Pre-Service Science Teachers’ Opinions About Portfolio and Learning Style-Based Applications

Mihrican Balaban Zor; Munise Güneş

Makale detayları

Pre-Service Science Teachers’ Opinions About Portfolio and Learning Style-Based Applications

Yazarlar:

Mihrican Balaban Zor | Munise Güneş

Yayıncı:

Anadolu University

Ana Başlıklar:

Alan Eğitimleri

Dergi:

Anadolu Journal of Educational Sciences International Vol.13 Issue 2, pp.493-520

Belge Tipi:

Makale

Yayın Tarihi:

7/2023

Belge Dili:

Türkçe

Document ID (Org No.):

2001296508

pISSN:

2146-4014

Anahtar kelimeler:

Özet:

 In this study, it was aimed to determine the opinions of pre-service teachers about portfolio. Mixed method, which includes both quantitative and qualitative data, was used in research. The design of research is convergent parallel mixed design. The research was carried out with 67 pre-service science teachers studying in the 2nd year of Science Education at a state university. Two different groups were formed. Pre-service teachers in one of the groups prepared only portfolio files in accordance with course content. For the other group learning styles of the pre-service teachers were determined and lessons were taught by creating appropriate lesson activities and they prepared portfolio files. The research was studied within the scope of Animal and Plant Tissues in General Biology Laboratory course. Quantitative data were collected using Portfolio Process Evaluation Form after the applications. In order to support and explain quantitative data results, opinions of pre-service teachers about portfolio were obtained by using the interview form containing open-ended questions developed by researcher. Percentage-frequency tables were used for analyzing quantitative data and content analysis was performed for qualitative data. According to data of research, the portfolio application enables them to learn better and permanently, develops their creativity and they like this application. At the same time, according to data of Portfolio Process Evaluation Form, 91.4 of first group and 96.9 of second group said yes to item related about that it enables them to learn the subjects in more detail and permanently. It is stated that for the item about improving individual skill, 91.4 of first group and 100 of second group said yes. It is considered that reinforcing biology lessons with portfolio evaluation by teaching lessons with suitable activities for learning styles of pre-service teachers can be more effective in the field of science.

 In this study, it was aimed to determine the opinions of pre-service teachers about portfolio. Mixed method, which includes both quantitative and qualitative data, was used in research. The design of research is convergent parallel mixed design. The research was carried out with 67 pre-service science teachers studying in the 2nd year of Science Education at a state university. Two different groups were formed. Pre-service teachers in one of the groups prepared only portfolio files in accordance with course content. For the other group learning styles of the pre-service teachers were determined and lessons were taught by creating appropriate lesson activities and they prepared portfolio files. The research was studied within the scope of Animal and Plant Tissues in General Biology Laboratory course. Quantitative data were collected using Portfolio Process Evaluation Form after the applications. In order to support and explain quantitative data results, opinions of pre-service teachers about portfolio were obtained by using the interview form containing open-ended questions developed by researcher. Percentage-frequency tables were used for analyzing quantitative data and content analysis was performed for qualitative data. According to data of research, the portfolio application enables them to learn better and permanently, develops their creativity and they like this application. At the same time, according to data of Portfolio Process Evaluation Form, 91.4 of first group and 96.9 of second group said yes to item related about that it enables them to learn the subjects in more detail and permanently. It is stated that for the item about improving individual skill, 91.4 of first group and 100 of second group said yes. It is considered that reinforcing biology lessons with portfolio evaluation by teaching lessons with suitable activities for learning styles of pre-service teachers can be more effective in the field of science.

 In this study, it was aimed to determine the opinions of pre-service teachers about portfolio. Mixed method, which includes both quantitative and qualitative data, was used in research. The design of research is convergent parallel mixed design. The research was carried out with 67 pre-service science teachers studying in the 2nd year of Science Education at a state university. Two different groups were formed. Pre-service teachers in one of the groups prepared only portfolio files in accordance with course content. For the other group learning styles of the pre-service teachers were determined and lessons were taught by creating appropriate lesson activities and they prepared portfolio files. The research was studied within the scope of Animal and Plant Tissues in General Biology Laboratory course. Quantitative data were collected using Portfolio Process Evaluation Form after the applications. In order to support and explain quantitative data results, opinions of pre-service teachers about portfolio were obtained by using the interview form containing open-ended questions developed by researcher. Percentage-frequency tables were used for analyzing quantitative data and content analysis was performed for qualitative data. According to data of research, the portfolio application enables them to learn better and permanently, develops their creativity and they like this application. At the same time, according to data of Portfolio Process Evaluation Form, 91.4 of first group and 96.9 of second group said yes to item related about that it enables them to learn the subjects in more detail and permanently. It is stated that for the item about improving individual skill, 91.4 of first group and 100 of second group said yes. It is considered that reinforcing biology lessons with portfolio evaluation by teaching lessons with suitable activities for learning styles of pre-service teachers can be more effective in the field of science.

