tezinden üretilmiştir. Ortaokul Öğrencilerine Yönelik Bilimsel Okuryazarlık Ölçeği… 1174 formunun geçerli ve güvenilir bir ölçme aracı olduğuna karar verilmiş olup belirtilen düzeydeki öğrencilerin bilimsel okuryazarlık düzeylerinin ölçülmesinde kullanılabileceği düşünülmektedir.
This research evaluated the effect of guided inquiry approach-based laboratory activity within the scope of lifelong learning, in which daily life context is used, on developing pre-service science teachers' learning processes. The study groups the research consisted of six pre-service science teachers who were seniors in the science education department at a university in the west of Turkey. The holistic single-case design was used as the research method in this study. One of the topics related to enzymes we encounter in many areas of daily life is the concept of enzymatic browning. In this study, starting from a daily life context, an activity that includes the chemical change emphasis underlying the enzymatic browning event and the factors affecting the work of enzymes is discussed. In this context, the guided inquiry learning approach, in which the hypothetico-deductive reasoning cycle is used in laboratory practices in teacher education, is based on the activity. At the end of the activity, experiment reports, science journals, and concept maps were evaluated. As a result of the evaluation, it was seen that the students not only designed scientific research and tested their hypotheses consistently and accurately but also obtained the subject gains related to enzymes and chemical change. Since it is understood that the activity supports lifelong learning in terms of both the skills developed and the ideas reflected by the pre-service teachers, using similar practices in teacher education can be recommended.
The aim of this study was to investigate the pre-service teachers’ metacognitive activities occurring in the teaching scientific reasoning skills with the POE technique. The participants of the research included six pre-service science teachers who were seniors in the science education department of at a university in the west of Turkey. The holistic single-case design was used as the research method in this study. The POE Activity Report, an Activity Journal and a Semi-structured Metacognition Observation Form were used to examine the participants’ metacognitive activities. Inductive and comparative analysis was used to. It was found that (i) the pre-service teachers performed various monitoring activities (f = 13) and evaluating activities (f = 4) in the teaching of six different scientific reasoning skills (control of variables, proportional reasoning, correlation reasoning, probability reasoning, combinational reasoning, hypothetical-deductive reasoning) with the POE technique; (ii) there was more variety in metacognitive activities performed by pre-service teachers in teaching of control of variables (f = 15), there was least diversity in the teaching of hypothetical-deductive reasoning skill (f = 10). The results were discussed in line with the related literature, and suggestions were presented regarding the teaching of scientific reasoning skills.
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