Investigating pre-service science teachers’ understandings and use of models

Download
index.pdf
2013
Yenilmez Türkoğlu, Ayşe
Show full item record
277
views
195
downloads
To gain a better understanding of pre-service science teachers’ (PSTs’) views of models, a case study was conducted with fourteen PSTs in a large public university in Ankara. The study aims to provide an answer to the research question, ‘What understandings do PSTs possess about scientific models and the models used in science education?’ and to explore how they use these models in their classroom practices. Data were collected using an open-item instrument, semi-structured interviews, class observations, and lesson plans; and were analyzed using qualitative data analyses methods, where transcriptions from the instrument and interviews were repeatedly examined for the purpose of revealing the codes and categories about PSTs’ understandings of models, while lesson plans and class observations were examined in terms of their use of models in classroom practices. Findings showed that PSTs held fragmented views of models by having informed views in some aspects while having naïve views on other aspects. While they displayed a ‘constructivist orientation’ by acknowledging the presence of multiple models for the same phenomenon depending on scientists’ perspective or creativity involved in the production of scientific knowledge, the PSTs also expressed ‘logical positivist’ views by believing that models should be close to the real phenomena. Further, although PSTs perceived models as useful tools for teaching science and showed strong willingness towards using them, they had difficulties in integrating them in their classroom practices. These findings evidenced the intention-practice gap and the need to support PSTs in terms of pedagogical content knowledge about models.
Elementary school teachers, Elementary school teachers, Science teachers, Student teachers, Teaching, Pedagogical content knowledge.
http://etd.lib.metu.edu.tr/upload/12615915/index.pdf
https://hdl.handle.net/11511/22620
Graduate School of Social Sciences, Thesis

Suggestions

Exploring preservice science teachers’ energy conservation behavior through motivation, psychological needs and attitude: further supported with their awareness
Çakır Yıldırım, Birgül; Yılmaz Tüzün, Özgül; Department of Elementary Education (2017)
The primary focus of this study was to examine the relationships among attitudes toward energy conservation, self-determined motivation and basic psychological needs of preservice science teachers. To this end a model showing the relationship among these variables was suggested. In order to better understand the observed relationships in the model, interviews with PSTs were conducted. For the purpose of the study mixed method was used. In quantitative part of the study, 1136 preservice science teachers, who...
An Investigation of pre-service elementary mathematics teachers’ techno-pedagogical content knowledge within the context of their teaching practices
Balgalmış, Esra; Çakıroğlu, Erdinç; Department of Elementary Education (2013)
The goal of the case study was to investigate the contribution of field experience and the reflection-on-practice process on Turkish Pre-service Teachers’ TPACK. In 2011-2012 fall semester, the research was conducted with the participation of three PSTs. PSTs designed and implemented three technology-based lessons, primarily with GeoGebra. They were observed during the lesson and interviewed before and after each lesson implementation to reflect on their teaching. The data collection methods were reflective...
Pre-service classroom teachers’ perceived competencies on education for sustainable development /
Soysal, Neşe; Akar, Hanife; Department of Educational Sciences (2016)
The purpose of this study was to analyze pre-service classroom teachers’ perceived competencies on Education for Sustainable Development (ESD). For this purpose, first, attitudes of pre-service classroom teachers towards Sustainable Development (SD) were examined; then, their perceived competencies regarding ESD were investigated. Finally, the curriculum of classroom teachers was analyzed to see if it reflected learning opportunities for development of the competencies. In this study, a mixed methods sequen...
Investigation of pre service science teachers perceptions related to pedagogical knowledge and pedagogical content knowledge
Güler, Fulden; Aksu, Meral; Department of Educational Sciences (2015)
The purpose of the present study was to investigate the pre service science teachers’ perceptions related to science teaching. Within this scope, participants’ perceptions related to their pedagogical knowledge (PK) and pedagogical content knowledge (PCK) were examined. Furthermore, it was aimed to investigate the effect of gender and level of achievement on participants’ perceptions regarding PK and PCK. 176 fourth year pre service science teachers from three state universities of Ankara participated in th...
Investigating pre-service science teachers’ informal reasoning, epistemological beliefs and metacognitive awareness regarding socioscientific issues: a case for nuclear power plant construction
Öztürk, Nilay; Yılmaz Tüzün, Özgül; Department of Elementary Science and Mathematics Education (2011)
The aims of the present study were to investigate the relationship among preservice science teachers’ informal reasoning regarding nuclear power plant construction, epistemological beliefs and metacognitive awareness. Throughout 2010-2011 fall and spring semesters, a total of 674 pre-service science teachers participated in the study. Data were collected through Schommer’s Epistemological Questionnaire, Metacognitive Awareness Inventory, and Open-ended Questionnaire Assessing Informal Reasoning regarding Nu...
Citation Formats
A. Yenilmez Türkoğlu, “Investigating pre-service science teachers’ understandings and use of models,” Ph.D. - Doctoral Program, Middle East Technical University, 2013.
METU IIS - Integrated Information Service open@metu.edu.tr