Fen Bi̇li̇mleri̇ Dersi̇ni̇n İlkokul Üçüncü Sinif Programina Alinmasiyla İlgi̇li̇ Öğretmen Görüşleri̇ni̇n Değerlendi̇ri̇lmesi̇

Ünişen, Ali; Kaya, Emine

doi:10.14520/adyusbd.62061

Cited by 8 publications

(7 citation statements)

References 8 publications

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“…Because the primary school courses carried out by the primary school classroom teachers in the 3 rd and 4rd grade science classes are the first time that students meet with science subjects, and they have an important place in their cognitive and affective learning. Therefore, it is very important for the classroom teachers who carry out these courses to perceive the concepts related to their field completely and clearly as well as being fully equipped with the knowledge of the field (Ünişen & Kaya, 2015;Tüysüz & Balıkçı, 2016).…”

Section: Discussion and Resultsmentioning

confidence: 99%

Determining the Concept of Organic Agriculture Perceptions of Pre-service Classroom and Science Teachers Using Phenomenographic Method

Dizikisa¹,

Keleş²

2019

WJE

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This study was carried out to determine the perceptions of pre-service classroom and science teachers related to theconcept of organic agriculture. The sample of the study consisted of 85 pre-service teachers, 57 from the Department ofClassroom Teaching and 28 from the Department of Science Teaching in Ağrı İbrahim Çeçen University, in theacademic year of 2016-2017. In the study, a semi-structured questionnaire which includes the statement “To me,organic agriculture means……” was used as data collection tool. In this study, the organic agriculture perceptions ofthe pre-service teachers were determined under five main categories. The ratio of 'natural agriculture, which has thehighest percentage among these categories, is 41% among the pre-service classroom teachers while this ratio is 65%among pre-service science teachers. It is among the recommendations of the study that the subjects related to organicagriculture are removed from the elective courses and placed in the science curriculum.

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Section: Discussion and Resultsmentioning

confidence: 99%

Determining the Concept of Organic Agriculture Perceptions of Pre-service Classroom and Science Teachers Using Phenomenographic Method

Dizikisa¹,

Keleş²

2019

WJE

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“…Aybek and Aslan (2015), Çalışoğlu, Tortum, Erişmiş and Koçyiğit. (2015), Çiftçi, Saban, Gündüz and Olaç (2015), Ünişen and Kaya (2015) and Yıldırım and Güngör Akgün (2015) found that teachers were positive about giving science courses at the third grade level. In the first year of the Science Course, which was first offered in the 2014-2015 academic year, administering the science course at the 3rd grade can be interpreted as a positive step for the primary school science education depending on the teachers' views who are the practitioners of the curriculum.…”

Section: Discussion Conclusion and Recommendationsmentioning

confidence: 99%

Teacher views on the curriculum of elementary school third grade science course

Başar

Yağcı

2018

ijocis

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This study has been carried out with the aim of evaluating the Curriculum of Elementary School Third Grade Science Course, which has been implemented for the first time in the academic year of 2014-2015, based on the views of teachers. The general screening model has been employed in the study. This research has been conducted with the participation of 36 classroom teachers, who have been determined via maximum variety sampling method from schools that are classified as high level, medium level, and low level in terms of their success. These semi-structured interviews have been audio-recorded with the permission of the teachers. Content analysis has been used in order to analyze the data, The results of the study suggest that the teachers in all three school levels have positive views on the curriculum. According to the teachers, the fact that the curriculum does not offer any activity examples on the teaching-learning process and students' workbook are what the curriculum lacks.

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“…Öğretme-öğrenme süreci boyutunda katılımcılar programda yer alan deneyleri yapabilmek için laboratuvar ve kaynakların/materyallerin yeterli olmadığı görüşündedirler. Fen bilgisi eğitiminde kilit öneme sahip ve konuların kavratılmasında en çok tercih edilen yöntem olan deneylerin (Aykaç, Küçük, Kartal, Tilkibaş ve Keskin, 20011;Hollins ve Reiss, 2016) uygulanabilmesi gerekli laboratuvar donanımı ve okulların fiziki ve/veya finansal kaynak yetersizliği değerlendirme çalışmalarının tamamına yakınında karşımıza çıkmaktadır (Evirgen, 2013;Sıcak;Ünişen ve Kaya, 2015;Başar, 2016 vd.). Bununla birlikte bazı çalışmalarda (İzci, Özden ve Tekin, 2008) öğretme-öğrenme sürecinde deneyleri yapabilmek için zorunlu materyal gereksiniminin yüzde ellinin üzerinde karşılandığı görülmektedir.…”

Section: Sonuç Ve Tartışmaunclassified

“…Kısacası; içerik konusunda programın uygulayıcısı olan öğretmenlerin memnun olduğu sonucuna erişilmiştir. Ünişen ve Kaya (2015), Başıbeyaz (2016), Güven (2016) ve Kırındı ve Ulu' da (2017) çalışmalarında benzer sonuçlara ulaşmışlardır. Dolayısıyla 3.…”

Section: Sonuç Ve Tartışmaunclassified