Perceptions of Pre-service Biology Teachers towards the Practice of Reading Popular Science Books in a Classroom Setting

Özlem Taşdelen; Turan Güven

Makale detayları

Perceptions of Pre-service Biology Teachers towards the Practice of Reading Popular Science Books in a Classroom Setting

Yazarlar:

Özlem Taşdelen | Turan Güven

Yayıncı:

Dokuz Eylul University

Ana Başlıklar:

Biyoloji Eğitimi

Dergi:

Dokuz Eylül Üniversitesi Buca Eğitim Fakültesi Dergisi Issue 62, pp.3170-3193

Belge Tipi:

Makale

Yayın Tarihi:

12/2024

Belge Dili:

Türkçe

Document ID (Org No.):

2001336965

pISSN:

2602-2850

Anahtar kelimeler:

Özet:

 This study aims to describe a teaching approach employed by an instructor throughout in courses, and to determine the perceptions of pre-service teachers towards this approach. In this method, the instructor incorporates an alternative perspective by introducing a book with a critical approach, different from the course textbook, into the classroom environment, considering its potential indirect contribution to the course content and the cognitive structure of the students. This practice is designed around the reading and interpretation of a popular science book, which may encompass topics related to the history and philosophy of science, broadly related to the subject matter. Thus, pre-service teachers are guided through critical reading and exposed to diverse viewpoints. The research methodology employed a qualitative approach, specifically a case study. The study group consisted of 28 final-year biology pre-service teachers who were enrolled in an evolution course at a state universitys faculty of education. Data were collected through a questionnaire comprising six open-ended questions. For the practice, the book titled Biology as Ideology: The Doctrine of DNA by R.C. Lewontin was selected. Thematic analysis was employed to analyze the data. As a result, pre-service teachers initial reactions to the implemented activity were mostly positive or neutral, with fewer negative responses. Following the practice, it was determined that the majority found it necessary, citing reasons such as acquiring various skills and competencies and supporting course topics. They highlighted that some of their initial negative perceptions about the activity had shifted in a positive direction. The positive aspects of reading a book with the guidance of an instructor included making the book more understandable, gaining new perspectives, fostering critical thinking, facilitating interpretation, and aiding in learning critical reading skills. On the negative side, issues such as limited freedom of expression, difficulty focusing, and time constraints were mentioned. The pre-service teachers stated that if they read the book alone, they might generally experience a lack of comprehension. The majority also expressed that they would consider incorporating book reading activities in their future professional lives. Additionally, the pre-service teachers have made various suggestions for teachers and students to make this process more effective.

 This study aims to describe a teaching approach employed by an instructor throughout in courses, and to determine the perceptions of pre-service teachers towards this approach. In this method, the instructor incorporates an alternative perspective by introducing a book with a critical approach, different from the course textbook, into the classroom environment, considering its potential indirect contribution to the course content and the cognitive structure of the students. This practice is designed around the reading and interpretation of a popular science book, which may encompass topics related to the history and philosophy of science, broadly related to the subject matter. Thus, pre-service teachers are guided through critical reading and exposed to diverse viewpoints. The research methodology employed a qualitative approach, specifically a case study. The study group consisted of 28 final-year biology pre-service teachers who were enrolled in an evolution course at a state universitys faculty of education. Data were collected through a questionnaire comprising six open-ended questions. For the practice, the book titled Biology as Ideology: The Doctrine of DNA by R.C. Lewontin was selected. Thematic analysis was employed to analyze the data. As a result, pre-service teachers initial reactions to the implemented activity were mostly positive or neutral, with fewer negative responses. Following the practice, it was determined that the majority found it necessary, citing reasons such as acquiring various skills and competencies and supporting course topics. They highlighted that some of their initial negative perceptions about the activity had shifted in a positive direction. The positive aspects of reading a book with the guidance of an instructor included making the book more understandable, gaining new perspectives, fostering critical thinking, facilitating interpretation, and aiding in learning critical reading skills. On the negative side, issues such as limited freedom of expression, difficulty focusing, and time constraints were mentioned. The pre-service teachers stated that if they read the book alone, they might generally experience a lack of comprehension. The majority also expressed that they would consider incorporating book reading activities in their future professional lives. Additionally, the pre-service teachers have made various suggestions for teachers and students to make this process more effective.

 This study aims to describe a teaching approach employed by an instructor throughout in courses, and to determine the perceptions of pre-service teachers towards this approach. In this method, the instructor incorporates an alternative perspective by introducing a book with a critical approach, different from the course textbook, into the classroom environment, considering its potential indirect contribution to the course content and the cognitive structure of the students. This practice is designed around the reading and interpretation of a popular science book, which may encompass topics related to the history and philosophy of science, broadly related to the subject matter. Thus, pre-service teachers are guided through critical reading and exposed to diverse viewpoints. The research methodology employed a qualitative approach, specifically a case study. The study group consisted of 28 final-year biology pre-service teachers who were enrolled in an evolution course at a state universitys faculty of education. Data were collected through a questionnaire comprising six open-ended questions. For the practice, the book titled Biology as Ideology: The Doctrine of DNA by R.C. Lewontin was selected. Thematic analysis was employed to analyze the data. As a result, pre-service teachers initial reactions to the implemented activity were mostly positive or neutral, with fewer negative responses. Following the practice, it was determined that the majority found it necessary, citing reasons such as acquiring various skills and competencies and supporting course topics. They highlighted that some of their initial negative perceptions about the activity had shifted in a positive direction. The positive aspects of reading a book with the guidance of an instructor included making the book more understandable, gaining new perspectives, fostering critical thinking, facilitating interpretation, and aiding in learning critical reading skills. On the negative side, issues such as limited freedom of expression, difficulty focusing, and time constraints were mentioned. The pre-service teachers stated that if they read the book alone, they might generally experience a lack of comprehension. The majority also expressed that they would consider incorporating book reading activities in their future professional lives. Additionally, the pre-service teachers have made various suggestions for teachers and students to make this process more effective.

