Yıl: 2017 Cilt: 18 Sayı: 3 Sayfa Aralığı: 740 - 771 Metin Dili: Türkçe İndeks Tarihi: 29-07-2022
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Öz: Bu çalışmada öğretmen adaylarının ısı ve sıcaklık konusuna ilişkin PAB’ları Park (2005) tarafından geliştirilen “Hexagon Modeli” çerçevesinde incelenmiştir. Bu çerçevede fen bilgisi öğretmen adaylarının ısı ve sıcaklık konusunun öğretiminde (1) öğretim program bilgilerine, (2) öğrenciyi anlama bilgilerine, (3) ölçme ve değerlendirme bilgilerine, (4) öğretim yöntem ve teknik bilgilerine, (5) fen öğretimi oryantasyonuna ve (6) öğretmen öz-yeterlik inançlarının gelişimlerine mikro öğretim uygulama etkilerinin incelenmesi amaçlanmıştır. Araştırmada nitel araştırma yöntemlerinden bütüncül çoklu durum deseni kullanılmıştır. Çalışma grubunun oluşturulmasında, mikro öğretim uygulamalarının yapılması planlanan iki farklı üniversitede iki farklı grup içerisinde yer alan öğretmen adaylarının ısı ve sıcaklık konusunda sahip oldukları alan bilgileri önemli bir kriter olarak belirlenmiştir. Alan bilgisi yüksek (n=6), düşük (n=6) ve orta (n=4) düzeyde olan 16 öğretmen adayı çalışma grubunu oluşturmuştur. Öğretmen adaylarının PAB gelişimlerine ilişkin veriler yarı yapılandırılmış mülakatlar ile elde edilmiştir. Veriler betimsel ve içerik analizi yöntemleri birlikte kullanılarak analiz edilmiştir. Araştırma sonuçlarına göre, öğretmen adaylarının mesleki gelişimleri pek çok faktörden etkilenmekle birlikte fen öğretimi oryantasyonları kişiye özgü farklılıklar göstermektedir. Öğretmen adayları mikro öğretim ile birlikte genel olarak konuya özgü ölçme ve değerlendirme tekniklerini kullanarak deneyim kazandıklarını, öğrenci öğrenmeleri hakkında bilgi sahibi olduklarını ve mesleğe ilişkin özgüvenlerini geliştirdiklerini düşünmektedirler
Anahtar Kelime: Konular:
Belge Türü: Makale Makale Türü: Araştırma Makalesi Erişim Türü: Erişime Açık
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| APA | Kartal T, YAMAK H, KAVAK N (2017). -. , 740 - 771. |
| Chicago | Kartal Tezcan,YAMAK Havva,KAVAK Nusret -. (2017): 740 - 771. |
| MLA | Kartal Tezcan,YAMAK Havva,KAVAK Nusret -. , 2017, ss.740 - 771. |
| AMA | Kartal T,YAMAK H,KAVAK N -. . 2017; 740 - 771. |
| Vancouver | Kartal T,YAMAK H,KAVAK N -. . 2017; 740 - 771. |
| IEEE | Kartal T,YAMAK H,KAVAK N "-." , ss.740 - 771, 2017. |
| ISNAD | Kartal, Tezcan vd. "-". (2017), 740-771. |
| APA | Kartal T, YAMAK H, KAVAK N (2017). -. Ahi Evran Üniversitesi Kırşehir Eğitim Fakültesi Dergisi, 18(3), 740 - 771. |
| Chicago | Kartal Tezcan,YAMAK Havva,KAVAK Nusret -. Ahi Evran Üniversitesi Kırşehir Eğitim Fakültesi Dergisi 18, no.3 (2017): 740 - 771. |
| MLA | Kartal Tezcan,YAMAK Havva,KAVAK Nusret -. Ahi Evran Üniversitesi Kırşehir Eğitim Fakültesi Dergisi, vol.18, no.3, 2017, ss.740 - 771. |
| AMA | Kartal T,YAMAK H,KAVAK N -. Ahi Evran Üniversitesi Kırşehir Eğitim Fakültesi Dergisi. 2017; 18(3): 740 - 771. |
| Vancouver | Kartal T,YAMAK H,KAVAK N -. Ahi Evran Üniversitesi Kırşehir Eğitim Fakültesi Dergisi. 2017; 18(3): 740 - 771. |
| IEEE | Kartal T,YAMAK H,KAVAK N "-." Ahi Evran Üniversitesi Kırşehir Eğitim Fakültesi Dergisi, 18, ss.740 - 771, 2017. |
| ISNAD | Kartal, Tezcan vd. "-". Ahi Evran Üniversitesi Kırşehir Eğitim Fakültesi Dergisi 18/3 (2017), 740-771. |
