Author :
Abstract
Her geçen gün yaşamımızda problemler karmaşık hale gelmektedir. Çalışma hayatına başlayan bireylerden bu karmaşık problemleri çözmeleri beklenmektedir. Bu problemlerin çözülebilmesi için daha önce karşılaşıp pratik yapmış olmak gereklidir. Dolayısıyla öğretmenler eğitim sırasında öğrencilerini kompleks problemlerle karşılaştırmalıdır. Öğrencilerin düşünme becerilerini gelişimi öğretmenlerin bilgileriyle yakından ilgilidir. Buradan yola çıkılarak bu çalışma planlanmıştır. Çalışmanın amacı; Fen bilgisi öğretmenliği lisansüstü programına devam eden öğretmenlerin solunum konusunu sistem düşünme ile açıklama düzeylerini tespit etmektir. Araştırmanın çalışma grubunu, 2018-2019 eğitim öğretim yılında İstanbul ilinde bulunan bir devlet üniversitesinin Fen Bilgisi Öğretmenliği üstü programına devam eden 16 öğretmen (6 Doktora, 10 Yüksek Lisans) oluşturmuştur. Çalışmada nicel ve nitel veri toplama araçları kullanılmıştır. Nicel veri toplamak için solunum sistemi sistem düşünme testi, nitel veri toplama aracı olarak da öğretmenlerin çizdikleri kavram haritaları kullanılmıştır. Nicel veriler sonucunda öğretmenlerin sistem düşünme seviyeleri %10’u uygulama- sentez, %30 sentez, %60’ı analiz düzeyinde olduğu tespit edilmiştir. Nitel verileri analizinde ise sistem bileşenlerini belirleme ve sistem bileşenleri arasında basit ilişki kurmada başarılıyken, sistem bileşenleri arasındaki dinamik ilişkileri tanımlama ve sistem bileşenlerini etkileşimler çerçevesinde organize edebilmede başarılı olamadıkları görülmüştür.
Keywords
Abstract
Everyday problems become more complex in our lives. Individuals who start working life are expected to solve these complex problems. In order to solve these problems, it is necessary to encounter and practice before. Therefore, teachers should introduce their students with complex problems during education. The development of students' thinking skills is closely related to teachers' knowledge. The aim of the study is to determine graduate program science teacher’ level of system thinking in the explanation of respiratory subject. The study group of the study consisted of 16 teachers (6 Ph.D., 10 Master) who are attending a science teaching program in a state university in Istanbul in 2018-2019 academic year. Quantitative and qualitative data collection tools were used in the study. Respiratory system thinking test was used to collect quantitative data, and concept maps drawn by teachers were used as qualitative data collection tools. As a result of the quantitative data, it was determined that the system thinking levels of the teachers were at the level of practice-synthesis, 30% synthesis and 60% analysis. In the qualitative data analysis, it was found that while they were successful in identifying system components and establishing simple relationships between system components, they were not successful in defining dynamic relationships between system components and organizing system components within interactions.
Keywords
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