AI Summary & Key Takeaways
AI InsightThese results indicate that when it is considered that the pre-‐‑service teachers were more oriented in a teacher-‐‑centered pedagogy; changes must be made in theirinquiry experience.
📌 3 Key Takeaways
Abstract
The purpose of this study is to determine the pedagogical orientation of a group of Turkish pre-‐‑service teachers towards inquiry. The participants in the study were 587 pre-‐‑service science teachersenrolled in five state universities in Turkey. The researcher developed a Pedagogy of Science InquiryContinuum Test (PoSICT). The PoSICT consists of six items designated as the six inquirycharacteristics of problem/question, procedures/design, results analysis, conclusions, alternativeconclusions, results communication. Each item of the test requires choosing one out of four choicesthat correspond to changing levels of inquiry, starting from confirmation inquiry and ending withopen inquiry. The results of the research showed that the pre-‐‑service teachers’ orientations were at thestructured inquiry level. Even though this orientation of the pre-‐‑service teachers did not correspond toa lower level of inquiry such as the confirmation level, the study found that the characteristics thatwould require the student to think independently were given to the student by the teacher. Thereasons the pre-‐‑service teachers gave for choosing their inquiry levels were students'ʹ prior knowledge,the student'ʹs role and the teacher'ʹs role. These results indicate that when it is considered that the pre-‐‑service teachers were more oriented in a teacher-‐‑centered pedagogy; changes must be made in theirinquiry experience.
Özet
The purpose of this study is to determine the pedagogical orientation of a group of Turkish pre-‐‑service teachers towards inquiry. The participants in the study were 587 pre-‐‑service science teachersenrolled in five state universities in Turkey. The researcher developed a Pedagogy of Science InquiryContinuum Test (PoSICT). The PoSICT consists of six items designated as the six inquirycharacteristics of problem/question, procedures/design, results analysis, conclusions, alternativeconclusions, results communication. Each item of the test requires choosing one out of four choicesthat correspond to changing levels of inquiry, starting from confirmation inquiry and ending withopen inquiry. The results of the research showed that the pre-‐‑service teachers’ orientations were at thestructured inquiry level. Even though this orientation of the pre-‐‑service teachers did not correspond toa lower level of inquiry such as the confirmation level, the study found that the characteristics thatwould require the student to think independently were given to the student by the teacher. Thereasons the pre-‐‑service teachers gave for choosing their inquiry levels were students'ʹ prior knowledge,the student'ʹs role and the teacher'ʹs role. These results indicate that when it is considered that the pre-‐‑service teachers were more oriented in a teacher-‐‑centered pedagogy; changes must be made in theirinquiry experience.