Okul Öncesi Öğretmen Adaylarına Kulak Vermek: Okul Öncesi Dönem Fen Eğitimine İlişkin İnançları ve Fen Öğretimine Yönelik Öz-Yeterlikleri

Yazarlar

DOI:

https://doi.org/10.33308/26674874.2024381658

Anahtar Kelimeler:

Okul Öncesi Dönem Fen Eğitimi- Öğretmen Adayları- Öz-Yeterlik İnançları- Tarama Araştırması- Öğretmen Eğitimi

Özet

Bu kesitsel tarama araştırması okul öncesi öğretmen adaylarının (a) okul öncesi dönem fen eğitiminin amaçları ve kapsamına ve (b) okul öncesi dönem çocuklarına fen öğretimi konusundaki öz-yeterlik inançlarına ilişkin inançlarını ortaya çıkarmayı amaçlamıştır. Veriler öğretmen adaylarından (N = 130), araştırmacılar tarafından hazırlanan ve açık uçlu sorulardan oluşan bir form aracılığıyla toplanmıştır. Sonuçlar, öğretmen adaylarının okul öncesi dönem fen eğitiminin öneminin farkında olduklarını ve fen eğitiminin merakı giderme, sorgulama becerilerini geliştirme, çevreyi ve yaşamı anlamayı kolaylaştırma gibi rollerine odaklandıklarını göstermiştir. Ancak öğretmen adaylarının çoğu, okul öncesi dönemde fen eğitimini yalnızca doğa bilimleriyle ilgili etkinlik ve kavramlarla ilişkilendirmiştir. Öğretmen adayları ayrıca deneyim ve teorik bilgi eksiklikleri nedeniyle okul öncesi dönem çocuklarına fen öğretimi konusunda öz-yeterlik inançlarının düşük olduğunu bildirmişlerdir. Çalışma, öğretmen adaylarının okul öncesi dönem fen eğitimine yönelik kapsamlı bir bakış açısı kazanmaları ve fen öğretimi konusundaki öz yeterlik inançlarını geliştirmelerine ilişkin bazı çıkarımlar sunmaktadır.

İndirmeler

İndirme verileri henüz mevcut değil.

Yazar Biyografileri

Aysun Ata Aktürk, Kastamonu Üniversitesi

Aysun Ata Aktürk Kastamonu Üniversitesi öğretim üyesidir. 

Mustafa Çetin, Akdeniz Üniversitesi

MUstafa Çetin Akdeniz Üniversitesi araştırma görevlisidir. 

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Yayınlanmış

2024-01-12

Nasıl Atıf Yapılır

Ata Aktürk, A., & Çetin, M. (2024). Okul Öncesi Öğretmen Adaylarına Kulak Vermek: Okul Öncesi Dönem Fen Eğitimine İlişkin İnançları ve Fen Öğretimine Yönelik Öz-Yeterlikleri. Yaşadıkça Eğitim, 38(1), 105–119. https://doi.org/10.33308/26674874.2024381658

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