The purpose of this research is to evaluate the effectiveness of the activities, which are prepared by teaching techniques that support scientific creativity, on the scientific creativity levels of prospective preschool teachers. In the research, combined design is used, which is one of the mixed research approaches. The study group of the research included a total of 46 prospective preschool teachers who have studied in the Education Faculty of Kafkas University in 2016-2017 academic year. The applications were carried out in the "science education" which is one of the third-grade 5th-semester courses of the pre-primary education program. The application process was completed in 4 hours a week for a total of 40 hours. In the analysis of the quantitative data collected by Scientific Creativity Test, percentage calculation and t-test were used. Explanatory and inferential codes were used in the analysis of qualitative data obtained from the in-class observations. As a result of the research, it was seen that the course activities in which different techniques were used positively influenced the scientific creativity levels of the prospective teachers. Prospective teachers' level of skills involved in creative trait, creative process, and creative product sub-dimensions also developed. It has been suggested in the direction of these results that different techniques should be used together to develop scientific creativity.
-The aim of this study is to examine the changes in course planning and the practice processes of prospective science teachers following the in-service trainings they received about open-ended inquiry-based teaching approach (OE-IBTA). With this aim, pre-experimental design with one group post-test was employed.This study was conducted with 12 prospective science teachers in a public university in Turkey. The Course Plan Assessment Rubric and Course Observation Form were developed as data collection instruments for gathering information regarding the planning and practices of the prospective science teachers. Thus study included two phases: the Planning Phase, in which the prospective teachers learn how to plan with the teaching approach, and the Practice Phase, in which the prospective teachers apply what they plan. Both phases lasted about one term.The results showed that all participant prospective teachers showed improvements in the planning phase of the OE-IBTA training program, which had been delivered to them gradually.Key words: Open-ended inquiry-based teaching approach, lesson planning process, lesson practice process, science prospective teachers ------------
This study aimed to investigate the effects of different active teaching techniques on pre-school student teachers' concept learning and academic achievement. The study group consisted of 46 third year pre-school student teachers in a public university. Different active teaching methods were used during the single term Science Course, a compulsory course in the Preschool Programme. The treatment process took ten weeks in total (4 hours per week). The study had both qualitative and quantitative data. The quantitative data were collected using a three-tiered science concepts test, and qualitative data were collected through observation by the researcher. The alpha Cronbach values calculated for the test's reliability were 0.642 for Success-1 (S1) and 0.52 for Misconception-3 (MC3) scores. A dependent t-test was used to compare the pre and post-test scores of the pre-school student teachers. The researcher took observation notes during the in-class teaching exercises. The findings revealed that there were significant differences between the student teachers' pre and post-test scores. They understood science concepts significantly better by the end of the course. It is concluded that combining different teaching methods enhances science concept understanding among student teachers. In addition, misconceptions decreased after instruction.
Bu araştırmanın amacı okul öncesi öğretmenliği öğrencilerinin bireysel yenilikçilik algılarının belirlenmesi ve yenilikçiliğin önündeki engellere yönelik görüşlerinin ortaya çıkarılmasıdır. Bu amaç doğrultusunda durum çalışması deseninde tasarlanan araştırmaya 2. ve 3. sınıfa devam eden 32 okul öncesi öğretmenliği öğrencisi katılmıştır. Öğrencilerin bireysel yenilikçiliğe ilişkin görüşlerinin belirlenmesinde araştırmacı tarafından hazırlanan görüşme formu kullanılmıştır. Araştırma kapsamında toplanan verilerin modelleştirilmesinde NVivo nitel veri analiz programı kullanılmıştır. Araştırma sonucunda okul öncesi öğretmenliği öğrencilerinin yenilikçiliği gelişim, çağdaşlık, uyum, teknoloji, yaratıcılık ve açık fikirlilik ile ilişkilendirdikleri belirlenmiştir. Okul öncesi öğretmenliği öğrencilerinin dörtte birinin kendini yenilikçi olarak algıladığı sonucuna ulaşılmıştır. Bunun yanında erken çocukluk döneminde yenilikçiliğin desteklenmesinin hem bireysel hem de toplumsal anlamda önemine değinmişlerdir. Okul öncesi öğretmenliği öğrencilerinin çevre, geleneksel eğitim anlayışları, fırsat eşitsizliği ve kişilik özelliklerinden kaynaklanan yenilikçiliğin önünde engel olabilecek birtakım etmenleri ortaya koydukları belirlenmiştir. Araştırma sonucunda, eğitim fakültelerinde verilecek derslerin öğrencilerin yeni fikirler ortaya atabilecekleri yöntem ve tekniklerle hazırlanması, ayrıca yapılacak tanıtım ya da etkinliklerle de öğrencilerin bireysel yenilikçilik algısının gelişim sürecinin desteklenmesi önerilmektedir.
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