Geri Dön

An investigation of turkish middle school science teachers' pedagogical orientations towards direct and inquiry instructional approaches

Başlık çevirisi mevcut değil.

  1. Tez No: 403315
  2. Yazar: SELÇUK ŞAHİNGÖZ
  3. Danışmanlar: Dr. BILL COBERN
  4. Tez Türü: Doktora
  5. Konular: Eğitim ve Öğretim, Psikoloji, Education and Training, Psychology
  6. Anahtar Kelimeler: Belirtilmemiş.
  7. Yıl: 2017
  8. Dil: İngilizce
  9. Üniversite: Western Michigan University
  10. Enstitü: Yurtdışı Enstitü
  11. Ana Bilim Dalı: Belirtilmemiş.
  12. Bilim Dalı: Belirtilmemiş.
  13. Sayfa Sayısı: 277

Özet

Özet yok.

Özet (Çeviri)

One of the most important goals of science education is preparing effective science teachers which includes the development of a science pedagogical orientation. Helping in-service science teachers improve their orientations toward science teaching begins with identifying their current orientations. While there are many aspects of an effective science teaching orientation, this study specifically focuses on effective pedagogy. The interest of this study is to clarify pedagogical orientations of middle school science teachers in Turkey toward the teaching of science conceptual knowledge. It focuses on what instructional preferences Turkish middle school science teachers have in theory and practice. The purpose of this study is twofold: 1) to elucidate teacher pedagogical profiles toward direct and inquiry instructional approaches. For this purpose, quantitative profile data, using a Turkish version of the Pedagogy of Science Teaching Test (POSTT-TR) assessment instrument, was collected from 533 Turkish middle school science teachers; 2) to identify teaching orientations of middle school science teachers and to identify their reasons for preferring specific instructional practices. For this purpose, descriptive qualitative, interview data was collected from 23 teachers attending a middle school science teacher workshop in addition to quantitative data using the POSTT-TR. These teachers sat for interviews structured by items from the POSTT-TR. Thus, the research design is mixed-method. The design provides a background profile on teacher orientations along with insights on reasons for pedagogical choices. The findings indicate that instructional preference distributions for the large group and smaller group are similar; however, the smaller workshop group is more in favor of inquiry instructional approaches. The findings also indicate that Turkish middle school science teachers appear to have variety of teaching orientations and they have varied reasons. Moreover, the research found that several contextual factors contributed to teachers' instructional practices including internal and external issues such as school environment, limited resources, large class sizes, standardized test pressure, and limited accessibility to professional development. The findings provide insight on the readiness of middle school teachers to implement the Turkish Curriculum Framework, specifically, teacher readiness to put science inquiry instructional approaches into actual classroom practice. Given that new Turkish policy calls for greater inquiry instruction, this study can help inform teacher development efforts directed at promoting science inquiry instruction.

Benzer Tezler

  1. Bir fen bilimleri öğretmeninin düşük ve yüksek başarılı öğrencilere yönelik öğretim oryantasyonunun incelenmesi

    The investigation of a science teacher's orientation about low and high achieving students

    RUHAN ÖZEL

    Doktora

    Türkçe

    Türkçe

    2017

    Eğitim ve ÖğretimUludağ Üniversitesi

    İlköğretim Ana Bilim Dalı

    DOÇ. DR. AHMET KILINÇ

  2. Fen Bilimleri öğretmenlerinin öz yeterlikleri ile pedagojik hoşnutsuzlukları arasındaki ilişkinin incelenmesi

    An investigation of the relationships between scienceteachers' pedagogical discontentment and their selfefficacies

    NESRİN KEKLİKCİ

    Yüksek Lisans

    Türkçe

    Türkçe

    2019

    Eğitim ve ÖğretimZonguldak Bülent Ecevit Üniversitesi

    Matematik ve Fen Bilimleri Eğitimi Ana Bilim Dalı

    DOÇ. DR. YAVUZ SAKA

  3. Okul öncesi öğretmen adaylarının fen etkinliklerini kullanma durumlarının pedagojik inanç sistemleri açısından incelenmesi

    Investigation of pre-school teachers' use of science activities in terms of pedagogical belief systems

    GÖZDE AŞKAR

    Yüksek Lisans

    Türkçe

    Türkçe

    2021

    Eğitim ve Öğretimİstanbul Aydın Üniversitesi

    Temel Eğitim Ana Bilim Dalı

    DR. ÖĞR. ÜYESİ ALİ YİĞİT KUTLUCA

  4. Ortaokul fen bilimleri ders kitaplarının bilimsel okuryazarlık bakımından incelenmesi

    An investigation of middle school science textbooks in terms of scientific literacy

    ZEYNEP CANDAŞ

    Yüksek Lisans

    Türkçe

    Türkçe

    2019

    Eğitim ve ÖğretimMarmara Üniversitesi

    Matematik ve Fen Bilimleri Eğitimi Ana Bilim Dalı

    PROF. DR. OSMAN SERHAT İREZ

  5. An investigation on the Turkish science teachers' views related to education for sustainable development

    Fen bilimleri öğretmenlerinin sürdürülebilir kalkınma için eğitim ile ilgili görüşlerine ilişkin bir inceleme

    RENGİN ÖZSOY

    Yüksek Lisans

    İngilizce

    İngilizce

    2019

    Eğitim ve ÖğretimOrta Doğu Teknik Üniversitesi

    İlköğretim Fen ve Matematik Alanları Eğitimi Ana Bilim Dalı

    PROF. DR. GAYE TEKSÖZ