Bilgiye Ulaşma ve Bilgiyi İşleme Becerileri: Fen Bilgisi Öğretmen Adayları Üzerine Bir Araştırma

Abstract

The purpose of this study is to determine scientific research skills levels of candidate teachers. The study was conducted on 121 grade I, II, III and IV students who were enrolled in the Science and Technology Education Degree program of the School of Education of Erciyes University during the academic year of 2009-2010. Study data were collected using a personal data collection form and an open-ended Scientific Process Skills questionnaire. Cronbach-Alpha reliability coefficient of the scale was calculated as 0.95. Data collected was analyzed using statistical techniques that are compatible with SPSS 18.0 software. The results of the analysis indicated that the success percentage of the students in terms of the study design, data recording, graphics drawing and variable determination skill levels was 30.00%. In this study it was concluded that the success percentage of the candidate teachers was maximum for determination of variables and hypothesis development (65.55%) and minimum for graphics drawing skill (9.54%). Additionally, it was also found that the scientific process skills of the students did not vary significantly in terms of gender and possession of a computer, but that their scientific process skills varied significantly in terms of the variable of their class level.

Exploration of Pre-Service Science Teachers’ Perceptions towards Secondary School Science Curriculum

“…These are considered as scientific process skills in science curriculum. The troubles pre-service teacher experience with scientific process skills are discussed in the literature (Çakır & Sarıkaya, 2018;Demirhan et al, 2018;Emrahoğlu & Öztürk, 2010;Önal et al, 2017). It is highlighted that the reason for the deficiencies in preservice teachers' scientific process skills stems from the fact that they do not practice activities involving project and problemsolving method in their undergraduate courses.…”

“…It is discussed in the literature that pre-service science teachers cannot completely adopt student-centred methods (Yıldırım, Sürmeli, Benzer, & Şahin, 2007), their levels of scientific processing skills are low (Çakır & Sarıkaya, 2018;Önal, Büyük, & Saraçoğlu, 2017), therefore they have difficulty in transferring their subject matter knowledge to practice (Ercan, Coştu, & Coştu, 2018). Pre-service science teachers' cognitive awareness levels are not adequate (Emrahoğlu & Öztürk, 2010) and they have problems with scientific creativeness (Demirhan, Önder, & Beşoluk, 2018).…”