Okul öncesi öğretmen adaylarının epistemolojik inançları ve fen öğretimine yönelik tutumları: Bir karma yöntem araştırması
Küçük Resim Yok
Tarih
2024
Yazarlar
Dergi Başlığı
Dergi ISSN
Cilt Başlığı
Yayıncı
Düzce Üniversitesi
Erişim Hakkı
info:eu-repo/semantics/openAccess
Özet
Bu araştırmada, okul öncesi öğretmen adaylarının epistemolojik inançları ve fen öğretimine yönelik tutumları ile aralarındaki ilişkinin incelenmesi amaçlanmıştır. Okul öncesi öğretmen adaylarının epistemolojik inançları ve fen öğretimine yönelik tutumları sınıf seviyesi, cinsiyet, arkadaşlarıyla veya ailesiyle birlikteyken bilim hakkında sohbet etme, ders dışında bilimsel haber, dergi ve kitap okuma/takip etme ve ders dışında, sosyal medyada veya internette bilimsel kanalları takip etme değişkenleri açısından incelenmiştir. Araştırmanın çalışma grubunu 2023-2024 eğitim öğretim yılında Düzce Üniversitesi Eğitim Fakültesi Okul Öncesi Öğretmenliği Bölümünde 1. 2. 3. ve 4. sınıflarda öğrenim gören öğretmen adayları oluşturmaktadır. Araştırmada, nicel ve nitel araştırma yöntemlerinin bir arada kullanıldığı karma yöntem tercih edilmiştir. Araştırmanın nicel verileri için "Fen Öğretimine Yönelik Tutum Ölçeği" ve ''Epistemolojik İnanç Ölçeği ''kullanılmıştır. Nitel verilerin toplanılması aşamasında ise yarı yapılandırılmış görüşme formu tercih edilmiştir. Araştırma sonucunda ulaşılan nicel bulgulara dayanarak okul öncesi öğretmen adaylarının epistemolojik inançlarında; ders dışında sosyal medyada veya internette bilimsel kanalları takip etme değişkenine göre anlamlı düzeyde farklılık görülürken sınıf seviyesi, cinsiyet, ailesiyle veya arkadaşlarıyla birlikteyken bilimsel sohbet etme, ders dışında bilimsel haber, dergi ve kitap okuma/takip etme değişkenlerine göre ise anlamlı düzeyde farklılık görülmemiştir. Okul öncesi öğretmen adaylarının fen öğretimine yönelik tutumlarında ise sınıf seviyesi, arkadaşlarıyla birlikteyken bilim hakkında sohbet etmesi, ders dışında bilimsel haber, dergi ve kitap okuma/takip etmesi ve ders dışında sosyal medyada veya internette bilimsel kanalları takip etmesi değişkenlerine göre ise anlamlı düzeyde farklılık görülmüş olup cinsiyet ve ailesiyle birlikteyken bilimsel sohbet etmesi değişkenlerine göre anlamlı farklılık olmadığı tespit edilmiştir. Ayrıca okul öncesi öğretmen adaylarının epistemolojik inançları ile fen öğretimine yönelik tutumları arasında ise orta düzeyde, pozitif ve anlamlı bir ilişki olduğu tespit edilmiştir. Öğretmen adaylarının epistemolojik inançlara yönelik sofistike görüşlere sahip oldukları yani gerçeğin belirsiz ve değişebilir olduğuna, bilginin dönemin şartlarına ve kişilere göre yorumlanabileceğine inandıkları görülmüştür. Ayrıca öğretmen adaylarının sürekli öğrenmeye ve kendilerini geliştirmeye açık ve çocuklarda doğa bilincinin oluşması için erken yaşlarda fen bilimleri ile tanıştırılması gerektiğine yönelik tutuma sahip oldukları tespit edilmiştir.
In this study, it was aimed to examine the relationship between pre-service preschool teachers' epistemological beliefs and their attitudes towards science teaching. Pre-service preschool teachers' epistemological beliefs and attitudes towards science teaching were examined in terms of grade level, gender, chatting about science with friends or family, reading/following scientific news, magazines and books outside of class, and following scientific channels on social media or the internet outside of class. The study group of the research consists of pre-service teachers studying in the 1st, 2nd, 3rd, and 4th grades at Düzce University, Faculty of Education, Department of Preschool Teaching in the 2023-2024 academic year. In the study, mixed method, in which quantitative and qualitative research methods were used together, was preferred. For the quantitative data of the study, "Attitude Scale Towards Science Teaching" and "Epistemological Belief Scale" were used. A semi-structured interview form was used to collect qualitative data. Based on the quantitative findings obtained as a result of the research, there was a significant difference in the epistemological beliefs of pre-service preschool teachers according to the variable of following scientific channels on social media or the internet outside the course, while there was no significant difference according to the variables of grade level, gender, having scientific conversations with family or friends, reading/following scientific news, magazines and books outside the course. There was a significant difference in pre-service preschool teachers' attitudes towards science teaching according to the variables of grade level, chatting about science with friends, reading/following scientific news, magazines and books outside the classroom, and following scientific channels on social media or the internet outside the classroom, but there was no significant difference according to gender and chatting about science with family. In addition, it was determined that there was a moderate, positive and significant relationship between pre-service preschool teachers' epistemological beliefs and their attitudes towards science teaching. It was seen that pre-service teachers had sophisticated views on epistemological beliefs, that is, they believed that the truth is uncertain and changeable, and that knowledge can be interpreted according to the conditions of the period and individuals. In addition, it was determined that pre-service teachers were open to continuous learning and self-improvement and had the attitude that children should be introduced to science at an early age in order to create awareness of nature.
In this study, it was aimed to examine the relationship between pre-service preschool teachers' epistemological beliefs and their attitudes towards science teaching. Pre-service preschool teachers' epistemological beliefs and attitudes towards science teaching were examined in terms of grade level, gender, chatting about science with friends or family, reading/following scientific news, magazines and books outside of class, and following scientific channels on social media or the internet outside of class. The study group of the research consists of pre-service teachers studying in the 1st, 2nd, 3rd, and 4th grades at Düzce University, Faculty of Education, Department of Preschool Teaching in the 2023-2024 academic year. In the study, mixed method, in which quantitative and qualitative research methods were used together, was preferred. For the quantitative data of the study, "Attitude Scale Towards Science Teaching" and "Epistemological Belief Scale" were used. A semi-structured interview form was used to collect qualitative data. Based on the quantitative findings obtained as a result of the research, there was a significant difference in the epistemological beliefs of pre-service preschool teachers according to the variable of following scientific channels on social media or the internet outside the course, while there was no significant difference according to the variables of grade level, gender, having scientific conversations with family or friends, reading/following scientific news, magazines and books outside the course. There was a significant difference in pre-service preschool teachers' attitudes towards science teaching according to the variables of grade level, chatting about science with friends, reading/following scientific news, magazines and books outside the classroom, and following scientific channels on social media or the internet outside the classroom, but there was no significant difference according to gender and chatting about science with family. In addition, it was determined that there was a moderate, positive and significant relationship between pre-service preschool teachers' epistemological beliefs and their attitudes towards science teaching. It was seen that pre-service teachers had sophisticated views on epistemological beliefs, that is, they believed that the truth is uncertain and changeable, and that knowledge can be interpreted according to the conditions of the period and individuals. In addition, it was determined that pre-service teachers were open to continuous learning and self-improvement and had the attitude that children should be introduced to science at an early age in order to create awareness of nature.
Açıklama
Anahtar Kelimeler
Eğitim ve Öğretim, Education and Training
