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Öğretmenlerin müzeler gibi okul dışı ortamlardan yararlanarak fen bilimleri kazanımlarını öğrencilerin zihinlerinde gerçek yaşam ile ilişkilendirebilmeleri öğrenmenin kalıcılığı, öğrencilerin birçok becerisinin ve düşünme biçiminin gelişmesi açısından önemlidir. Bu süreçte ise dersin yürütücüsü olan fen bilimleri öğretmenlerine birçok sorumluluk düşmektedir. Bu bağlamda araştırmada fen bilimleri öğretmenlerinin müze eğitimi hakkındaki görüşlerinin tespit edilmesi amaçlanmıştır. Araştırma tarama modeline göre tasarlanmıştır. Araştırmanın çalışma grubunu Türkiye’nin farklı bölgelerinde görev yapan 38 kadın, 9 erkek olmak üzere toplam 47 fen bilimleri öğretmeni oluşturmaktadır. Çalışma grubu amaçsal örnekleme yöntemlerinden ölçüt örnekleme yöntemi ile belirlenmiştir. Araştırmada araştırmacılar tarafından hazırlanan “Müze Eğitimi Hakkındaki Görüş Anketi” kullanılmıştır. Araştırma verileri, web tabanlı anket (Google Form) uygulaması ile bir aylık süreç içerisinde toplanmıştır. Elde edilen verilerin analizinde içerik analizi ve betimsel analiz kullanılmıştır. Araştırmanın sonucunda fen bilimleri öğretmenlerinin müze denildiğinde genellikle zihinlerinde tarihi eser kavramının oluştuğu ve öğretmenlerin daha çok öğrencilerini tarih müzelerine götürdükleri belirlenmiştir. Öğretmenler müzelerin fen eğitimi açısından kalıcı öğrenmeyi, yaşantı yoluyla öğrenmeyi, fen ve günlük yaşam ilişkisini gözlemlemeyi, eğlenerek öğrenmeyi, yaratıcılıklarının ortaya çıkarılmasını, üst düzey düşünme becerilerinin gelişmesini, konuya olan ilgi ve merakın artırmasını sağlamak ve öğrencinin aktif olmasını ve gözlem yapma fırsatını sunmasını sağlamak gibi katkıları olduğunu düşünmektedir. Bunula birlikte araştırmaya katılan öğretmenlerin çoğunluğu eğitsel açıdan müzeleri ve müzelerdeki rehberlik hizmetini yeterli görmemektedir. Bu araştırmadan yola çıkılarak öğretmenlerin müze eğitimi almaları sağlanarak eğitim öğretim sürecinde fen kazanımları ile ilişkili olarak faydalanmaları önerilmektedir. Ayrıca müzelerdeki rehberlik hizmetinin uzmanlık ve pedagojik açıdan geliştirilmesi daha etkin bir okul dışı öğrenme oluşturulmasına katkı sağlayabilir.
The durability of learning that teachers can associate scientific achievements with real life in their minds by taking advantage of the out-of-school environments such as museums, is important in terms of the development of the students’ many skills and ways of thinking. In this process, many responsibilities are given to the teachers of science that are the executive of the course. In this context, the research aims to identify the opinions of the teachers of science about the museum education. The research is designed according to the screening model. The study group consists of a total of 47 science teachers, including 38 women and 9 men, working in different regions of Turkey. The study group is determined by the measurement of the sample method of the purpose sampling method. The researchers used the "Museum Education Opinion Survey" prepared by the researchers. The research data has been collected within a month through the web-based survey (Google Form) application. In the analysis of the obtained data, content analysis and visual analysis were used. The research has found that when the teachers of science are called museums, the concept of historical works is often formed in their minds and that teachers take more of their students to historical museums. Teachers believe that museums contribute in terms of science education, such as permanent learning, learning through life, observing the relationship between science and everyday life, learning by fun, revealing their creativity, developing their superior thinking skills, ensuring increased interest and curiosity to the subject and ensuring that the student is active and offers the opportunity to observe. However, the majority of the teachers who participate in the research do not consider educational guidance services in museums and museums sufficient. From this research, it is recommended that teachers take the museum education in connection with their scientific achievements in the teaching process. Furthermore, the development of the guidance service in museums from a specialized and pedagogical point of view can contribute to the creation of more effective non-school learning.
Teachers’ associating science objects with real life in students' minds by making use of out-of-school environments such as museum is important in terms of permanence of learning, and the development of many skills and thinking styles of students. In this process, science teachers, who are the instructors of the course have many responsibilities. In this context, it was aimed to determine the opinions of science teachers on museum education. The research was designed according to the survey model. The study group of research consists of 47 science teacher including 38 women and 9 men who work in different regions of Turkey. The study group was determined via criterion sampling method which is one of the purposive sampling methods. “Opinion Questionnaire on Museum Education” prepared by the researchers was used in the research. Research data was collected via Web-based survey (Google Form) application within a month period. Content analysis and descriptive analysis were used in the analysis of the obtained data. As a result of the research, it was determined that was occurred the historical artifact concept in science teachers’ minds when it was called museum and that teachers mostly took their students to historical museums. Teachers think that the museums are able to provide in terms of science education as permanent learning, learning through life, observing the relationship between science and daily life, learning with fun, revealing their creativity, developing high-level thinking skills, increasing interest and curiosity to the subject and providing the opportunity for the student to be active and make observations. However, the majority of the teachers participating in the research do not consider the museums educationally sufficient and do not consider the guidance service in the museums sufficient. Based on this research, it is recommended that teachers receive museum education and benefit from it in relation to science objects in the education process. In addition, the expertise and pedagogical development of the guidance service in museums can contribute to the creation of more effective out-of-school learning.
Field : Eğitim Bilimleri; Filoloji; Güzel Sanatlar; Hukuk; İlahiyat; Sosyal, Beşeri ve İdari Bilimler; Spor Bilimleri
Journal Type : Uluslararası
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