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Bu çalışmanın amacı fen bilgisi öğretmen adaylarının farklı araştırmalar için bilimsel yöntemin basamaklarından problem, hipotez ve model belirleme durumlarını tespit etmektir. Bu doğrultuda fen bilgisi öğretmenliği üçüncü sınıf öğrencilerinden 39 öğretmen adayı ile çalışma yürütülmüştür. Betimsel desene göre şekillendirilen çalışma doğrultusunda öğretmen adaylarından kendi istekleri doğrultusunda gruplara ayrılmaları istenmiş, dokuz grup elde edilmiştir. Bu gruplar, onlara dağıtılan amacı belirlenmiş dokuz örnek olay için problem, hipotez cümleleri yazmaya ve model oluşturmaya çalışmışlardır. İstenilen bilgiler yazıldıktan sonra her grup kendinden sonraki gruba örnek olayını verirken kendisinden önceki gruptan aldığı örnek olayda yazılan problem, hipotez ve modeli düzeltme, yeniden yazma veya onaylama uğraşına girmiştir. Bu döngü yedi dakikada bir, her gruba ilk başta yazdığı kâğıt geri gelene kadar sürmüştür. Bu uygulamayla bütün grupların bilgi yanlışlıkları veya eksikliklerinin olup olmadığını görmek mümkün olmuştur. Böylece öğretmen adaylarının diğer grupları eleştirirken doğruyu bulmaya dönük bir uğraş içine girip aktif öğrenme ortamının oluşması sağlanmıştır. Grupların cevapları, her bir grup için doğru veya yanlış olma durumuna göre frekans ve yüzdeleştirilerek değerlendirilmiştir. Çalışmanın sonucunda öğretmen adaylarının korelasyonel bir çalışma olarak kurgulanan olaylarda problem, hipotez ve model belirlemede başarılı oldukları; ancak nedensel karşılaştırma, tarama ve deneysel araştırma desenlerinde problem, hipotez veya model belirlemede yanlışlıklar yaptıkları tespit edilmiştir.
The aim of this study is to identify the problems, hypotheses and model determination situations from the stages of the scientific method for the different research of the teachers' knowledge. In this direction, the teaching of science knowledge was conducted with 39 teachers candidates from third-class students. According to the design of the work formed according to the teachers' candidates according to their own wishes, nine groups were obtained. These groups have tried to write hypothesis phrases and model the problem, nine examples of the event that were set for the purpose distributed to them. After the requested information was written, each group gave the following group a sample event while the sample event received from the previous group, the problem, the hypothesis and the model in writing, correction, re-writing or approval. This cycle lasted once every seven minutes until the first paper he wrote to each group came back. With this application it has been possible to see if all groups have information errors or deficiencies. Thus, teachers’ candidates are entering an effort to find the truth while criticizing other groups and forming an active learning environment. The responses of the groups were assessed by frequency and percentage according to whether correct or incorrect for each group. The study found that teachers candidates were successful in determining problems, hypotheses and patterns in events established as a correlational study; however, they were found to make errors in determining problems, hypotheses or patterns in causal comparisons, scans and experimental research patterns.
The aim of this study is to identify the status of science teacher candidates, over problem, hypotheses and model determination steps of scientific method. In this regard, 39 teacher candidates from the 3rd grade of science teaching department were interviewed. In this study which is formed by descriptive pattern, first, the teachers were let to be grouped in their desire, and ended up in nine different groups. These groups then tried to write problem and hypotheses sentences and form a model for the nine sample events they have been dealt. Once the requested inputs are done, each group, while delivering its own sample event to the next one, also tried to correct and rewrite and approve the problem, hypotheses and model which was delivered to them by the previous group. This cycle lasted in seven minute intervals, until each group received back the paper that they originally wrote. With this method, it's been possible to see if there were any errors or short comings of information for each group. Thus, an active learning environment in which the teacher candidates tried to find the corrections while evaluating other groups, has been set. The answers of the groups have also been evaluated in regard to the frequency and percentage regarding them being right or wrong according to each participating group. The result of this study, it's been found out that the teacher candidates were successful in determining problem, hypotheses and models in events created as a correlational study; however, they made errors in determining problem, hypotheses and models in causal comparison, survey and experimental research designs.
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