Bu çalışmanın amacı fen bilgisi öğretmeni adaylarının çizdikleri resimler yardımı ile algıladıkları çevresel sorunları çevre okuryazarlık düzeyine göre analiz etmektir. Araştırmanın çalışma grubunu 2013-2014 Eğitim-Öğretim yılında Türkiye'deki bir devlet üniversitesi eğitim fakültesi matematik ve fen bilimleri eğitimi bölümü fen bilgisi öğretmenliği anabilim dalında öğrenim gören 1.,2.,3. ve 4. sınıf toplam 120 öğretmen adayı oluşturmaktadır. Bu araştırmada karma araştırma yöntemlerinden yakınsayan paralel desen kullanılmıştır. Nitel veri toplama aracı olarak öğrencilerin çizdikleri resimler ve resimler hakkında açık uçlu soruların yer aldığı görüş anketi ile nicel veri toplama araçlarından Kaplowitz ve Levine (2005) tarafından geliştirilen; Teksöz, Şahin ve Ertepınar (2010) tarafından Türkçeye uyarlanan çevre okuryazarlık ölçeği kullanılmıştır. Öğretmen adaylarına çizdirilen resimler ile öğretmen adaylarının açık uçlu sorulara verdikleri yanıtlar içerik analizine tabi tutulmuştur. Resimlerde ve görüşlerde yer alan simgeler ve sözlü ifadeler kodlanarak kategorize edilmiştir. Çevre okuryazarlık ölçeğinden elde edilen bulgular ise betimsel analiz yöntemi ile analiz edilmiştir. Araştırma sonuçları öğretmen adaylarının en fazla su, hava ve görsel kirlilik üzerinde ilgili olduklarını gösterdi. Öğretmen adaylarının çevresel sorunlara yönelik algılarının çevre okuryazarlık düzeylerine göre değiştiği tespit edildi.
The purpose of this study is to investigate the effect of argumentation implementation applied in the environmental science course on science teacher candidates' environmental education self-efficacy beliefs and perspectives according to environmental problems. In this mixed method research study, convergent parallel design was utilized. Quantitative part of this study was based upon one group pretest-posttest design. Qualitative part of this study was based upon holistic case study. The sample of the study consisted of 26 3 rd year science teacher candidates in A State University Education Faculty Science Education Department in the spring term of 2013-2014 academic years. The data collection tools were environmental education self-efficacy beliefs scale developed by Ozdemir, Aydın and Vural (2009) and drawings drawn by science teacher candidates to determine their perspectives on environmental problems. The experimental study took 7 weeks (21 hours). The first week involved the acquaintance with the students and briefing them about the study. Also, in this week, an educational plan related to the argumentation implementation was prepared and applied. And this week finally, scales were administered as pretest. The study started in the second week. The study took five weeks as three hours a week. Last week scales were administered as posttest. In quantitative data analysis paired samples t-test was used. For the analysis of qualitative data, categorical analysis technique, one of the content analysis techniques, was used. At the end of the study, it was observed that the science teacher candidates' self-efficacy beliefs according to environmental education statistically differed in favor of the post-test. In addition, it was also found that, at the end of the study, science teacher candidates' perceptions of environmental problems differed according to their self-efficacy beliefs.
The purpose of this study is to investigate the effects of teaching technologies and material development course taught through Moodle based online argumentation implementation on critical thinking disposition of third year science teacher candidates. The study was carried out with a total of 43 students consisting of an experimental group of 22 and a control group of 21 students studying at the Department of Science Education at a State University Faculty of Education in the fall term of 2014-15 academic years. Sequential explanatory design was used as a mixed method strategy in this research. A quasi-experimental pre-test/post-test non-equivalent control group design was used in the quantitative part of the study. A case study research design was used in the qualitative part of the study. California Critical Thinking Disposition Inventory was used as data collection tool. In addition, an open-ended interview questions form was used to define opinions of science teacher candidates about the method applied in the course. Independent samples t-test and paired samples t-test were used in the analysis of quantitative data. Descriptive analysis was used to analyse qualitative data. At the end of the research, while a statistically significant difference in critical thinking dispositions of teacher candidates was observed in favour of post-test results of the experimental group, no statistically significant difference was observed in the control group. When the opinions of teacher candidates on the subject were investigated, it was found that the teacher candidates strongly supported the elimination of internet connection problems to improve the course.
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