The effects of teaching applications with real life content on the levels of pre-service teachers' abilities to associate daily life with astronomy and electrical learning topics

Abstract

Students’ associating their knowledge with daily life demonstrates great significance in terms of understanding the importance of topics they learn in school as well as knowing where and how they are used in their daily life. In this context, teachers who will reflect these relationships in learning environments must have sufficient knowledge and experience. In this research, it was aimed to investigate the effects of teaching applications with real life content on the levels of pre-service teachers' abilities to associate daily life with astronomy and electrical learning topics. The sample consisted of totally 30 fourth class students who were at the department of Science Teaching in the Faculty of Education. In the research, astronomy and electrical learning topics were chosen and activities based on real life problems in these were applied. The data gathered were based on the effects of these activities. The research was conducted following an experimental design and data were collected applying the pre-post test pattern. The data were collected through open-ended questionnaires related to the use of learning topics in daily life. As a result, it was found that the levels of associating the learning topics with daily life were nearly doubled in the field of electrical and astronomy learning topics.

Fizik Öğretiminde Yaşam Temelli Öğrenme Kullanımının Fen Bilgisi Öğretmen Adaylarının Konuları Gerçek Yaşamla İlişkilendirme Düzeylerine Etkisi

“…In addition, while some of the pre-service teachers did not think that some learning areas were related to daily life before the applications, they realised that they were aware of the existed relationships after the applications. In the study by Yalçın et al, (2018); the applications were arranged with the context-based learning applications in the astronomy and electric learning areas of the physics subjects with the preservice science teachers. As a result of the applications, it was found that the pre-service science teachers' association levels of the astronomy and electric learning areas with daily life increased and developed new contexts.…”

“…Because, in line with the theoric training given in the pre-service and in-service education, the pre-service teachers are insufficient in developing real-lifebased problems and do not have sufficient knowledge in the topic of context-based learning (Ayvacı, Ültay & Mert, 2013;Obay & Çelik, 2019). Application-based training should be given (Ültay, 2017; İnci & Çubukcu, 2018) to them or they should get an education directly with the context-based learning (Yalçın et al, 2018). This situation the context development, which is perceived as the most difficult part of life-based learning by teachers, that is, associating with life will be prevented (Gürsoy Köroğlu, 2011).…”

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

“…Pre-service science teachers' cognitive awareness levels are not adequate (Emrahoğlu & Öztürk, 2010) and they have problems with scientific creativeness (Demirhan, Önder, & Beşoluk, 2018). They cannot reflect scientific facts to daily life as expected (Balkan-Kıyıcı & Aydoğdu, 2011;Yalçın, Altun-Yalçın, Akar, & Sağırlı, 2018), which negatively affects pre-service teachers' levels of self-confidence towards their profession (Şenol, Akyol, & Can-Yaşar, 2018). Pre-service teachers lack experience in experimenting (Pekbay & Kaptan, 2014), that's why they develop negative attitudes towards laboratory (Ünal & Kılıç, 2016).…”