The Role of Playful Science in Developing Positive Attitudes toward Teaching Science in a Science Teacher Preparation Program

BULUNUZ, Mızrap

The Role of Playful Science in Developing Positive Attitudes toward Teaching Science in a Science Teacher Preparation Program

Mızrap BULUNUZ (Uludağ Üniversitesi, Eğitim Fakültesi, İlköğretim Bölümü, Bursa, Türkiye)

Eurasian Journal of Educational Research

11 2

Yıl: 2015 Cilt: 15 Sayı: 58 Sayfa Aralığı: 67 - 88 Metin Dili: Türkçe İndeks Tarihi: 29-07-2022

The Role of Playful Science in Developing Positive Attitudes toward Teaching Science in a Science Teacher Preparation Program

Öz:

Problem Durumu: Yaplan araütrmalar fen bilimlerine karü negatif tutumu olan öùretmenlerin bu derse daha az zaman ayrdùn, öùrencilerin ders içi etkinliklere katlmna ve keüfetmelerine dayanan dersler yerine düz anlatm yolunu seçtiklerini göstermektedir. Yurtdünda yaplan araütrmalar, oyun araclùyla gerçekleütirilen etkinliklerin hem öùretmenin hem de öùrencilerin fen bilgisine karü tutumlarn olumlu yönde geliütirdiùini ortaya koymaktadr. Ancak yaplan alanyazn taramasnda, ülkemizde oyunla bütünleütirilmiü fen bilgisi öùretimi/öùrenimi ile öùretmen ya da öùretmen adaylarnn tutumlar arasndaki iliükiyi araütran çalümalara rastlanamamütr. Bu çalümada, tutumun fen öùrenimi ve öùretimi deneyimlerinden duyulan mutluluk, öùretmen algs, derse dair motivasyon, snf ortamnn özellikleri ve gerçekleütirilen etkinlikler konu edilmiütir. Araütrmann Amac: Bu çalümada oyun yoluyla yaplan fen bilgisi etkinlikleri, grup çalümalar ve pozitif snf atmosferinin öùretmen adaylarnn fen öùrenme ve öùretmeye karü tutumlaryla olan iliükisi incelenmiütir. Araütrmann Yöntemi: Oyun yoluyla gerçekleütirilen fen bilgisi etkinliklerinin, pozitif snf atmosferinin öùretmen adaylarnn fen öùrenme ve öùretim tutumlar arasndaki iliüki ele alnmütr. Veri toplama arac olarak anket ve açk uçlu bir soru kullanlmütr. Çalüma, bahar ve güz yarylnda okutulan Fen Bilgisi Öùretimi ve Laboratuar Uygulamalar I ve II dersinde gerçekleütirilmiütir. Araütrmaya yaü ortalamalar 20 civarnda 18 erkek, 24 kz toplam 42 öùretmen aday katlmütr. Söz konusu derslerde araütrma ve oyun yoluyla fen öùretimi yaklaüm esas alnmütr. Araütrmann Bulgular: Öùretmen adaylarnn ankete vermiü olduklar puanlar, fen öùretimi dersi ile ilgili deùiükenlerin ortalamalarnn oldukça yüksek ve bu deùiükenler arasnda anlaml bir iliüki olduùunu göstermiütir. Fen bilgisi öùrenimi ve öùretimine karü olumlu tutum geliütirmeyi en çok belirleyen deùiükenlerin oyun yoluyla iülenen etkinliklerinin fen öùrenmeyi kolaylaütrmas ve bu etkinliklerin dersi skc olmaktan kurtarmas olduùu belirlenmiütir. Bu deùiükenlerin genel tutumun %43'ne denk geldiùi saptanmütr. Öùretmen adaylarnca en çok eùlenceli ve oyun içeren etkinliùin a) kara kurbaùas için teraryum yapma ve besin zincirini gözlemek için onu böceklerle besleme, b) çeüitli aynalar ve merceklerle deneyler yapma, c) atmosfer basncnn Erlenmayer üzerindeki balona basncn keüfetme, d) hidrojen balonu yapma ve balondaki gazn yanc özelliùi ile ilgili deneyler yapma ve e) araütrma projesi yapmak olmuütur. Öùrencilerin yapmü olduùu deùerlendirmelere göre derste oyun gibi ve eùlenceli bulunan deneylerin ortak özellikleri üunlardr: 1) ilginç ve süpriz etkinliklerin derste iülenmesi, 2) biyoloji ile ilgili gerçek hayattan deneyimlerin deneyimlerin derste yaüatlmas, 3) derste iülenen kavram ya da doùal olaylarn görselleütirilebilmesi, 4) deneylerde yeni, sradü, ve beklenmedik üeylerin yaüanmas, 5) araütrma becerilerinin öùrenilmesi. Araütrmann Sonuçlar ve Öneriler: Bu çalümada fen öùrenimi ve öùretimine karü pozitif tutum geliütirmede, oyun yoluyla fen öùretiminin motivasyon içeren özellikleri vurgulanmütr. Yaparak-yaüayarak fen öùretiminde özellikle keüfederek yaplan etkinliklerin eùlenceli ve oyun içermesi, öùretmenin ilgisini çekmesinin yan sra, onlara fen etkinliklerini çocuklar için nasl daha fazla oyun içerecek üekilde iülemeleri, ilgi çekici hale getirmeleri ve daha verimli klma konularnda model almalarn saùlayacak deneyimler sunmaktadr. Bu çalümann sonuçlar fen öùretiminde ilgi ve tutum geliütirmek için, fen derslerinde birçok ilgi uyandran farkl etkinliklerin gerçekleütirilmesinin yan sra, yaplan etkinliklerin oyun ile bütünleütirilerek öùrencileri araütrma ve keüfetmeye cesaretlendirecek snf ortamlarnn düzenlenmesini önermektedir. Anahtar Sözcükler: Oyun yoluyla fen öùret

