Fen Bilimleri Dersi Öğretim Programı İle Araştırmaya Dayalı Fen Öğretimi Arasındaki Köprü: Sınıf Öğretmeni Adaylarının Eğitimi

Abstract

In this research, compatibility of performance objectives in the Turkish Science Curriculum for 3rd and 4th grades with inquiry based science education was analyzed. In parallel to this investigation, how classroom teacher candidates’ self-efficacy perception on inquiry based science education, their general perception on science teaching and their attitudes towards science were affected by taking a methods course about applying guided inquiry and open inquiry activities in classrooms was studied. In the research, quantitative methods supported by qualitative data were used. Expert opinions were collected to describe the compatibility of performance objectives in the 2013 Turkish Science Curriculum with inquiry based science education. Furthermore, training on inquiry based science education was given to 2nd year classroom teacher candidates (n=34) studying at an undergraduate program of classroom teaching at a state university in Ankara during the 2014 - 2015 academic year for two semesters. Guided inquiry applications in the first term, open inquiry applications in the second term were completed to teach the teacher candidates about how to apply inquiry based science education in the classroom. Three different instruments were used at the beginning, middle and end of the study period and opinions of the student teachers were collected in order to determine their self-efficacy perception on inquiry based science education, self-efficacy on science curriculum and attitudes towards science. As a result, although it is claimed that Turkish Science Curriculum is based on inquiry, expert opinions showed that very few numbers of performance objectives in the curriculum are compatible with inquiry based teaching. Courses and applications on inquiry based science education given to teacher candidates positively changed their self-efficacy perception on inquiry based science education, science curriculum, self-efficacy perception and attitudes towards science.