Pre-Service Teacher Scientific Behavior: Comparative Study of Paired Science Project Assignments

Abstract

Problem Statement: University students usually lack the skills to rigorously define a multi-dimensional real-life problem and its limitations in an explicit, clear and testable way, which prevents them from forming a reliable method, obtaining relevant results and making balanced judgments to solve a problem. Purpose of the Study:The study examines the processes undergone by students in two projects and the results of these projects. One of the projects was on the subject of heat waste in the buildings of a university's school of education. The other project was a new version of that project conducted by a group of students in the following year.

Exploration of Pre-Service Science Teachers’ Perceptions towards Secondary School Science Curriculum

“…The findings reveal that the pre-service teacher did not give much place to projects in teaching practices. This finding is also in line with the literature (Baysura, Altun, & Yücel-Toy, 2016;Bulunuz, Tapan-Broutin, & Bulunuz, 2016).…”

Learning Environment and Academic Engagement in Science of Junior High School Students

“…This indicates that students perceive the environment as a safe space for skill development, aligning with the importance of a conducive learning atmosphere. Enjoyment of science lessons scored highest (x = 4.38), emphasizing the impact of engaging lessons on attracting students to science, in line with OECD (2016) and Bulunuz (2015) findings. Other indicators, such as student cohesiveness (x =4.21) and investigation (x =4.18), also received positive scores, while the material environment had the lowest mean (x =3.92), suggesting a need for improved physical components.…”

Şaşırtan Deneyler ile Sorgulama Uygulamalarının Fen Bilimleri Öğretmen Adaylarının Kavramsal Anlama, Sorgulama Becerileri ve Bilimsel Bilgiye Yönelik Görüşlerine Etkisi

“…Alanyazın incelendiğinde öğrencileri bilişsel çatışmaya düşüren, varolan bilgi yapıları ve deneyimleri ile çelişerek beklenenden farklı şekilde sonuçlanan ve bu yolla öğrenmeye yönelik merak ve ilgi düzeylerini arttırmayı amaçlayan olayların "discrepant events" olarak adlandırıldığı görülmektedir (Fried, 1986;Chin, 1992;Longfield, 2009). Ülkemizde sözkonusu olayları konu edinen çalışmalarda ise bu durum "şaşırtıcı olaylar" (Köseoğlu ve Tümay, 2010) ve "yeni, sıradışı ve beklenmedik şeyleri içeren gösteri deneyleri" (Bulunuz, 2015) olarak adlandırıldığı görülmektedir. Bu çalışma kapsamında ise "Şaşırtan Deneyler" kullanılması tercih edilmiştir.…”

“…Inquiry activities carried out to satisfy curiosity lead people to learn scientific concepts and skills, as well as to search for unusual elements in the environment (Haury, 1993;Maw & Maw, 1965). Practices that cause the individual to experience an imbalance and inadequacy in the relevant subject by causing him to encounter an unexpected result in the learning process, and which are referred to as "discrepant events" in the international literature, also lead the person to question (Bulunuz, 2015;Köseoğlu & Tümay, 2010;Longfield, 2009;Sokoloff & Thornton, 1997). When the literature is examined, it is seen that the events that bring students into cognitive conflict, result in different than expected by contradicting their existing knowledge structures and experiences, and aim to increase their level of curiosity and interest in learning in this way are called "discrepant events" (Chin, 1992;Fried, 1986;Longfield, 2009).…”