Determining the Views of Prospective Science Teachers on Inquiry-Based Learning Method

Şeyma Aksakal Taşkıran; Ömer Yılayaz

Makale detayları

Determining the Views of Prospective Science Teachers on Inquiry-Based Learning Method

Yazarlar:

Şeyma Aksakal Taşkıran | Ömer Yılayaz

Yayıncı:

Fırat University

Ana Başlıklar:

Sosyal ve Beşeri Bilimler Eğitimi (Ekonomi | İşletme ve Yönetim Hariç)

Dergi:

Fırat Üniversitesi Sosyal Bilimler Dergisi Vol.34 Issue 2, pp.647-657

Belge Tipi:

Makale

Yayın Tarihi:

5/2024

Belge Dili:

Türkçe

Document ID (Org No.):

2001318271

pISSN:

1300-9702

Anahtar kelimeler:

Özet:

 The aim of science education is to cultivate students who can independently access, inquire, and generate solutions to problems. In this context, it is crucial for the teacher who nurtures the student to emphasize education within this framework. This study aims to determine the views of science teacher candidates regarding inquiry-based learning methods. The research was conducted with teacher candidates studying in the Department of Science Education at Firat University Faculty of Education. The phenomenological design, one of the qualitative research designs, was used in the research. In the Laboratory Practices for Science Teaching course, which is based on inquiry, teacher candidates were asked about the positive and negative aspects of the applied method. This implementation was carried out through teacher candidates completing a semi-structured interview form prepared for them. The qualitative data analysis of the research was conducted using content analysis technique. As a result of the qualitative data analyses, the majority of the teacher candidates participating in the study expressed the particularly positive aspects of inquiry-based learning, stating that their scientific process skills and academic achievements increased and developed. However, expressions indicating that this method could also pose difficulties in terms of processing in subjects and lessons where prior knowledge is not acquired were also identified.

 The aim of science education is to cultivate students who can independently access, inquire, and generate solutions to problems. In this context, it is crucial for the teacher who nurtures the student to emphasize education within this framework. This study aims to determine the views of science teacher candidates regarding inquiry-based learning methods. The research was conducted with teacher candidates studying in the Department of Science Education at Firat University Faculty of Education. The phenomenological design, one of the qualitative research designs, was used in the research. In the Laboratory Practices for Science Teaching course, which is based on inquiry, teacher candidates were asked about the positive and negative aspects of the applied method. This implementation was carried out through teacher candidates completing a semi-structured interview form prepared for them. The qualitative data analysis of the research was conducted using content analysis technique. As a result of the qualitative data analyses, the majority of the teacher candidates participating in the study expressed the particularly positive aspects of inquiry-based learning, stating that their scientific process skills and academic achievements increased and developed. However, expressions indicating that this method could also pose difficulties in terms of processing in subjects and lessons where prior knowledge is not acquired were also identified.

 The aim of science education is to cultivate students who can independently access, inquire, and generate solutions to problems. In this context, it is crucial for the teacher who nurtures the student to emphasize education within this framework. This study aims to determine the views of science teacher candidates regarding inquiry-based learning methods. The research was conducted with teacher candidates studying in the Department of Science Education at Firat University Faculty of Education. The phenomenological design, one of the qualitative research designs, was used in the research. In the Laboratory Practices for Science Teaching course, which is based on inquiry, teacher candidates were asked about the positive and negative aspects of the applied method. This implementation was carried out through teacher candidates completing a semi-structured interview form prepared for them. The qualitative data analysis of the research was conducted using content analysis technique. As a result of the qualitative data analyses, the majority of the teacher candidates participating in the study expressed the particularly positive aspects of inquiry-based learning, stating that their scientific process skills and academic achievements increased and developed. However, expressions indicating that this method could also pose difficulties in terms of processing in subjects and lessons where prior knowledge is not acquired were also identified.

