SORGULAYICI-ARAŞTIRMA ODAKLI MESLEKİ GELİŞİM ÇALIŞTAYINA KATILIM SONRASI KİMYA ÖĞRETMEN ADAYLARININ ÖĞRETMEN ROLÜNE İLİŞKİN ANLAYIŞLARININ İNCELENMESİ

Abstract

EXAMINING PRE-SERVICE CHEMISTRY TEACHERS’ UNDERSTANDINGS ABOUT ROLE OF TEACHER AFTER PARTICIPATION TO INQUIRY-BASED PROFESSIONAL DEVELOPMENT WORKSHOP

The purpose of the study is to develop an inquiry-based professional development workshop for the pre-service and in-service teachers of chemistry, and to examine their understandings about role of teacher after the participation to the workshop. The sample of the study was 20 pre-service chemistry teachers. The workshop was composed of seven sections. The administration of the workshop lasted 10 weeks in 3-hour sections. In order to examine the participants’ understandings about role of teacher, qualitative data sources were utilized. The data were analyzed by using content analysis methodology. The findings indicated that the participation of the pre-service chemistry teachers in the workshop resulted in a change in their understanding from the traditional teacher to the constructivist teacher.

Keywords: Science Education, Chemistry Education, Inquiry-Based Teaching, Professional Development of Teachers.

Özet

Bu çalışmada, sorgulayıcı-araştırma odaklı kimya öğretimi çalıştayı geliştirilmesi ve bu çalıştaya katılımları sonrasında kimya öğretmen adaylarının öğretmen rolüne ilişkin geliştirdikleri anlayışların incelenmesi amaçlanmıştır. Araştırmanın örneklemini kimya öğretmenliği programı son sınıfta öğrenim gören 20 öğretmen adayı oluşturmuştur. Yedi bölümden oluşturulan çalıştayın uygulanması haftada 3 saatlik oturumlar halinde 10 hafta süreyle yapılmıştır. Nitel veri kaynağı olarak mülakat ve yazılı dökümanlar kullanılmıştır. Elde edilen bulgular öğretmen adaylarının çalıştaya katılımlarıyla birlikte öğretmen olarak rollerine yönelik anlayışlarında geleneksel bilgi aktarıcısı öğretmen rolünden yapılandırıcı öğretmen rolüne doğru kayma şeklinde bir değişim yaşadıklarını göstermiştir. Çalışmaya katılan öğretmen adaylarının gelecekteki sınıflarında müfredatlarımıza hakim olan yapılandırıcı yaklaşımın niteliklerine uygun öğretmen rollerini yerine getirebileceklerine dair umut verici anlayışlar oluşturdukları tespit edilmiştir.

Anahtar Sözcükler: Fen Eğitimi, Kimya Eğitimi, Sorgulayıcı-Araştırma Odaklı Öğretim, Öğretmenlerin Mesleki Gelişimi.

Kaynaklar

Bayır, E. (2008). “Fen Müfredatlarındaki Yeni Yönelimler Işığında Öğretmen Eğitimi: Sorgulayıcı-Araştırma Odaklı Kimya Öğretimi.” Yayımlanmamış doktora tezi, Gazi Üniversitesi Eğitim Bilimleri Enstitüsü, Ankara.

Bell, R. L., Smetana, L. & Binns, I. (2005). Simplifying inquiry instruction. The Science Teacher, 72 (7), 30–33.

Brooks, J. G., & Brooks, M. (1993). In search of understanding: The case for constructivist classrooms. Alexandria, VA: ASCD.

Budak, E. & Köseoğlu, F. (2007). “Preparing prospective chemistry teachers for future in undergraduate analytical chemistry laboratory course through inquiry.” Paper presented at the Conference of the European Science Education Research Association (ESERA), Malmö, Sweden.

Carin, A. A., Bass, J. E. & Contant, T. L. (2001). Teaching science as inquiry (9th Ed.). USA: Merill Prentice Hall.

Colburn, A. (2000). An inquiry primer. Science Scope, 23(6), 42-44.

