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Bu çalışmanın amacı, FeTeMM eğitim yaklaşımının fen bilgisi öğretmen adaylarının öğretmen öz-yeterlik inançlarına, fen öğrenimine yönelik öz-yeterlik inançlarına ve FeTeMM eğitimi yönelimlerine etkisini belirlemektir. Araştırmanın örneklemini bir devlet üniversitesinin eğitim fakültesinde öğrenim gören fen bilgisi öğretmenliği 3. sınıf öğrencileri oluşturmaktadır. Araştırma deseni olarak karma yöntem kullanılmıştır. Veri toplama aracı olarak ‘Öğretmen Öz-Yeterlik İnanç Ölçeği’, ‘Fen Bilgisi Öğretimi Öz-Yeterlik İnanç Ölçeği’ ve ‘FeTeMM Eğitimi Yönelim Ölçeği’ kullanılmıştır. Nitel veriler öğretmen adaylarına 10 hafta süresince 10 FeTeMM etkinliği yaptırılmış, uygulama öncesi ve sonrası rastgele seçilen 10 fen bilgisi öğretmen adayı ile yarı yapılandırılmış görüşmeler ile toplanmıştır. Araştırmanın verileri betimsel ve karşılaştırmalı analiz yöntemleri ile çözümlenmiştir. Çalışma sonucunda FeTeMM eğitim yaklaşımının fen bilgisi öğretmen adaylarının öğretmen öz-yeterlik inançlarına anlamlı bir etkisinin olmadığı, fakat fen bilgisi öğretimine ilişkin öz-yeterlik inançlarına katkı sağladığı ve FeTeMM eğitimi yönelimlerinin arttırdığı tespit edilmiştir. Ayrıca fen bilgisi öğretmen adaylarının FeTeMM eğitimini ilgili disiplinler ile ilişkilendirebildikleri, FeTeMM eğitiminin öğretmen adaylarının problem çözme becerilerinin ve yaratıcılıklarının gelişmesine katkı sağladığı belirlenmiştir.
The objective of this study is to determine the effect of the FeTeMM educational approach on the teachers' self-quality beliefs of the teachers' science candidates, the self-quality beliefs towards science learning and the FeTeMM educational guidelines. The sample of the research is studied at the educational faculty of a state university, and the teaching of science is formed by third-class students. Karma method is used as a research model. The data collection tool has been used as 'Teacher Self-Competence Faith Scale', 'Fen Knowledge Teaching Self-Competence Faith Scale' and 'FeTeMM Education Orientation Scale'. Qualification data to teachers candidates 10 FeTeMM events were held for 10 weeks, randomly selected before and after application 10 science knowledge teacher candidates were collected with semi-configured conversations. The data of the research was analyzed by visual and comparative analysis methods. The study found that the FeTeMM educational approach did not have a significant impact on the beliefs of the teacher's self-capacity, but that the FeTeMM educational approach contributed to the beliefs of self-capacity in relation to the teaching of science and increased the FeTeMM educational orientations. It has also been determined that science knowledge teachers candidates can link FeTeMM education with related disciplines, FeTeMM education contributes to the development of problem-solving skills and creativity of teachers candidates.
The aim of this study is to determine the effect of the STEM education approach on pre-service teachers’ self-efficacy beliefs, their self-efficacy beliefs towards science education and their STEM intentions level. The third-year pre-service teachers of the science education department in a state university consisted of the sample of the study. A mixed-method was used as a research design. 'Teacher Self-efficacy Belief Scale', 'Science Teaching Self-Efficacy Belief Scale' and 'STEM Teaching Intention Scale' were used as data collection tools. In the qualitative part, 10 STEM activities were performed for 10 weeks. Before and after implication, semi-structured interviews were conducted with randomly selected 10 pre-service science teachers. The data of the current study were analyzed with descriptive and comparative analysis methods. As a result of the study, it was found that the STEM education approach did not have a significant effect on pre-service science teachers’ teacher self-efficacy beliefs, but it contributed positively to their science teaching self-efficacy beliefs and also STEM activities increased their STEM intention levels. In addition, it was determined that pre-service science teachers could associate STEM education with related disciplines, and it was determined that STEM training contributed to the development of problem-solving skills and creativity.
Field : Eğitim Bilimleri
Journal Type : Uluslararası
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