Ortaöğretim Öğretmen Eğitimi için Esnek ve Sistematik Model

AYKOL, Nil; Ünver, Gülsen; ATAŞ, Reha; BAYSAL, Okan

doi:10.55661/jnate.981787

Cited by 1 publication

(2 citation statements)

References 47 publications

(17 reference statements)

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“…Teaching strategy, on the other hand, is the method that helps students achieve their learning goals (Başkıran-Ödün & Korkmaz, 2020;Ferdosipour & Musavi, 2022). Among the main examples of instructional strategies are the strategies of teaching by presentation, teaching by invention and research-based teaching strategies (Aykol, Ünver, Reha, & Baysal, 2021;Bahri, Palennari, Hardianto, & Andi, 2021;Demirel, 2017).…”

Section: Introductionmentioning

confidence: 99%

“…A factor in the success of educational programmes is the chosen learning and teaching model (Antropova, Vlasov, & Kasyanenko, 2019;Demirel, 2015). In light of this information, it was planned to measure the learning outcomes aimed at by the programme with the courses prepared according to the 5E learning cycle, by applying the research-based learning strategy in accordance with the students that the programme wants to train and the teaching strategy it proposes (Aykol et al, 2021). In addition to critical thinking, problem-solving skills are among the most important skills to be developed in the 21st century (Wahyudiati, Irwanto, & Ningrat, 2022).…”

Section: Introductionmentioning

confidence: 99%

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The development of reflection among future biology teachers in the process of methodological training

Sarimbayeva

Izbassarova²,

Semenikhina³

et al. 2022

CJES

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Methodical training is most effective, especially in biology, as in any field of education. It is important to determine the place of methodological education in pedagogical learning. It aims to form the opinions of future biology teachers about the methodological approach. In this study, which was developed at the University of Educational Sciences, studies were carried out for better education with students who teach biology. The methodological training of future biology teachers implies the acquisition of certain methodological knowledge. A qualitative method was used in this study, which was carried out with students who teach biology. The opinions of the pre-service teachers were detailed. Ethical approval was obtained from the university for this study, which was applied to 112 biology graduate candidates. The findings obtained from the research conducted with the content analysis method are stated and explained. From the research, it was concluded that the methodological approach is especially important for biology and that the arguments of the methodological approach should be understood in detail. It is included in the students’ results that the education subjects in the given university are prepared according to the access method. Keywords: Education, methodology, teaching, content, biology teaching;

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Section: Introductionmentioning

confidence: 99%