Anahtar Kelime:

Konular: Eğitim, Eğitim Araştırmaları

Fen Bilgisi Öğretmeni Yetiştirme Programnda Oyunla Bütünleştirilmiş Fen Derslerinin Fen Öğretimine Karü Olumlu Tutum Geliştirmedeki Rolünün Değerlendirilmesi

Öz:

Problem Statement: Research studies indicate that teachers with negative attitudes toward science tend to use didactic approaches rather than approaches based on students' active participation. However, the reviews of the national academic literature in Turkey located a few research studies on the relationship between playful science experiences and attitudes toward science. This study examines the following components of attitudes: a) enjoyment of learning science and b) interest and motivation toward science, the nature of the classroom environment, and the content of group work. Purpose of the Study: The purpose of this study was to determine preservice science teachers' attitudes on the roles of playfulness, content of group work, and the class atmosphere after taking a two-semester required science methods course. Methods: Data were collected by a survey and an open-ended question to examine the role of playful science experiences and positive classroom atmosphere on preservice science teachers' attitudes toward learning and teaching science. Forty-two preservice teachers participated in the study, 18 males and 24 females with an average age of 20. The course was designed to model inquiry-based science teaching, and it focused on discrepant event demonstrations and fun and playful hands-on activities for preservice teachers. Findings and Results: Preservice teachers' high mean ratings and significant correlations were found on methods course variables. The best predictors of developing a positive attitude toward science learning and teaching were playful activities in the methods course made learning easier and playful activities relieved boredom. These variables explained 43% of the variance. The most frequently mentioned playful/fun activities were making a terrarium, experimenting with mirrors and lenses, examining the effect of air pressure with a balloon in a flask, making a hydrogen balloon, and conducting a science fair project. Preservice teachers' evaluation of the course indicated that interesting hands-on activities, creating concepts real and visible, including novelty activities, and requiring projects that helped with learning to collect and analyze data were the common characteristics of the fun science experiences in the methods course. Conclusions and Recommendations: This study focuses on the motivational aspects of the science laboratory course in developing positive attitudes toward teaching science through play. Discrepant event demonstrations and exploratory hands-on learning activities that are fun may serve both to capture the interest of the teachers and to model how they can make science activities more playful and engaging for children.

Anahtar Kelime:

Konular: Eğitim, Eğitim Araştırmaları

Belge Türü: Makale Makale Türü: Araştırma Makalesi Erişim Türü: Erişime Açık

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APA	BULUNUZ M (2015). The Role of Playful Science in Developing Positive Attitudes toward Teaching Science in a Science Teacher Preparation Program. , 67 - 88.
Chicago	BULUNUZ Mızrap The Role of Playful Science in Developing Positive Attitudes toward Teaching Science in a Science Teacher Preparation Program. (2015): 67 - 88.
MLA	BULUNUZ Mızrap The Role of Playful Science in Developing Positive Attitudes toward Teaching Science in a Science Teacher Preparation Program. , 2015, ss.67 - 88.
AMA	BULUNUZ M The Role of Playful Science in Developing Positive Attitudes toward Teaching Science in a Science Teacher Preparation Program. . 2015; 67 - 88.
Vancouver	BULUNUZ M The Role of Playful Science in Developing Positive Attitudes toward Teaching Science in a Science Teacher Preparation Program. . 2015; 67 - 88.
IEEE	BULUNUZ M "The Role of Playful Science in Developing Positive Attitudes toward Teaching Science in a Science Teacher Preparation Program." , ss.67 - 88, 2015.
ISNAD	BULUNUZ, Mızrap. "The Role of Playful Science in Developing Positive Attitudes toward Teaching Science in a Science Teacher Preparation Program". (2015), 67-88.

APA	BULUNUZ M (2015). The Role of Playful Science in Developing Positive Attitudes toward Teaching Science in a Science Teacher Preparation Program. Eurasian Journal of Educational Research, 15(58), 67 - 88.
Chicago	BULUNUZ Mızrap The Role of Playful Science in Developing Positive Attitudes toward Teaching Science in a Science Teacher Preparation Program. Eurasian Journal of Educational Research 15, no.58 (2015): 67 - 88.
MLA	BULUNUZ Mızrap The Role of Playful Science in Developing Positive Attitudes toward Teaching Science in a Science Teacher Preparation Program. Eurasian Journal of Educational Research, vol.15, no.58, 2015, ss.67 - 88.
AMA	BULUNUZ M The Role of Playful Science in Developing Positive Attitudes toward Teaching Science in a Science Teacher Preparation Program. Eurasian Journal of Educational Research. 2015; 15(58): 67 - 88.
Vancouver	BULUNUZ M The Role of Playful Science in Developing Positive Attitudes toward Teaching Science in a Science Teacher Preparation Program. Eurasian Journal of Educational Research. 2015; 15(58): 67 - 88.
IEEE	BULUNUZ M "The Role of Playful Science in Developing Positive Attitudes toward Teaching Science in a Science Teacher Preparation Program." Eurasian Journal of Educational Research, 15, ss.67 - 88, 2015.
ISNAD	BULUNUZ, Mızrap. "The Role of Playful Science in Developing Positive Attitudes toward Teaching Science in a Science Teacher Preparation Program". Eurasian Journal of Educational Research 15/58 (2015), 67-88.