KaydedilenlerDerginizi ekleyin

Dergiler / Kuram ve Uygulamada Eğitim Bilimleri / 2012 / Cilt: 12 - Sayı: 2012

Determination of factors affecting preschool teacher candidates’ attitudes towards science teaching

BETÜL TİMUR
Sayfa
2997–3009
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)

In light of results obtained from the study, educational suggestions for preschool teacher candidates’ attitudes towards science teaching are made.

📌 3 Maddede Bu Makale

🎯
Amaç & Hipotez:The purpose of this study was to determine preschool teacher candidates’ attitudes towards science teaching and to examine the reasons behind their attitudes in depth.
📊
Temel Bulgular & Veri:Quantitative data gained by attitudes towards science teaching scale, qualitative data gained by focus group interview with 10 preschool senior teacher candidates.
💡
Sonuç & Katkı:In light of results obtained from the study, educational suggestions for preschool teacher candidates’ attitudes towards science teaching are made.
🔬Tür:Araştırma Makalesi
📍Kapsam:Genişletilmiş Akademik Örneklem
⚙️Değişkenler:Alan Parametreleri

Özet

The purpose of this study was to determine preschool teacher candidates’ attitudes towards science teaching and to examine the reasons behind their attitudes in depth. In this study, mixed methods were used including quantitative and qualitative data. Quantitative data gained by attitudes towards science teaching scale, qualitative data gained by focus group interview with 10 preschool senior teacher candidates. Data were analyzed by content analysis methods. At the end of the analysis four themes were attained. These four themes are; science content knowledge, experience of science teaching, opinions of the science education course in their undergraduate program, knowledge of science teaching methods. Preshool teacher candidates’ attitudes towards science teaching were obtained good level. However, comfort-discomfort sub-dimension was identified as having medium attitude score. In addition, as a result of focus group interview data, science content knowledge and positive science teaching experience have been found to be most effective positive attitudes towards science teaching. In light of results obtained from the study, educational suggestions for preschool teacher candidates’ attitudes towards science teaching are made.

Abstract

The purpose of this study was to determine preschool teacher candidates’ attitudes towards science teaching and to examine the reasons behind their attitudes in depth. In this study, mixed methods were used including quantitative and qualitative data. Quantitative data gained by attitudes towards science teaching scale, qualitative data gained by focus group interview with 10 preschool senior teacher candidates. Data were analyzed by content analysis methods. At the end of the analysis four themes were attained. These four themes are; science content knowledge, experience of science teaching, opinions of the science education course in their undergraduate program, knowledge of science teaching methods. Preshool teacher candidates’ attitudes towards science teaching were obtained good level. However, comfort-discomfort sub-dimension was identified as having medium attitude score. In addition, as a result of focus group interview data, science content knowledge and positive science teaching experience have been found to be most effective positive attitudes towards science teaching. In light of results obtained from the study, educational suggestions for preschool teacher candidates’ attitudes towards science teaching are made.

🔖

Bu Makaleye Atıf Yap

TİMUR, B. (2012). Determination of factors affecting preschool teacher candidates’ attitudes towards science teaching. Kuram ve Uygulamada Eğitim Bilimleri, Cilt: 12 - Sayı: 2012, 2997–3009. https://ajindex.com/articles/346283

Kaynakça (10)

  1. Abell, S. K., Appleton, K., & Hanuscin, D. L. (2010). Designing and teaching the elementary science methods course. New York and London: Routledge. Altınok, H. (2004). Öğretmenlerinin fen öğretimine yönelik tutumlarına ilişkin öğrencin algıları ve öğrencilerin fen bilgisi dersine yönelik tutum ve güdüleri. Hacettepe Üniversitesi Eğitim Fakültesi Dergisi, 26, 1-8.
  2. Asma, L. J. F., Walma van der Molen, J. H., & van Aalderen- Smeets, S. I. (2011). Primary teachers’ attitudes towards science: Results of a focus group study. In M. J. de Vries, H. van Keulen, S. Peters, & J. H. Walma van der Molen (Eds.), Professional development for primary teachers in science (pp. 89-106). The Dutch VTB-Pro project in an international perspective. Rotterdam, The Netherlands: Sense Publishers.
  3. Axinn, W. G., & Pearce, L. D. (2006). Mixed method data collection strategies. Cambridge: Cambridge Unıversity Press.
  4. Aydın, O. (2002). Tutumlar. In E. Özkalp (Ed.), Davranış bilimlerine giriş (pp. 279-297). Eskişehir: Anadolu Üniversitesi Yayınları.
  5. Ayvacı, H. Ş. (2010). Okul öncesi dönem çocuklarının bilimsel süreç becerilerini kullanma yeterliliklerini geliştirmeye yönelik pilot bir çalışma. Necatibey Eğitim Fakültesi Elektronik Fen ve Matematik Eğitimi Dergisi, 4 (2), 1-24.
  6. Bayraktar, Ş. (2011). Turkish preservice primary school teachers’ science teaching efficacy beliefs and attitudes toward science: The effect of a primary teacher education program. School Science and Mathematics, 111 (3), 83-92.
  7. Bilgin, İ., & Geban, Ö. (2004). İşbirlikli öğrenme yöntemi ve cinsiyetin sınıf öğretmenliği öğretmen adaylarının fen bilgisi dersine karşı tutumlarına, fen bilgisi öğretimi dersindeki başarılarına etkisinin incelenmesi. Hacettepe Üniversitesi Eğitim Fakültesi Dergisi, 26, 9-18.
  8. Brannen, J., & Halcomb, E. J. (2009). Data collection in mixed method research. In S. Andrew & E. J. Halcomb (Eds.), Mixed methods research for nursing and the healt sciences (pp. 67-83). UK: Willey Blackwell. Büyüköztürk, Ş., Çakmak, E. K., Akgün, Ö. E., Karadeniz, Ş., & Demirel, F. (2009). Bilimsel araştırma yöntemleri (3th ed.). Ankara:
  9. PegemA Yayncılık. Carleton, L. E., Fitch, J. C., & Krockover, G. H. (2008). An inservice teacher education program’s effect on teacher efficacy and attitudes. The Educational Forum, 72, 46–62.
  10. Cassel, C., & Symon G. (2004). Essential guide to qualitative methods in organizational research. London: Sage. Cresswell, J. W., & Clark, V. L. (2007). Desiging and conducting mixed method re