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Dergiler / Necatibey Eğitim Fakültesi Elektronik Fen ve Matematik Eğitimi Dergisi / 2025 / Cilt: 19 Sayı: 2

Fen Bilgisi Öğretmen Adaylarının Okuduğunu Anlama ve Bilimsel İçerikli Metinler Hakkındaki Görüşleri

Pre-service Science Teachers' Views on Reading Comprehension and Texts with Scientific Content

Kübra Yıldız(Marmara Üniversitesi-MEB)0000-0002-3480-4555
Sibel Uyanık(Marmara Üniversitesi)0000-0001-9490-2272
Elif Benzer(MARMARA ÜNİVERSİTESİ)0000-0002-2518-768X
Sayfa
495–521
Yayın Tarihi
2025-12-29
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⚡ TL;DR(1 Cümlede Hızlı Çıkarım)

Fen bilgisi öğretmen adaylarının fen eğitiminde okuduğunu anlamanın önemine dönük olumlu eğilimlerinin olduğu; bu amaçla kullanılan bilimsel metinlerin sade, anlaşılır, görsellerle desteklenmiş ve değerlendirme etkinlikleri içerecek şekilde tasarlanması gerektiğini düşündükleri belirlenmiştir.

📌 3 Maddede Bu Makale

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Amaç & Hipotez:Günümüzde, fen eğitiminde okuduğunu anlama uluslararası fen eğitimi hedeflerine ulaşmak için önemli bir beceri olarak görülmektedir.
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Temel Bulgular & Veri:Görüşler alındıktan sonra öğretmen adaylarına bilimsel metinler ve okuduğunu anlamanın değerlendirilmesinde kullanılan stratejiler hakkında bir seminer verilmiştir.
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Sonuç & Katkı:Fen bilgisi öğretmen adaylarının fen eğitiminde okuduğunu anlamanın önemine dönük olumlu eğilimlerinin olduğu; bu amaçla kullanılan bilimsel metinlerin sade, anlaşılır, görsellerle desteklenmiş ve değerlendirme etkinlikleri içerecek şekilde tasarlanması gerektiğini düşündükleri belirlenmiştir.
🔬Tür:Araştırma Makalesi
📍Kapsam:Genişletilmiş Akademik Örneklem
⚙️Değişkenler:Okuduğunu Anlama · Fen Eğitimi · Bilimsel İçerikli Metinler

Özet

Günümüzde, fen eğitiminde okuduğunu anlama uluslararası fen eğitimi hedeflerine ulaşmak için önemli bir beceri olarak görülmektedir. Bu bağlamda fen bilgisi öğretmen adaylarının bu konudaki yeterliliklerinin ve görüşlerinin incelenmesi daha da önemli hale gelmektedir. Bu çalışma, fen bilgisi öğretmen adaylarının fen eğitiminde bilimsel içerikli metinlerin ve okuduğunu anlamanın önemine yönelik görüşlerinin incelenmesini hedeflemektedir. Araştırmada, nitel araştırma yöntemi desenlerinden durum çalışması kullanılmıştır. Fen bilgisi öğretmen adaylarının bilimsel metinler ve okuduğunu anlama hakkındaki görüşleri açık uçlu sorulardan oluşan görüş formu ile alınmıştır. Görüşler alındıktan sonra öğretmen adaylarına bilimsel metinler ve okuduğunu anlamanın değerlendirilmesinde kullanılan stratejiler hakkında bir seminer verilmiştir. Bu seminerin sonunda öğretmen adaylarından ortaokul öğrencileri için bir bilimsel metin ve metinden hareketle okuduğunu anlama sorularını içeren için bir etkinlik tasarlamaları istenmiştir. Etkinlik tasarımından sonra öğretmen adaylarından gönüllü olan ve etkinlikleri tasarlamada farklı başarı gösteren 9 öğretmen adayının detaylı görüş formu ile tekrar görüşleri alınmıştır. Çalışmanın sonuçlarına göre fen bilgisi öğretmen adaylarının fen eğitiminde okuduğunu anlamaya ilişkin bilişsel gelişimi sağladığı, kavramsal anlamayı geliştirdiği ve bilginin kalıcılığını arttırdığı yönünde görüşleri vardır. Fen bilgisi öğretmen adaylarının fen eğitiminde okuduğunu anlamanın önemine dönük olumlu eğilimlerinin olduğu; bu amaçla kullanılan bilimsel metinlerin sade, anlaşılır, görsellerle desteklenmiş ve değerlendirme etkinlikleri içerecek şekilde tasarlanması gerektiğini düşündükleri belirlenmiştir.

Abstract

Today, reading comprehension in science education is seen as an important skill for achieving international science education goals. In this context, it becomes more important to examine pre-service science teachers' competencies and views on this issue. This study aims to examine pre-service science teachers' views on the importance of scientific texts and reading comprehension in science education. Case study, one of the qualitative research method designs, was used in the study. The opinions of pre-service science teachers about scientific texts and reading comprehension were obtained through an opinion form consisting of open-ended questions. After the opinions were collected, a seminar was given to the pre-service teachers about the strategies used in the evaluation of scientific texts and reading comprehension. At the end of this seminar, the pre-service teachers were asked to design an activity for middle school students that included a scientific text and reading comprehension questions based on the text. After the activity design, the opinions of 9 pre-service teachers who volunteered and represented a range of achievement levels in activity design were collected again using a detailed opinion form. According to the results of the study, pre-service science teachers hold the view that reading comprehension in science education provides cognitive development, improves conceptual understanding and increases the retention of knowledge. Pre-service science teachers have positive attitudes toward the importance of reading comprehension in science education; they believe that scientific texts used for this purpose should be simple, understandable, supported by visuals, and designed to include assessment activities.

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Bu Makaleye Atıf Yap

Yıldız, K., Uyanık, S., Benzer, E. (2025). Fen Bilgisi Öğretmen Adaylarının Okuduğunu Anlama ve Bilimsel İçerikli Metinler Hakkındaki Görüşleri. Necatibey Eğitim Fakültesi Elektronik Fen ve Matematik Eğitimi Dergisi, Cilt: 19 Sayı: 2, 495–521. https://doi.org/10.17522/balikesirnef.1657387

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