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Bu çalışmada, fen bilgisi öğretmen adaylarının bazı kimya kavramlarını günlük hayat olayları ile ilişkilendirme düzeylerinin araştırılması amaçlanmıştır. 1.sınıftan 4.sınıfa kadar gelişimsel olarak planlanan bu çalışmada, öğretmen adaylarında nasıl bir değişim olduğu ortaya çıkarılmaya çalışılmıştır. Çalışmada gelişimci araştırma yöntemi kullanılmıştır. Çalışmanın örneklemini Recep Tayyip Erdoğan Üniversitesi Eğitim Fakültesi İlköğretim bölümü Fen Bilgisi Öğretmenliği programı 1, 2, 3 ve 4. Sınıflarında öğrenim gören toplam 159 öğrenci oluşturmaktadır. Çalışmada veri toplama aracı olarak günlük yaşamla ilişkilendirme testi (GİT) kullanılmıştır. Günlük yaşamla ilişkilendirme testi 14 açık uçlu sorudan oluşmaktadır. Öğretmen adaylarının kavramlarla ilgili sahip oldukları bilgileri ve düşünceleri daha derinlemesine açıklayabilmelerine olanak sağlamak amacıyla testte açık uçlu sorular kullanılmıştır. Günlük yaşamla ilişkilendirme testine öğrencilerin verdiği cevaplar anlama (A), kısmen anlama (KA), yanlış anlama (YA), Boş-cevapsız (B) kategorilerine göre sınıflandırılmıştır. Elde edilen bulgular doğrultusunda, öğrencilerin genel olarak ders kitaplarında veya öğretim sürecinde karşılaştıkları olaylara benzer durumları daha kolay açıklayabilirken farklı örnekler karşısında yeterli açıklamayı yapamadıkları belirlenmiştir. Bu durum öğrencilerin bilgileri anlayarak değil ezberleme yoluyla zihinlerine yerleştirdiklerini göstermektedir. Öğretmenler, derslerde dikkat çekici, merak uyandıran günlük hayat örneklerini farklı tekniklerle öğrenciye sunarak kendisinin deneyimler kazanabileceği öğrenme ortamları oluşturulabilirler. Derslerde ve yapılan genel sınavlarda fen kavramlarının günlük hayatla ilişkilendirmesine yönelik bazı sorulara yer verilmesi, öğrencilerin bu konulara daha önem vermelerini sağlayabilir. Bu ilişkilendirmeye sadece üniversite düzeyinde değil daha önceki öğretim süreçlerinde de önem verilmelidir.
This study aims to investigate the levels of association of some chemical concepts of science knowledge teachers candidates with daily life events. In this study, which was planned for development from 1st to 4th grade, the teacher’s candidates were trying to figure out what a change was. The research method was used in the study. Example of the study Recep Tayyip Erdoğan University School of Education Primary Education Department of Science Information Teaching Program 1, 2, 3 and 4. There are a total of 159 students studying in their classes. In the study, the data collection tool was used as a linking test to daily life (GIT). The linking test to daily life consists of 14 open end questions. Open-end questions were used in the test to enable teachers to explain more in depth the knowledge and thoughts they have about the concepts. The daily life-relation test is classified according to the categories of understanding (A), partial understanding (KA), misunderstanding (YES), empty-responsible (B). According to the findings obtained, it has been determined that students can generally explain situations similar to the events they encounter in the curriculum or the teaching process, while they are unable to make sufficient explanations in the face of different examples. This situation shows that students are placed in their minds by understanding information, not by remembering. Teachers can create learning environments in which they can gain experience by providing the student with interesting, interesting daily life examples with different techniques. Posing some questions about how the concepts of science are associated with everyday life in courses and general examinations can help students pay more attention to these topics. This association should be taken into account not only at the university level, but also in the previous teaching processes.
This study aims to make a study of the science teacher candidates’ levels of associating some chemistry concepts with everyday life events. In this study which was planned developmentally from 1st year to 4th year, it was aimed to reveal out how teacher candidates change throughout the study. In this study, developmental research method was used. The sample of the study were 159 undergraduate students from 1st, 2nd, 3rd, and 4th grade of Elemantery Science Education Department at Education Faculty at Recep Tayyip Erdogan University. As a data gathering tool in the study, The Test of Associating with Everyday Life. The test is consists of 14 open ended questions. In order to enable students deeply express their opinions about the concepts, open ended questions were used in this study. The responses of the students to the test were categorized as Understood , Partially Understood, Missunderstood, Empty-Unanswered. As a result of the findings, it was understood the the students were able to explain the events that were close to the events seen in the books at school but were unable for the acquired information for different samples from life. This situation reveals that students try to memorize instead of trying to understand the given information. The teachers can provide students striking and intriguing life events with different techniques in order to create a learning environment in which students can have experiences. In the exams, placing questions about associating science concepts with everyday life may direct students to give more importance to these subjects. Not only must this association be taken into consideration at University level but also at lower levels.
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