Determination and Development of Decision Making Styles of Prospective Science Teachers about Socioscientific Issues: A Case Study

Esra Kabataş Memiş; İrem Karcı

Makale detayları

Determination and Development of Decision Making Styles of Prospective Science Teachers about Socioscientific Issues: A Case Study

Yazarlar:

Esra Kabataş Memiş | İrem Karcı

Yayıncı:

Anadolu University

Ana Başlıklar:

Fen Bilgisi Eğitimi

Dergi:

Anadolu Journal of Educational Sciences International Vol.15 Issue 3, pp.1194-1231

Belge Tipi:

Makale

Yayın Tarihi:

9/2025

Belge Dili:

Türkçe

Document ID (Org No.):

2001359301

pISSN:

2146-4014

Anahtar kelimeler:

Özet:

 The aim of this study is to investigate the decision-making styles of pre-service science teachers. Case study was selected as a qualitative research method in the study. The study was conducted in the fall semester of the 2022-2023 academic year with pre-service teachers studying in the third year of Kastamonu University Faculty of Education, Science Teaching Department and taking Science Teaching-1 course from the same faculty member. The study was conducted with a total of 13 pre-service teachers, nine female and four male. An eight week training was given to the participant pre-service teachers and the reflection of this training on the pre-service teachers was evaluated. The pre-service teachers were trained by the researcher on decision-making skills, processes, steps, styles and their importance in science education in a plan. During the training process, pre-service teachers were allowed to experience the rational decision-making process through various scenarios. As a data collection tool in the study, semi-structured interviews were used to determine the decision-making styles of the pre-service teachers at the beginning of the process and to evaluate the change in their styles at the end. Scoot and Bruces 1995 five decision-making styles were determined as the theoretical framework of the study. The data obtained were analyzed by the researcher using inductive content analysis and themes were created. Coding was made in accordance with the emerging themes. When the findings obtained from the interviews were analyzed, it was determined that the research process contributed to the pre-service teachers decision-making skills, their awareness of decision-making skills increased, and they experienced conscious changes in their decision-making styles towards the rational decision-making style. In addition, it was observed that pre-service teachers made much less dependent decisions than before the training process. However, it was determined that pre-service teachers avoided making decisions in avoidance and spontaneous styles.

 The aim of this study is to investigate the decision-making styles of pre-service science teachers. Case study was selected as a qualitative research method in the study. The study was conducted in the fall semester of the 2022-2023 academic year with pre-service teachers studying in the third year of Kastamonu University Faculty of Education, Science Teaching Department and taking Science Teaching-1 course from the same faculty member. The study was conducted with a total of 13 pre-service teachers, nine female and four male. An eight week training was given to the participant pre-service teachers and the reflection of this training on the pre-service teachers was evaluated. The pre-service teachers were trained by the researcher on decision-making skills, processes, steps, styles and their importance in science education in a plan. During the training process, pre-service teachers were allowed to experience the rational decision-making process through various scenarios. As a data collection tool in the study, semi-structured interviews were used to determine the decision-making styles of the pre-service teachers at the beginning of the process and to evaluate the change in their styles at the end. Scoot and Bruces 1995 five decision-making styles were determined as the theoretical framework of the study. The data obtained were analyzed by the researcher using inductive content analysis and themes were created. Coding was made in accordance with the emerging themes. When the findings obtained from the interviews were analyzed, it was determined that the research process contributed to the pre-service teachers decision-making skills, their awareness of decision-making skills increased, and they experienced conscious changes in their decision-making styles towards the rational decision-making style. In addition, it was observed that pre-service teachers made much less dependent decisions than before the training process. However, it was determined that pre-service teachers avoided making decisions in avoidance and spontaneous styles.

 The aim of this study is to investigate the decision-making styles of pre-service science teachers. Case study was selected as a qualitative research method in the study. The study was conducted in the fall semester of the 2022-2023 academic year with pre-service teachers studying in the third year of Kastamonu University Faculty of Education, Science Teaching Department and taking Science Teaching-1 course from the same faculty member. The study was conducted with a total of 13 pre-service teachers, nine female and four male. An eight week training was given to the participant pre-service teachers and the reflection of this training on the pre-service teachers was evaluated. The pre-service teachers were trained by the researcher on decision-making skills, processes, steps, styles and their importance in science education in a plan. During the training process, pre-service teachers were allowed to experience the rational decision-making process through various scenarios. As a data collection tool in the study, semi-structured interviews were used to determine the decision-making styles of the pre-service teachers at the beginning of the process and to evaluate the change in their styles at the end. Scoot and Bruces 1995 five decision-making styles were determined as the theoretical framework of the study. The data obtained were analyzed by the researcher using inductive content analysis and themes were created. Coding was made in accordance with the emerging themes. When the findings obtained from the interviews were analyzed, it was determined that the research process contributed to the pre-service teachers decision-making skills, their awareness of decision-making skills increased, and they experienced conscious changes in their decision-making styles towards the rational decision-making style. In addition, it was observed that pre-service teachers made much less dependent decisions than before the training process. However, it was determined that pre-service teachers avoided making decisions in avoidance and spontaneous styles.