Crawford, B. A. (1999). Is it realistic to expect a preservice teacher to create an inquiry-based classroom? Journal of Science Teacher Education, 35, 811-834.

Crawford, B. A. (2000). Embracing the essence of inquiry: New roles for science teachers. Journal of Research In Science Teaching, 37(9), 916-937.

Darling-Hammond, L., McLaughlin, L. & Milbrey, W. (1995). Policies that support professional development in an era of reform. Phi Delta Kappan, 76(8), 597-604.

Eick, C. J. & Reed, C. J. (2002). What makes an inquiry oriented science teacher? The influence of learning histories on student teacher role identity and practice. Science Teacher Education, 86, 401-416.

Exploratorium IFI (2006). “Fundamentals of inquiry.” [Online] Retrieved on 10-April-2007, at URL: http://www.exploratorium.edu/ifi/.

Fraenkel, J. R. & Wallen, N. E. (2000). How to design and evaluate research in education (4th Ed.). Boston: McGraw-Hill.

Haefner, L. A. & Zembal-Saul, C. (2004). Learning by doing? Prospective elementary teachers’ developing understandings of scientific inquiry and science and learning. International Journal of Science Education, 26(13), 1653-1674.

Helms, J. V. (1998). Science and me: Subject matter identity in secondary school science techers. Journal of Science Teacher Education, 10, 175-194

Holloway, J. H. (2006). Connecting professional development to student learning gains. Science Educator, 15(1), 37-43.

Knowles, J. G. & Holt-Reynolds, D. (1991). Shaping pedagogies through personal histories in preservice teacher education. Teachers College Record, 93(1), 87-111.

Lincoln, Y. S. & Guba, E. G. (1985). Naturalistic inquiry. Baverly Hills, CA: Sage.

Llewellyn, D. (2002). Inquire within implementing inquiry-based science standards. Thousand Oaks, CA: Corwin Press.

Llewellyn, D. (2005). Teaching high school science through inquiry-A case study approach, Thousand Oaks, CA: Corwin Press.

Loucks-Horsley, S., Hewson, P., Love, N. & Stiles, K. (1998). Designing professional development for teachers of science and mathematics. Thousand Oaks, CA: Corwin Press.

Luft, J. A. (2001). Changing inquiry practices and beliefs: Impact of an inquiry based professional development programme on beginning and experienced secondary science teachers. International Journal of Science Education, 23(5), 517-534.

Martin-Hansen, L. (2002). Defining inquiry. The Science Teacher, 69(2); 34–37.

NRC (National Research Council) (1996). National science educational standards. Washington, D.C.: National Academy Press.

NSF (FF) (2000). “Foundations: Inquiry: Thoughts, views, and strategies for the K-5 classroom.” [Online] Retrieved on 21-March-2006, at URL: http://www.nsf.gov/pubs/2000/nsf999148.htm.

Radford, D. L. (1998). Tranferring theory into practice : A model for professional development for science education reform. Journal of Research in Science Teaching, 35(1), 73-88.

Roth, W. M. (1998). How prepared are preservice teachers to teach scientific inquiry? Levels of performance in scientific representation practices. Journal of Science Teacher Education, 9, 25–48.

Roth, W. M. (1999). “Science research expertise from middle school to professional practice.” Paper presented at the annual meeting of the American Educational Research Association, Montreal, Quebec.

Shapiro, B. L. (1996). A case study of change in elementary student teacher thinking during an independent investigation in science: Learning about the ‘‘Face of science that does not yet know’.’ Science Education, 80, 535–560.

UNESCO (2003). “Teacher professional development: an international review of the literature.” [Online] Retrieved on 05-June-2006, at URL: www.unesco.org/iiep.

URL-1. [Online] Retrieved on 20-December-2005, at URL: http://www.learner.org.

Yıldırım, A. ve Şimşek, H. (2006). Sosyal bilimlerde nitel araştırma yöntemleri (6. Baskı). Ankara: Seçkin Yayınevi.