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Bu araştırmada fen bilimleri öğretmenlerinin proje algısı ile rehberlik ettikleri proje çalışmalarına ilişkin görüşlerinin incelenmesi amaçlanmıştır. Araştırmada nitel araştırma yöntemi desenlerinden durum çalışması kullanılmış olup 2018-2019 eğitim öğretim yılında Malatya ilinin farklı ilçe ve okullarında görevlerine devam eden 82 fen bilimleri öğretmeni ile çalışma yürütülmüştür. Çalışma grubunun belirlenmesinde amaçlı örnekleme yöntemlerinden ölçüt örnekleme yöntemi tercih edilmiştir. Araştırmada veri toplama aracı olarak metafor formu ile yazılı görüş soruları formu kullanılmıştır. Verilerin analizinde içerik analizi yürütülmüştür. Çalışmaya katılan 82 fen bilimleri öğretmeni tarafından “proje” kavramına ilişkin 68 adet metafor üretildiği, metaforların ise “öğrenmeye yardımcı” kategorisi altında yoğunlaştığı belirlenmiştir. Bununla birlikte bazı öğretmen adaylarının (%17,07) metafor üretmede zorlandıkları tespit edilmiş ve bu durum ise öğretmenlerin proje kavramına ilişkin algılarının yeterli düzeyde olmadığını göstermiştir. Aynı zamanda öğretmenlerin çoğu proje çalışmalarının, öğrencilerin merak ve araştırma duygusunu geliştirerek özgün fikirler üretmesine yardımcı olduğunu belirtmişlerdir. Fen bilimleri öğretmenleri proje çalışmalarında en çok malzemeye ve veri toplama aracına ulaşma ile öğrencilerin süreyi iyi değerlendirememe noktasında problem yaşadıklarını (%45,12); bu problemlerin çözümüne yönelik ise proje atölyelerinin kurulmasını ve öğrencilere proje süresince rehberlik edilmesini önermişlerdir. Elde edilen veriler ışığında gerekli öneriler yapılmıştır.
In this study, the aim is to study the views of the teachers of science on the project work they guide with project perception. The research has been used for the study of the situation from the patterns of the quality research method and the 2018-2019 educational year has been conducted with 82 teachers of science who continue their functions in the different districts and schools of the province of Malatya. In the determination of the study group, the measurement sample method was preferred from the purpose sample methods. In the research, the metafor form was used as a data collection tool with the written opinion questions form. In the analysis of the data, the content analysis was carried out. The study found that 82 teachers of sciences who participated in the study produced 68 metaphors about the concept of "project" and that the metaphors were concentrated under the category "help to learn". However, some teaching candidates (17,07) were found to have trouble producing metafora, and this situation showed that teachers' perceptions of the concept of the project were not sufficient. At the same time, most teachers have noted that the project studies help students to produce original ideas by developing their curiosity and research feeling. Scientific teachers have found the problem at the point that the students are unable to evaluate the time with the access to the most material and the data collection tool in their project studies (45,12%); while the solution of these problems has been suggested the establishment of project workshops and the students are guided during the project. In the light of the data obtained, the recommendations were made.
In the study, it is aimed to examine the project perceptions of science teachers and their views on project studies they guide. The study was conducted with 82 science teachers working in different districts and schools of the province of Malatya in the school year of 2018-2019 by using a case study, which is among qualitative research method designs. The sample group was determined using the criterion sampling method, which is among purposeful sampling methods. In the study, a metaphor form and a written view questions form were used as the data collection form. The content analysis was conducted in the analysis of the data. It was determined that the 82 science teachers who participated in the study produced 68 metaphors concerning the concept of “project” and the metaphors intensified under the category of “support in learning”. In addition, it was determined that some of the preservice teachers (17.07%) had a difficulty in producing metaphors, which shows that the teachers did not have sufficient perceptions concerning the concept of the project. Also, the majority of the teachers indicated that project studies developed students’ sense of curiosity and investigation and helped them produce distinctive ideas. The science teachers stated that they faced the greatest problem at the point of accessing materials and data collection tools and failing to use the time by students well in project studies (45.12%). In order to solve these problems, they recommended establishing project workshops and guiding students throughout the project. In light of the data acquired, the necessary recommendations were made.
Alan : Eğitim Bilimleri
Dergi Türü : Uluslararası
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