 Bu çalışmanın amacı bir öğretim elemanının derslerinde izlediği bir ders işleme yönteminin anlatılması ve bu yönteme yönelik öğretmen adaylarının algılarının tespit edilmesidir. Yöntemde öğretim elemanı ders içeriğine ve öğrencilerinin bilişsel yapısına dolaylı katkısı olabileceğini düşündüğü, ders kitabı dışında farklı bir kitabı eleştirel bir bakış açısıyla sınıf ortamında okutmaktadır. Bu uygulama, sınıf ortamında ders konusuyla geniş çerçevede ilgili olan bilim tarihi, bilim felsefesi gibi konuları da içerebilen popüler bilim kitaplarından bir tanesinin eleştirel bir yaklaşımla okunup yorumlanması üzerine kuruludur. Böylece öğretmen adayları için hem eleştirel okumaya rehber olunmakta hem de farklı bakış açıları kazandırılmasına fırsat sağlanmaktadır. Araştırmada nitel araştırma yaklaşımlardan durum çalışması kullanılmıştır. Çalışma grubunu, bir devlet üniversitesinin eğitim fakültesinde öğrenimini sürdüren ve evrim dersini alan 28 son sınıf biyoloji öğretmen adayı oluşturmuştur. Veriler altı adet açık uçlu sorunun bulunduğu bir anket aracılığıyla toplanmış ve tematik analiz yapılmıştırtır. Uygulama için, R.C. Lewontinin İdeoloji Olarak Biyoloji: DNA Doktrini adlı kitabı seçilmiştir. Verilerin analizinde tematik analiz kullanılmıştır. Sonuçta, gerçekleştirilen uygulamaya yönelik öğretmen adaylarının ilk tepkilerinde çoğunlukla olumlu ve nötr tepkiler, daha az oranda ise olumsuz tepkiler ortaya çıkmıştır. Uygulama sonrasında ise büyük çoğunluğun çeşitli kazanım ve beceriler elde etme ve ders konularını destekleme gibi gerekçeler ile bu uygulamayı gerekli buldukları tespit edilmiştir. Başlangıçta uygulamaya yönelik sahip oldukları bazı olumsuz düşüncelerin olumlu yönde değiştiğini vurgulamışlardır. Öğretim elemanı eşliğinde kitap okumanın olumlu yanlarında kitabı daha anlaşılır kılması, değişik bakış açısı yakalamada, eleştirel bakabilmede, yorum yapabilmede ve eleştirel okumayı öğrenmede yardımcı olması sıralanmıştır. Olumsuz yanlarında ise ifade özgürlüğü, odaklanma zorluğu ve süre sıkıntısı gibi sorunlar dile getirilmiştir. Öğretmen adayları kitabı yalnız okumaları halinde, genel olarak kitaba yönelik anlama yetersizliği oluşacağını ifade etmiştir. Mesleki hayatlarında kitap okutmayı düşüneceğini dile getiren öğretmen adayları yine çoğunluğu oluşturmuştur. Ayrıca öğretmen adayları bu süreci daha etkili hale getirmek için öğretmen ve öğrencilere yönelik çeşitli önerilerde bulunmuşlardır.

Makale detayları

Perceptions of Pre-service Biology Teachers towards the Practice of Reading Popular Science Books in a Classroom Setting

Yazarlar:

Özlem Taşdelen | Turan Güven

Yayıncı:

Dokuz Eylul University

Ana Başlıklar:

Biyoloji Eğitimi

Dergi:

Dokuz Eylül Üniversitesi Buca Eğitim Fakültesi Dergisi Issue 62, pp.3170-3193

Belge Tipi:

Makale

Yayın Tarihi:

12/2024

Belge Dili:

Türkçe

Document ID (Org No.):

2001336965

pISSN:

2602-2850

Popular science book

critical reading

biology teaching

pre-service teacher

scientific textsPopüler bilim kitabı

eleştirel okuma

biyoloji öğretimi

öğretmen adayı

bilimsel metinler

Sayı

Makale detayları

Yazarlar: Özlem Taşdelen | Turan Güven

Yayıncı: Dokuz Eylul University

Ana Başlıklar: Biyoloji Eğitimi

Dergi: Dokuz Eylül Üniversitesi Buca Eğitim Fakültesi Dergisi Issue 62, pp.3170-3193

Belge Tipi: Makale

Yayın Tarihi: 12/2024

Belge Dili: Türkçe

Document ID (Org No.): 2001336965

pISSN: 2602-2850

Sayı

Yazarlar:

Özlem Taşdelen | Turan Güven

Yayıncı:

Dokuz Eylul University

Ana Başlıklar:

Biyoloji Eğitimi

Dergi:

Dokuz Eylül Üniversitesi Buca Eğitim Fakültesi Dergisi Issue 62, pp.3170-3193

Belge Tipi:

Makale

Yayın Tarihi:

12/2024

Belge Dili:

Türkçe

Document ID (Org No.):

2001336965

pISSN:

2602-2850