 Fen eğitimi ile bireylerin bilgiye kendi çabasıyla ulaşabilen, sorgulayabilen ve sorunlara çözümler üretebilen öğrenciler yetiştirilmesi amaçlanmaktadır. Bu doğrultuda öğrenciyi yetiştiren öğretmenin de bu kapsam doğrultusunda eğitimi önem arz etmektedir. Bu çalışmada; fen bilgisi öğretmen adaylarının sorgulamaya dayalı öğrenme yöntemine ilişkin görüşlerini belirlemek amaçlanmıştır. Araştırma; Fırat Üniversitesi Eğitim Fakültesi Fen Bilimleri Öğretmenliği bölümünde okuyan öğretmen adaylarıyla gerçekleştirilmiştir. Araştırmada nitel araştırma desenlerinden olgu bilim deseni kullanılmıştır. Sorgulama temelli işlenen Fen Öğretimi Laboratuvar Uygulamaları dersinde öğretmen adaylarına; uygulanan yöntemin olumlu ve olumsuz yönleri sorulmuştur. Bu uygulama öğretmen adaylarının hazırlanan yarı yapılandırılmış görüşme formunun soruları verilip, görüşmenin gerçekleştirilmesiyle devam etmiştir. Araştırmanın veri analizi, içerik analizi tekniğiyle uygulanmıştır. Veri analizleri sonucu çalışmaya katılan öğretmen adaylarının büyük bir çoğunluğunun, sorgulamaya dayalı öğrenme yönteminin uygulanmasının özellikle olumlu yönlerini dile getirdiği, bilimsel süreç becerisi, akademik başarı gibi yönlerinin arttığı ve geliştiğini ifade etmişlerdir. Ayrıca öğretmen adaylarının sorgulamaya dayalı öğrenmeyi meslek hayatına atıldıkları zaman da uygulayacaklarını söyledikleri tespit edilmiştir. Bununla birlikte öğrencilerin bu yöntemin ön bilgisi kazanılmamış konularda ve derslerde işleniş açısından güçlük de çıkarabileceğini ifade eden söylemleri de tespit edilmiştir.

Makale detayları

Determining the Views of Prospective Science Teachers on Inquiry-Based Learning Method

Yazarlar:

Şeyma Aksakal Taşkıran | Ömer Yılayaz

Yayıncı:

Fırat University

Ana Başlıklar:

Sosyal ve Beşeri Bilimler Eğitimi (Ekonomi | İşletme ve Yönetim Hariç)

Dergi:

Fırat Üniversitesi Sosyal Bilimler Dergisi Vol.34 Issue 2, pp.647-657

Belge Tipi:

Makale

Yayın Tarihi:

5/2024

Belge Dili:

Türkçe

Document ID (Org No.):

2001318271

pISSN:

1300-9702

Inquiry-Based Learning Method

Teacher Candidate

Teacher Candidate OpinionSorgulamaya Dayalı Öğrenme Yöntemi

Öğretmen Adayı

Öğretmen Adayı Görüşü

Sayı

Makale detayları

Determining the Views of Prospective Science Teachers on Inquiry-Based Learning Method

Yazarlar: Şeyma Aksakal Taşkıran | Ömer Yılayaz

Yayıncı: Fırat University

Ana Başlıklar: Sosyal ve Beşeri Bilimler Eğitimi (Ekonomi | İşletme ve Yönetim Hariç)

Dergi: Fırat Üniversitesi Sosyal Bilimler Dergisi Vol.34 Issue 2, pp.647-657

Belge Tipi: Makale

Yayın Tarihi: 5/2024

Belge Dili: Türkçe

Document ID (Org No.): 2001318271

pISSN: 1300-9702

Inquiry-Based Learning Method

Teacher Candidate

Teacher Candidate OpinionSorgulamaya Dayalı Öğrenme Yöntemi

Öğretmen Adayı

Öğretmen Adayı Görüşü

Sayı

Yazarlar:

Şeyma Aksakal Taşkıran | Ömer Yılayaz

Yayıncı:

Fırat University

Ana Başlıklar:

Sosyal ve Beşeri Bilimler Eğitimi (Ekonomi | İşletme ve Yönetim Hariç)

Dergi:

Fırat Üniversitesi Sosyal Bilimler Dergisi Vol.34 Issue 2, pp.647-657

Belge Tipi:

Makale

Yayın Tarihi:

5/2024

Belge Dili:

Türkçe

Document ID (Org No.):

2001318271

pISSN:

1300-9702