 Portfolyo uygulamasının ders etkinliklerine ve değerlendirme sürecine dahil edildiği bu araştırmada, öğretmen adaylarının portfolyo ile ilgili görüşlerinin belirlenmesi amaçlanmıştır. Araştırmada hem nicel hem de nitel verilerin birlikte kullanıldığı karma yöntem benimsenmiştir. Karma yöntem desenlerinden yakınsayan paralel karma desen benimsenerek elde edilen veriler ilişkilendirilmeye çalışılmıştır. Araştırma bir devlet üniversitesinin Fen Bilgisi Öğretmenliği 2. sınıfta öğrenim gören 67 öğretmen adayı ile yürütülmüştür. İki farklı grup oluşturulmuştur. Araştırmadaki gruplardan birindeki öğretmen adaylarından ders içeriklerine uygun olarak sadece portfolyo dosyalarını hazırlamaları istenmiştir. Diğer grupta yer alan öğretmen adaylarının ise öğrenme stilleri belirlendikten sonra bunlara uygun ders etkinlikleri oluşturularak ders işlenmiş ve yine portfolyo dosyaları hazırlamaları istenmiştir. Araştırma, Genel Biyoloji Laboratuvarı dersinde Hayvansal ve Bitkisel Dokular konusu kapsamında yürütülmüştür. Uygulamalar sonrasında Portfolyo Sürecini Değerlendirme Formu kullanılarak nicel veriler toplanmıştır. Nicel veri sonuçlarını desteklemek ve açıklamak amacıyla da araştırmacı tarafından hazırlanan açık uçlu soruları içeren görüşme formu kullanılarak öğretmen adaylarının portfolyo hakkındaki görüşleri alınmıştır. Araştırmada nicel verilerin çözümlenmesinde yüzde-frekans tabloları kullanılırken nitel veriler için içerik analizi yapılmıştır. Araştırma sonunda elde edilen verilere göre öğretmen adaylarının portfolyo uygulamasının daha iyi ve kalıcı öğrenmelerini sağladığını, yaratıcıklarını geliştirdiğini ve bu uygulamayı sevdiklerini içeren görüşlere ulaşılmıştır. Aynı zamanda Portfolyo Sürecini Değerlendirme Formu verilerine göre öğretmen adaylarının konuları, daha ayrıntılı ve kalıcı olarak öğrenmelerini sağladığı ile ilgili maddeye birinci gruptaki öğretmen adaylarının 91,4 gibi bir oranla, ikinci gruptaki öğretmen adaylarının ise 96,9 gibi bir oranla evet dediği görülmüştür. Bireysel becerilerini daha çok geliştirdiğine ilişkin maddede ise birinci gruptaki öğretmen adaylarının 91,4, ikinci gruptaki öğretmen adaylarının ise 100lük bir oran ile evet dediği görülmüştür. Fen bilimleri alanında biyoloji derslerinin öğretiminde öğretmen adaylarının öğrenme stillerine uygun etkinlikler ile ders işlenerek portfolyo değerlendirme ile pekiştirilmesinin daha etkili olabileceği düşünülmektedir.

Makale detayları

Pre-Service Science Teachers’ Opinions About Portfolio and Learning Style-Based Applications

Yazarlar:

Mihrican Balaban Zor | Munise Güneş

Yayıncı:

Anadolu University

Ana Başlıklar:

Alan Eğitimleri

Dergi:

Anadolu Journal of Educational Sciences International Vol.13 Issue 2, pp.493-520

Belge Tipi:

Makale

Yayın Tarihi:

7/2023

Belge Dili:

Türkçe

Document ID (Org No.):

2001296508

pISSN:

2146-4014

biology education

learning styles

portfoliobiyoloji eğitimi

öğrenme stilleri

portfolyo

Sayı

Makale detayları

Pre-Service Science Teachers’ Opinions About Portfolio and Learning Style-Based Applications

Yazarlar: Mihrican Balaban Zor | Munise Güneş

Yayıncı: Anadolu University

Ana Başlıklar: Alan Eğitimleri

Dergi: Anadolu Journal of Educational Sciences International Vol.13 Issue 2, pp.493-520

Belge Tipi: Makale

Yayın Tarihi: 7/2023

Belge Dili: Türkçe

Document ID (Org No.): 2001296508

pISSN: 2146-4014

biology education

learning styles

portfoliobiyoloji eğitimi

öğrenme stilleri

portfolyo

Sayı

Yazarlar:

Mihrican Balaban Zor | Munise Güneş

Yayıncı:

Anadolu University

Ana Başlıklar:

Alan Eğitimleri

Dergi:

Anadolu Journal of Educational Sciences International Vol.13 Issue 2, pp.493-520

Belge Tipi:

Makale

Yayın Tarihi:

7/2023

Belge Dili:

Türkçe

Document ID (Org No.):

2001296508

pISSN:

2146-4014