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Amaç: Bu çalışmanın amacı fen bilgisi öğretmen adaylarının “sera etkisi” kavramıyla ilgili bilişsel yapılarını Kelime İlişkilendirme Testi (KİT) ve Yaz-Çiz-Anlat (YÇA) Tekniği aracılığıyla belirlemektir. Yöntem: Nitel araştırma yöntemlerinden olgu bilim desenine göre tasarlanan çalışmada, içerik analizi tekniği kullanılmıştır. Bu çalışma 2019- 2020 akademik yılı bahar yarıyılında 63 fen bilgisi öğretmen adayı ile yürütülmüştür. Bulgular: KİT ile elde edilen bulgulara göre, fen bilgisi öğretmen adaylarının “sera etkisi” ile ilgili bilişsel yapılarında bulunan kavramlar “sera etkisinin gerçekleştiği yerler”, “sera etkisinin nedenleri” “sera etkisinin sonuçları” ve “kavram yanılgıları” olmak üzere dört kategoridedir. YÇA Tekniğiyle elde edilen bulgular, öğretmen adaylarının kavram ile ilgili %52.4 oranında “bilimsel olmayan ve yüzeysel”; %30.2 oranında “kavram yanılgıları” içeren; %15.9 oranında “bilimsel” bir bilişsel yapıları olduğunu göstermektedir. Bu çalışmanın sonuçları fen bilgisi öğretmen adaylarının sera etkisi ile ilgili bazı kavram yanılgılarına ve bilimsel olmayan-yüzeysel bilişsel yapıya sahip olduğunu göstermektedir. Sonuçlar ve Öneriler: Bu çalışmanın bulgularına göre, fen bilgisi öğretmen yetiştirme programlarında çevre sorunlarıyla ilgili güncel bilgilendirme ve çağdaş öğrenme etkinliklerini içeren derslerin yer alması önerilmektedir.
Purpose: The aim of this study is to determine the cognitive structure of preservice science teachers about "greenhouse effect" concept through Word Association Test (WAT) and the Write-Draw-Tell (WDT) Techniques.. Design & Methodology: The study was designed based on one of the qualitative research method named as phenomenology and analyzed with content analysis. Thiss tudy was conducted with 63 preservice science teachers in the 2019 - 2020 academic year spring semester. Findings: According to findings obtained via WAT, the concepts hold by preservice science teachers in their cognitive structure about the "greenhouseeffect" have been corresponded to the following four categories: "environment where greenhouse effect takes place", "causes of the greenhouse effect", "the results of greenhouse effect" and "misconceptions". According to the findings which had been obtained by the WDT technique, preservice teachers have the "unscientific-superficial (52.4%)", "misconceptions (30.2%)" and "scientific (15.9%) cognitive structure related to the concept. This study showed that the preservice science teacher had some misconceptions and unscientific-superficial cognitive structure related to the greenhouse effect. Implications & Suggestions: According to the findings of this study, it is advised that courses including actual information and contemporary learning activities about environmental problems should be included in the science teacher education programs.
Purpose: The aim of this study is to determine cognitive structure of preservice science teachers about “greenhouse effect” concept through Word Association Test (WAT) and the Write-Draw-Tell (WDT) Techniques.. Design & Methodology: The study was designed based on one of the qualitative research method named as phenomenology and analyzed with content analysis. Thiss tudy was conducted with 63 preservice science teachers in the 2019 - 2020 academic year spring semester. Findings: According to findings obtained via WAT, the concepts hold by preservice science teachers in their cognitive structure about the “greenhouseeffect” have been corresponded to following four categories: “environment where greenhouse effect takes place”, “causes of the greenhouse effect”, “the results of greenhouse effect” and “misconceptions”. According to the findings which had been obtained by the WDT technique, preservice teachers have the “unscientific-superficial (52.4%)”, “misconceptions (30.2%)” and “scientific (15.9%) cognitive structure related to the concept. This study showed that preservice science teacher had some misconceptions and unscientific-superficial cognitive structure related with the greenhouseeffect. Implications & Suggestions: According to the findings of this study, it is advised that courses including actual information and contemporary learning activities about environmental problems should be included in the science teacher education programs.
Field : Eğitim Bilimleri
Journal Type : Uluslararası
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