ABSTRACT. The present study describes high school students' conceptions about acids and bases in terms of pH, pOH, microscopic level, strength, and concentration. A total of 27 high school students participated in the study. The data was collected using 3 POE tasks and a semi-structured interview. The data analysis demonstrated that most of the students had poor understanding related to a drawing of weak and strong acids. In addition, the findings revealed that the POE's were effective in terms of gathering students' predictions and reasons for the prediction of outcomes in an open-ended format. The POE tasks also revealed that some of the students had misconceptions regarding pH and pOH. The students believed that pH was a measurement of the acidity, while pOH was a measurement of the basicity. The findings obtained have certain implications for the secondary chemistry program.
Öz: Bu çalışmanın amacı, ülkemizdeki hizmet sürecindeki öğretmen eğitimine yönelik yürütülen mevcut uygulamaları incelemek ve bu uygulamalarla ilgili öğretmen ve akademisyenlerin görüşlerini belirlemektir. Bu amaçla çalışmada özel durum çalışması kullanılmış olup, iç içe geçmiş çoklu durum deseninden faydalanılmıştır. Çalışma, fen bilimleri, sosyal bilimler, matematik ve türkçe alanlarından 2 öğretmen ve 2 akademisyen olmak üzere toplamda 16 katılımcı ile yürütülmüştür. Araştırmanın verileri, akademisyen ve öğretmenler için ayrı ayrı geliştirilen yarı yapılandırılmış mülakat formları aracılığı ile toplanmıştır. Elde edilen verilerin analizinde içerik analizi tekniği kullanılmıştır. Araştırma sonucunda, yapılan hizmet içi eğitimlerin süresi, zamanlaması, sıklığı, hizmet içi eğitim ortamlarının fiziksel koşulları ve hizmet içi eğitimlere katılan katılımcı öğretmenlerin sayısı ile ilgili bir problemler olduğu belirlenmiştir. Hizmet içi eğitim programlarının içeriğinin güncel olmadığı ve öğretmenlerin ihtiyaçlarına göre yapılandırılmadığı sonucuna varılmıştır. Bunun yanında hizmet içi eğitim seminerlerine katılan öğretmenlerin bu seminerleri formalite olarak gördükleri ve tatil yapma fırsatı olarak algıladıkları belirlenmiştir. Ayrıca okul temelli mesleki gelişim uygulamlarına yönelik bir akademisyenin dışında tüm katılımcı öğretmen ve akademisyenlerin fikirlerinin olmadığı tespit edilmiştir.Abstract: The aim of the study was to evaluate the current applications on in-service training in our country and to determine the opinions of teachers and academics in this issue. In this study, case study method was used which made use of the nested multiple cases pattern. The study was conducted with a total of 16 participants from the disciplines of science, social sciences, mathematics and Turkish. In this context, 2 teachers and 2 academics were selected from every discipline. The data of the study were collected through two different semistructured interview forms which were developed separately for academics and teachers.Content analysis technique was used in the analysis of the obtained data. As a result of the research, it has been determined that there are some problems related to the duration, timing, frequency of in-service training, physical conditions of in-service training area and number of participant teachers in in-service training. It was concluded that the content of in-service training programs is not up to date and is not structured according to the needs of the teachers.Besides, it was determined that the teachers who participated in the in-service trainings considered these seminars as formalities and perceived them as an opportunity to have holidays. In addition, it was determined that there was no opinion of academics and teachers except for one academic about school based professional development practices.
Any science teacher must first acquire analytical thinking skills in order to give their students the ability to think analytically. Therefore, the candidacy period is important for teachers to develop this skill and translate it into professional knowledge. Based on this idea, the current research aims to determine the ability of preservice science teachers to use analytical thinking skills. An analytical thinking test is used in the research carried out survey method. This test consists of 20 case-based science scenarios in total from four different learning fields. These scenarios are designed according to the analytical thinking skill dimensions of Marzano’s Taxonomy (analyzing errors, classifying, comparing, specifying, generalizing). Preservice science teachers (N=158) from two public universities have participated in the study. It is determined that the majority of preservice science teachers weakly use their analytical thinking skills. It is revealed that preservice science teachers have difficulties respectively in classification - specification - error analysis - generalization – comparison according to Marzano's taxonomy from most to least while solving scenarios. It can be suggested that the science educators develop the designs to improve the analytical thinking skills of the candidates in the courses they conduct on the basis of the results of the research.
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