Image Yourself as a Chemistry Teacher

Üner, Sinem; Akkuş, Hüseyin; Turan, Nurcan

doi:10.1016/j.sbspro.2012.06.673

Cited by 7 publications

(7 citation statements)

References 4 publications

Supporting

Mentioning

Contrasting

Unclassified

Order By: Relevance

“…They saw themselves both student-centred and teacher-centred teachers. The findings of this study are in agreement with the findings that are found in this field (Ambusaidi & Al-Balushi, 2012;Boz & Uzuntiryaki, 2006;Demirdogen & Elmas 2009;Elmas, Demirdöğen & Geban, 2011;Uner, Akkus & Turan, 2012;Yılmaz, Turkmen, Pedersen & Huyuguzel Cavas, 2007).…”

Section: Discussionsupporting

confidence: 92%

Pre-Service Secondary Science Teachers’ Images About Themselves as Science Teachers

Akkuş

2013

JBSE

Self Cite

View full text Add to dashboard Cite

The purpose of this study is to explore pre-service secondary science teachers’ images of themselves as science teachers. Also, the association between instructional style, and domains was explored. 130 secondary science teachers (biology, chemistry and physics) from 26 public universities participated in the data collection for this study. The Draw a Science Teacher Test Checklist (DASTT-C) was used as a data collection instrument. The results of study showed that pre-service science teachers’ images is 24.62% student-centred, 53.85% between student and teacher-centred, and 21.4% teacher-centred teaching style approaches. A significant association was found between domain and instructional style. Pre-service chemistry teachers were more willing to use student-centred teaching style rather than pre-service biology and pre-service physics teachers. Key words: DASTT-C, pre-service science teacher, secondary science education.

show abstract

Section: Discussionsupporting

confidence: 92%

Pre-Service Secondary Science Teachers’ Images About Themselves as Science Teachers

Akkuş

2013

JBSE

Self Cite

View full text Add to dashboard Cite

show abstract

“…Genellikle geleneksel öğretim metotlarıyla karşı karşıya kalan öğretmen adayları, öğretmen olduklarında öğrencilerine kendilerine öğretildiği gibi öğretmeye çalışmaktadırlar (Kabadayı 2003). Alanyazında eğitim fakültesinde öğrenim gören öğretmen adaylarının hem öğrenci hem de öğretmen merkezli imajlara sahip olduğu tespit edilirken (Elmas, Demirdöğen & Geban 2011;Üner, Akkuş & Turan 2012), bu çalışmada formasyon programının başlangıcında öğretmen adaylarının çoğunlukla öğretmen merkezli imaja sahip olduğu tespit edilmiştir. Öğretmen adaylarının başlangıçta çoğunlukla öğretmen merkezli imajlara sahip olmalarının nedenlerinden biri; alan derslerini aldıkları lisans öğrenimlerinde genellikle öğretmen merkezli eğitim almış olmaları olabilir.…”

Section: şEkil 1 öğRenci Merkezli öğRetim İmajına Sahip öğRetmen Adaunclassified

“…Öğretmen adaylarının öğretimle ilgili deneyimleri; öğretime yönelik inançlarını etkilemekte ve gelecekte nasıl bir öğretmen olacaklarına yön vermektedir. Bu nedenle öğretmen adaylarının geçmiş deneyimlerinin öğrenme ve öğretmeye yönelik inançları üzerinde ne düzeyde etkili olduğunun, öğrenimlerinin farklı dönemlerinde belirlenmesi gerekmektedir (Markic & Eilks 2008;Tatar, Yıldız Feyzioğlu, Buldur & Akpınar 2012;Thomas & Pedersen 2003;Üner, Akkuş & Turan 2012). Öğretmen adaylarının bir öğretmen olarak kendileri ile ilgili imajlarının farkında olmaları; bu imajların düzenlenmesini ve imajdaki eksikliklerin giderilmesini kolaylaştırmaktadır (Elmas, Demirdöğen & Geban 2011;Markic, Valanides & Eilks 2006).…”

Section: Introductionunclassified

Pedagojik Formasyon Programının Biyoloji, Fizik ve Kimya Öğretmen Adaylarının Öğretmenlik İmajlarına Etkisi

Üner¹,

Akkuş²

2016

inuefd

View full text Add to dashboard Cite

show abstract

“…al. [27] showed 40% of participants were rated as student-centered, 5% of participants were rated as teacher-centered and 55% of participants were rated as between student-centered and teacher-centered. Another study from Tatar, et al [20] showed that pre-service science teachers' mental models of science teaching is 22 % student-centered, 17% teacher-centered, and 61% reflect the characteristics of both student-centered and teacher-centered approaches.…”

Section: Introductionmentioning

confidence: 99%

Comparison of Elementary Students’ Images of Science Teaching for Turkish, Dutch, Scottish, and German Science Classrooms

Türkmen¹,

Ünver²

2018

ujer

View full text Add to dashboard Cite

The Draw-A-Science-Teacher-Test Checklist (DASTT-C) is an useful instrument to show how our science teaching environment and science teacher behaviors have been going on. This study is a cross cultural and comparative study to contribute to literature of problems of science teacher behaviors and of science learning environment. The purpose of this study is to investigate Turkish, Scottish, Dutch and German elementary students' images of science teachers and science teaching environment and to compare Turkish science teaching environment with other three countries. 128 elementary students from four different countries have joined this study in order to collect data. The results from the study have showed that Turkish elementary students' perspectives of science teaching style is 4.5% student-centered, 36.4% between student-teacher-centered, and 59.1% teacher-centered. The Scottish elementary students' perspectives of science teaching style is 38.6% student-centered, 52.3% between student-teacher-centered, and 9.1% teacher-centered. The Dutch elementary students' perspectives of science teaching style is 25% student-centered, 50% between student-teacher-centered, and 25% teacher-centered. The German elementary students' perspectives of science teaching style is 24% student-centered, 55% between student-teacher-centered, and 21% teacher-centered.

show abstract

Image Yourself as a Chemistry Teacher

Cited by 7 publications

References 4 publications

Pre-Service Secondary Science Teachers’ Images About Themselves as Science Teachers

Pre-Service Secondary Science Teachers’ Images About Themselves as Science Teachers

Pedagojik Formasyon Programının Biyoloji, Fizik ve Kimya Öğretmen Adaylarının Öğretmenlik İmajlarına Etkisi

Comparison of Elementary Students’ Images of Science Teaching for Turkish, Dutch, Scottish, and German Science Classrooms

Contact Info

Product

Resources

About