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Bu araştırma ile fen bilimleri öğretmenleri ile öğretmen adaylarının sorgulama temelli astronomi eğitimine ilişkin görüşlerinin ve Bilİste-Öğren KWL şemalarının incelenmesi amaçlanmıştır. Araştırmada nitel araştırma yöntemlerinden durum çalışması kullanılmıştır. Veri toplama aracı olarak yarı yapılandırılmış görüşme formları ve Bil, İste ve Öğren şemalarından yararlanılmıştır. Elde edilen veriler betimsel analiz yöntemiyle analiz edilmiştir. Araştırma, amaçlı örnekleme ile seçilen bir üniversitenin astronomi dersi almamış 3. sınıflarını oluşturan 32 fen bilimleri öğretmen adayı ile farklı bir ilde görev yapan ve astronomi konularını öğretme sorumluluğu bulunan 32 fen bilimleri öğretmeni ile yürütülmüştür. Nitel verilerin analizinde ortaya çıkan temel bulgularda; öğretmen adaylarının ve öğretmenlerin rehberli sorgulamaya ilişkin fikir sahibi olduğu, yapılandırılmış ve açık sorgulamaya ilişkin cevaplarının farklılaştığı tespit edilmiştir. Sorgulama temelli astronomi eğitimi beklentilerinde ve beklentilerin karşılanma durumunda ise katılımcı cevaplarının çeşitlendiği görülmüştür. Ayrıca Bil, İste ve Öğren şemalarında belirtilen görüşlerin eğitimin içeriğinden etkilendiği tespit edilmiştir. Sorgulamaya dayalı eğitim ortamlarında Bil, İste ve Öğren şemalarının kullanımının desteklenmesi ve fen eğitiminde astronomi konularının öğretiminde kullanılmasının yaygınlaştırılması önerilmektedir
This research is aimed at examining the opinions of teachers of science and teachers candidates on astronomy-based education and the KWL schemes for knowledge-learning. The research methods are used by research methods. As a data collection tool, semi-configured conversation forms and Bill, Demand and Learning schemes have been used. The data obtained was analyzed by visual analysis method. The research was carried out with 32 sciences teachers who form the 3rd classes of a university that has not received astronomy lessons with the purpose of sample and who are responsible for teaching astronomy subjects with a different province of 32 sciences teachers. In the basic findings arising in the analysis of the quality data, it has been found that the teacher candidates and teachers have an opinion about the guided questionnaire, the structured and open questionnaire answers are different. The survey-based astronomy training expectations and in case of expectations are met, the participants’ answers have been varied. It is also found that the views indicated in the Bil, Desire and Learning schemes are influenced by the content of education. It is recommended to support the use of the Bil, Demand and Learning schemes in survey-based educational environments and to spread the use of astronomy subjects in the teaching of science education.
With this study, it was aimed to examine the opinions of science teachers and pre-service teachers about inquiry-based astronomy education and the charts of knowing, wanting to know, learning KWL . A case study, one of the qualitative research methods, was used in the study. Semi-structured interview forms and KWL charts were used as data collection tools. The obtained data were analyzed by descriptive analysis method. The study was carried out with 32 pre-service science teachers who are in the 3rd grade of a university and 32 science in-service teachers who are responsible for teaching astronomy subjects in a different province, chosen with a purposive sampling method. In the main findings emerging in the analysis of qualitative data, it was determined that science teachers and pre-service teachers have an idea about guided inquiry, and their answers regarding structured and open inquiry differed. Regarding the inquiry-based astronomy education expectations and whether the expectations were met, it was observed that participants’ responses varied. In addition, it was determined that the opinions stated in the KWL charts were affected by the content of the training. It is recommended to support the use of KWL charts in inquiry-based educational environments and to expand their use in teaching astronomy subjects in science education
Field : Eğitim Bilimleri; Fen Bilimleri ve Matematik; Sosyal, Beşeri ve İdari Bilimler
Journal Type : Uluslararası
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