 Bu çalışmanın amacı; fen bilimleri öğretmen adaylarının karar verme stillerini araştırmaktır. Çalışmada nitel araştırma yöntemi olarak durum çalışması seçilmiştir. Çalışma 2022-2023 eğitim öğretim yılının güz yarıyılında, Kastamonu Üniversitesi Eğitim Fakültesi Fen Bilgisi Öğretmenliği üçüncü sınıfta öğrenim gören ve Fen Öğretimi-1dersini aynı öğretim üyesinden alan öğretmen adayları ile gerçekleştirilmiştir. Çalışma, dokuz kadın ve dört erkek olmak üzere toplamda 13 öğretmen adayı ile yürütülmüştür. Katılımcı öğretmen adaylarına sekiz haftalık bir eğitim verilerek bu eğitimin öğretmen adaylarına yansıması değerlendirilmiştir. Öğretmen adaylarına araştırmacı tarafından; karar verme becerisi, süreçleri, basamakları, stilleri ve fen eğitiminde önemi bir plan dahlinde eğitim olarak verilmiştir. Eğitim sürecinde çeşitli senaryolar üzerinden öğretmen adalarının rasyonel karar verme sürecini deneyimlemesine olanak tanınmıştır. Çalışmada veri toplama aracı olarak; sürecin başlangıcında öğretmen adaylarının karar verme stillerini belirlemek için ve sonunda ise stillerinde gerçekleşen değişimi değerlendirmek için yarı yapılandırılmış görüşmeler uygulanmıştır. Çalışmanın teorik çerçevesi olarak Scoot ve Bruce 1995a ait beşli karar verme stilleri belirlenmiştir. Elde edilen veriler araştırmacı tarafından tümevarımsal içerik analizi kullanılarak analiz edilmiş ve temalar oluşturulmuştur. Ortaya çıkan temalara uygun şekilde kodlamalar yapılmıştır. Görüşmelerden elde edilen bulgular incelendiğinde araştırma sürecinin; öğretmen adaylarının karar verme becerisine katkı sağladığı, karar verme becerisine yönelik farkındalıklarının arttığı ve karar verme stillerinde rasyonel karar verme stiline yönelik bilinçli değişimler yaşadıkları belirlenmiştir. Ayrıca öğretmen adaylarının eğitim süreci öncesine göre çok daha az bağımlı kararlar verdikleri görülmüştür. Bununla birlikte öğretmen adaylarının kaçınma ve anlık stilde karar vermekten kaçındıkları belirlenmiştir.

Makale detayları

Determination and Development of Decision Making Styles of Prospective Science Teachers about Socioscientific Issues: A Case Study

Yazarlar:

Esra Kabataş Memiş | İrem Karcı

Yayıncı:

Anadolu University

Ana Başlıklar:

Fen Bilgisi Eğitimi

Dergi:

Anadolu Journal of Educational Sciences International Vol.15 Issue 3, pp.1194-1231

Belge Tipi:

Makale

Yayın Tarihi:

9/2025

Belge Dili:

Türkçe

Document ID (Org No.):

2001359301

pISSN:

2146-4014

decision-making styles

decision-making skills

teacher educationkarar verme stilleri

karar verme becerisi

öğretmen eğitimi

Sayı

Makale detayları

Determination and Development of Decision Making Styles of Prospective Science Teachers about Socioscientific Issues: A Case Study

Yazarlar: Esra Kabataş Memiş | İrem Karcı

Yayıncı: Anadolu University

Ana Başlıklar: Fen Bilgisi Eğitimi

Dergi: Anadolu Journal of Educational Sciences International Vol.15 Issue 3, pp.1194-1231

Belge Tipi: Makale

Yayın Tarihi: 9/2025

Belge Dili: Türkçe

Document ID (Org No.): 2001359301

pISSN: 2146-4014

decision-making styles

decision-making skills

teacher educationkarar verme stilleri

karar verme becerisi

öğretmen eğitimi

Sayı

Yazarlar:

Esra Kabataş Memiş | İrem Karcı

Yayıncı:

Anadolu University

Ana Başlıklar:

Fen Bilgisi Eğitimi

Dergi:

Anadolu Journal of Educational Sciences International Vol.15 Issue 3, pp.1194-1231

Belge Tipi:

Makale

Yayın Tarihi:

9/2025

Belge Dili:

Türkçe

Document ID (Org No.):

2001359301

pISSN:

2146-4014