KaydedilenlerDerginizi ekleyin

Dergiler / Participatory Educational Research / 2020 / Cilt: 7 - Sayı: 1

A Self-Study on The Values and Beliefs of Science Teachers and Their Science, Technology, Engineering and Mathematics (STEM) Applications

İsmail DÖNMEZ
Mehmet Fatih TAŞAR
Sayfa
59–79
Yayın Tarihi
2020-02-19
DOI
—
🏛️Bu makalenin bibliyografik verileri ve tam metin bağlantısı DergiPark üzerinden sağlanmıştır.
DergiPark Kaydı ↗
✨

Yapay Zeka Hızlı Bakış & Çıkarımlar

AI Insight
⚡ TL;DR(1 Cümlede Hızlı Çıkarım)

As a result, it was seen that the researcher improved himself in terms of classroom management in the classes where STEM activities were applied, and that there was a close relation between values and beliefs and their practices.

📌 3 Maddede Bu Makale

🎯
Amaç & Hipotez:The aim of this research is to understand how the values and beliefs of science teachers reveal in the classes where STEM activities are applied.
📊
Temel Bulgular & Veri:For this purpose, a researcher and two science teachers applied STEM activities developed by the researcher for 14 weeks in science applications classes.
💡
Sonuç & Katkı:As a result, it was seen that the researcher improved himself in terms of classroom management in the classes where STEM activities were applied, and that there was a close relation between values and beliefs and their practices.
🔬Tür:Araştırma Makalesi
📍Kapsam:Genişletilmiş Akademik Örneklem
⚙️Değişkenler:STEM · Self-study · values and beliefs

Abstract

The aim of this research is to understand how the values and beliefs of science teachers reveal in the classes where STEM activities are applied. For this purpose, a researcher and two science teachers applied STEM activities developed by the researcher for 14 weeks in science applications classes. The science teachers and the researcher work in socio-economically different districts of Ankara, Turkey. In this study, one of the qualitative research methods, self-study design was used. Self-study is a research design that contributes to the teacher's understanding of himself/herself, questioning own practice and professional development by becoming a researcher. Data sources are the life stories of the researcher and the participating teachers, in-class video recordings and post-lesson diaries. The obtained data were analyzed by narrative and content analysis. It was understood from their life stories that environmental and socio-cultural factors were effective in science teachers' choosing their profession. It was seen that there were internal and external factors affecting the values and beliefs of science teachers. As a result, it was seen that the researcher improved himself in terms of classroom management in the classes where STEM activities were applied, and that there was a close relation between values and beliefs and their practices.

🔖

Bu Makaleye Atıf Yap

DÖNMEZ, İ., TAŞAR, M. F. (2020). A Self-Study on The Values and Beliefs of Science Teachers and Their Science, Technology, Engineering and Mathematics (STEM) Applications. Participatory Educational Research, Cilt: 7 - Sayı: 1, 59–79. https://ajindex.com/articles/239386

📄 Tam Metin PDF Okuyucu

📄

PDF görüntüleyici hazırlanıyor...

Kaynakça (4)

  1. Anagün, Ş, Yalçınoğlu, P., Ersoy, A. (2012). Sınıf öğretmenlerinin fen ve teknoloji dersi öğretme-öğrenme sürecine ilişkin inançlarının yapılandırmacılık açısından incelenmesi. Kuramsal Eğitim bilim Dergisi, 5(1), 1-16.
  2. Angrosino, M. (2007). Doing ethnographic and observational research. Thousand Oaks, CA: Sage Austin, T. & Senese, J. C. (2004). Self-study in school teaching: teachers' perspective. In J. Loughran, M. L. Hamilton, V. LaBoskey & T. Russell (Eds.), International handbook of self-study of teaching and teacher education practices. (pp. 1231-1258). Dordrecht: Kluwer. Bailey, K. D. (1982). Methods of social research. New York: The Free Bencze, L., Hewitt, J., Pedretti, E., Yoon, S., Perris, K., & van Oostveen, R. (2003). Sciencespecialist student-teachers consider promoting technological design projects: Contributions of multi-media case methods. Research in Science Education, 33, 163– 187. Brown, C. A., & Cooney, T. J. (1982). Research on teacher education: A philosophical orientation. Journal of Research and Development in Education, 75(4), 13-18
  3. Brown, G. T. L., Harris, L. R., & Harnett, J. (2012). Teacher beliefs about feedback within an assessment for learning environment: Endorsement of improved learning over student well-being. Teaching and Teacher Education: An International Journal of Research and Studies, 28(7), 968–978. doi:10.1016/j.tate.2012.05.003 Bryan, L. A. (2012). Research on Science Teacher Beliefs. B.J. Fraser et al. (eds.), Second International Handbook of Science Education, Springer International Handbooks of Education 24, DOI 10.1007/978-1-4020-9041-7_33 Bogdan, R.C. & Biklen, S.K. (2006). Qualitative research for education (5th ed). Boston:Pearson Education, Inc. Buehl, M. M., & Beck, J. (2015). The relationship between teachers’ beliefs and practices.In H. Fives & M. Gregorie Gill (Eds.), International handbook of research on teachers’ beliefs (pp. 66-84).
  4. New York, NY: Routledge. Bullough, R. V. Jr., & Pinnegar, S. (2004). Thinking about the thinking about self-study: an analysis of eight chapters. In J. J. Loughran, M. L. Hamilton, V. K. LaBoskey & T. Russell (Eds.), International handbook of self-study of teaching and teachereducation practices. (1), (pp: 313–342). Dordrecht: Kluwer Academic. Bullock, D. (2010). Learner self-assessment: An investigation into teachers’ beliefs. ELT Journal, 65 (2), 114–125. doi: 10.1093/elt/cccq041 Clarke, D., & Hollingsworth, H. (2002). Elaborating a model of teacher professional growt