SavedAdd your journal

Journals / Eğitim ve Bilim / 2012 / Cilt: 37 - Sayı: 164

Preservice science teachers’ beliefs about application of science process skills: A case study

Fen bilgisi öğretmen adaylarının bilimsel süreç becerilerini uygulama hakkındaki inançları: bir durum çalışması

Özgül TÜZÜN YILMAZ
Sinan ÖZGELEN
Pages
126–136
Publication Date
2022-10-18
DOI
—
🏛️Bibliographic metadata and full text access for this article are provided via DergiPark.
DergiPark Record ↗
✨

AI Summary & Key Takeaways

AI Insight
⚡ TL;DR(Too Long; Didn't Read)

Findings revealed that PSTs were not proficient in teaching SPS to students, however, their beliefs about SPS were found as satisfactory.

📌 3 Key Takeaways

🎯
Objective & Hypothesis:The purpose of this study was to investigate preservice science teachers’ (PSTs) beliefs about scientific process skills (SPS) and application of SPS during microteaching session.
📊
Key Findings & Data:After examining 200 lesson plans, it was observed that 77 of the lesson plans were prepared based on teacher-centered teaching methods and included basic SPS in their lesson plans and tried to develop these skills in students.
💡
Conclusion & Impact:Findings revealed that PSTs were not proficient in teaching SPS to students, however, their beliefs about SPS were found as satisfactory.
🔬Design:Modeling & Simulation
📍Scope:Comprehensive Sample
⚙️Variables:Domain Parameters

Abstract

The purpose of this study was to investigate preservice science teachers’ (PSTs) beliefs about scientific process skills (SPS) and application of SPS during microteaching session. A case study approach was used. Participants were elementary PSTs enrolled in the practice teaching in elementary education course. Findings revealed that PSTs were not proficient in teaching SPS to students, however, their beliefs about SPS were found as satisfactory. After examining 200 lesson plans, it was observed that 77 of the lesson plans were prepared based on teacher-centered teaching methods and included basic SPS in their lesson plans and tried to develop these skills in students. A model was developed to explain factors that may influence PSTs’ beliefs of SPS and their application.

Özet

Bu çalışmanın amacı, fen bilgisi dersi öğretmen adaylarının bilimsel süreç becerilerine (BSB) yönelik inançlarının ve bu becerilerin uygulama dersi kapsamında yaptıkları ders anlatımları üzerinden uygulanabilirliğine yönelik inançlarının incelenmesidir. Durum çalışması yaklaşımı bu çalışmada kullanılmıştır. Çalışmanın katılımcıları, uygulama dersini alan öğretmen adaylarıdır. Sonuçlar, öğretmen adaylarının BSB’leri öğretme konusunda yeterli olmadıklarını, fakat bu becerileri anlama konusunda gereken bilgi birikimine sahip olduklarını göstermiştir. 200 ders planının incelenmesi sonucunda toplam 77 ders planının öğretmen merkezli yaklaşımlara göre hazırlandığı ve genelde temel BSB’lerin geliştirilmesinin ders amaçları olarak belirlendiği bulunmuştur. Öğretmen adaylarının BSB’ler ve bunların uygulanabilirliği hakkındaki inançları, geliştirilen bir model ile gösterilmiştir.

🔖

Cite This Article

YILMAZ, Ö. T., ÖZGELEN, S. (2022). Preservice science teachers’ beliefs about application of science process skills: A case study. Eğitim ve Bilim, Cilt: 37 - Sayı: 164, 126–136. https://ajindex.com/articles/497622

📄 Full Text PDF Viewer

📄

PDF görüntüleyici hazırlanıyor...

References (9)

  1. Appleton, K. (1995). Student teachers’ confidence to teach science: Is more science knowledge necessary to improve self-confidence? International Journal of Science Education, 17(2), 357- 369. Abd-El-Khalick, F., & Akerson, V. L. (2004). Learning as conceptual change: Factors that mediate the development of preservice elementary teachers’ views of nature of science. Science Education, 88(5), 785-810.
  2. Akerson, V. L., Abd-El-Khalick, F., & Lederman, N. G. (2000). Influence of a reflective explicit activity-based approach on elementary teachers’ conceptions of nature of science. Journal of Research in Science Teaching, 37(4), 295-317.
  3. Beaumont-Walters, Y., & Soyibo, K. (2001). An analysis of high school students’ performance on five integrated science process skills. Research in Science and Technological Education, 19(2), 133-145.
  4. Brotheton, P. N., & Preece, P. F. W. (1995). Science process skills: Their nature and interrelationships. Research in Science & Technological Education, 13, 5-12.
  5. Bybee, R. W., & DeBoer, C. E. (1993). Research on goals for the science curriculum. In Gabel (Eds.), Handbook of research on science teaching and learning. (pp. 357-387). National Science Teachers Association, New York: USA. Cavallo, A. (2007). Thinking like scientists. Science Teacher, 74(6), p86-88. Creswell, J. (1998). Qualitative inquiry and research design: Choosing among five traditions. Thousand Oaks, California: Sage Publications. Eick, C. J. & Reed, C. J. (2002). What makes an inquiry-oriented science teacher? The influence of learning histories on student teacher role identity and practice. Science Education, 86, 401–416.
  6. Gess-Newsome, J. (2002). The use and impact of explicit instruction about the nature of science and science inquiry in an elementary science methods course. Science and Education, 11, 55-67.
  7. Ginns, I. S., & Watters, J. J. (1995). An analysis of scientific understandings of preservice elementary teacher education students. Journal of Research in Science Teaching,32(2), 205–222.
  8. Glaser, B. G., & Strauss, A. L. (1967). The discovery of grounded theory. Aldine, Chicago. Griffiths, A. K., & Thompson, J. (1993). Secondary school students’ understandings of scientific processes: an interview study. Research in Science and Technological Education, 11, 15-26.
  9. Lederman, N.G., Abd-El-Khalick, F., Bell, R.L., & Schwartz, R.S. (2002). Views of nature of science questionnaire: Toward valid and meaningful assessment of learners conceptions of nature of science