Teaching and Learning Beliefs of Preservice Science Teachers fromDifferent Grade Levels
Yazarlar (2)
Prof. Dr. Erdal ŞENOCAK Tokat Gaziosmanpaşa Üniversitesi, Türkiye
Doç. Dr. Cemal Tosun Bartın Üniversitesi, Türkiye
| Makale Türü | Özgün Makale (Ulusal alan endekslerinde (TR Dizin, ULAKBİM) yayınlanan tam makale) | ||
| Dergi Adı | İnönü University Journal of the Faculty of Education | ||
| Dergi ISSN | 1300-2899 | ||
| Dergi Tarandığı Indeksler | TR DİZİN | ||
| Makale Dili | Türkçe | Basım Tarihi | 01-2018 |
| Cilt / Sayı / Sayfa | 19 / 1 / 287–296 | DOI | – |
| UAK Araştırma Alanları |
Kimya Eğitimi
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| Özet |
| Preserviceteachers' beliefs about teaching and learning have gained increased attention.Therefore, many studies in the field of educational research have focused onpreservice teachers' beliefs to reveal their images of teaching and learningthrough different instruments. Preservice teachers’ drawings of teaching andlearning situations constitute one of these instruments. Drawing is usedcommonly because it allows one to represent vivid images of mental models whichmay not be expressed verbally. In this study, the Draw-a-Science-Teacher-Test(DASTT) was used to reveal participants’ beliefs of teaching and learning ofscience. The research sample included 134 preservice science teachers from differentgrade levels. Also, the relationships between gender and among grade levels ofthe participants were investigated. The results showed that preservice scienceteachers had educational perspectives including characteristics of bothteacher-centered and student-centered instruction. The results also showed thatthere was no significant difference between educational perspectives withrespect to gender and the grade levels of the participants. However, seniorstudents had different instructional understandings from other participants bygiving science teachers a role of doing experiments or activities instead ofspending the whole class time just by talking and standing in front ofstudents. Similarly, the senior students imagined a science class as arrangedwith U-shaped rows or with oval tables, which allows their students to study ingroups instead of a science class arranged in rows. |
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