The Effects of the Inquiry Based Teaching on Prospective Teachers’ Planning and Practice Processes

Abstract

-The aim of this study is to examine the changes in course planning and the practice processes of prospective science teachers following the in-service trainings they received about open-ended inquiry-based teaching approach (OE-IBTA). With this aim, pre-experimental design with one group post-test was employed.This study was conducted with 12 prospective science teachers in a public university in Turkey. The Course Plan Assessment Rubric and Course Observation Form were developed as data collection instruments for gathering information regarding the planning and practices of the prospective science teachers. Thus study included two phases: the Planning Phase, in which the prospective teachers learn how to plan with the teaching approach, and the Practice Phase, in which the prospective teachers apply what they plan. Both phases lasted about one term.The results showed that all participant prospective teachers showed improvements in the planning phase of the OE-IBTA training program, which had been delivered to them gradually.Key words: Open-ended inquiry-based teaching approach, lesson planning process, lesson practice process, science prospective teachers ------------

Ortak Bilgi Yapılandırma Modeline Dayalı Öğretimin Öğretmen Adaylarının Ders Planları Üzerine Etkisi

“…In the literature, it is seen that there are studies in which lesson plans related to various teaching approaches are used as data collection tools and rubrics or evaluation forms are developed to evaluate these lesson plans. In this context, it has been determined that there are studies in which lesson plans related to the subject are examined with 5E Model and REACT strategy (Ültay et al, 2018), open-ended inquiry-based teaching approach (Saka et al, 2018), educational game-supported teaching (Gürpınar, 2017), and constructivist approach (Çolak&Yabaş, 2017) and evaluation forms are developed for them. In addition, it has been observed that there are studies examining lesson plans in terms of technology integration (YiğitKoyunkaya&TataroğluTaşdan, 2019) and TPACK (Harris & Hofer, 2009;Harris et al, 2010).…”

Araştırma-Sorgulamaya Dayalı Öğretime Yönelik Akademik Çalışmaların Bibliyometrik Analizi (2000-2020)

“…ASDÖ ile ilgili yapılan çalışmalar incelendiğinde, bu çalışmaların ASDÖ'nün etkisi, araştırma sorgulamaya dayalı mesleki gelişim programlarının etkisi ve ASDÖ uygulamaları olarak üç ana konuda gerçekleştiği görülmektedir. Ayrıca ASDÖ'nün etkisine yönelik yapılan çalışmaların öğretmen, öğretmen adayı ve öğrenci grupları üzerinde gerçekleştirildiği de ön plana çıkmaktadır (Saka, 2018;Saka, Akcanca, Kala Aydın ve Sungur Alhan, 2018). ASDÖ'nün etkisine yönelik çalışmalar incelendiğinde, öğretmenlerin ASDÖ'nün etkisi ile kavram bilgilerinin (Lee ve diğ., 2004) ve bili-min doğasına yönelik görüşlerinin (Akerso, Hanson and Cullen, 2007;Parrish, 2017) geliştiği sonucuna varılmıştır.…”