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Developing an Instrument to Evaluate the Noticing Skills of Pre-Service Science Teachers

Year 2023, Volume: 13 Issue: 2, 174 - 217, 31.07.2023

Hüseyin İnaltun

https://doi.org/10.18039/ajesi.1135180
Cited By: 1

Abstract

Science teachers need to attend to students’ science-related thoughts in a learning environment with many complex factors, analyze these thoughts, and plan the next step of their teaching. These essential competencies, commonly referred to as "noticing skills," are indispensable for any proficient teacher. However, the use of research tools, such as video cameras and clips, to collect data on these skills from both teachers and pre-service teachers can prove to be both costly and time-inefficient. Therefore, this study has two purposes: (1) to develop a valid and reliable measurement tool that is easy to apply, low-cost, and provides rich data to measure pre-service science teachers’ noticing skills, and (2) to determine the level of pre-service science teachers’ noticing skills. Accordingly, student experiment reports were designed in the context of inquiry and the content of electrical circuits and used as a data collection tool. Expert opinion was taken, and a pilot study was conducted to provide validity. Inter-coder reliability was ensured during the analysis by using the coding list and rubrics. The results showed that the designed student experiment reports were valid and reliable for measuring pre-service science teachers’ noticing skills. The results also revealed that pre-service science teachers’ noticing skills were at a low level. Accordingly, pre-service science teachers mostly focused on more general elements rather than students’ thoughts about electrical circuits, analyzed the students’ thoughts and skills at a low level, and were not effective in planning the next step of teaching. Suggestions were made regarding the use of the measurement tool and the pre-service science teachers’ noticing skills.

Keywords

electric circuits inquiry skills pre-service science teachers student experiment reports teacher noticing skills

References

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Fen Bilgisi Öğretmen Adaylarının Fark Etme Becerilerini Ölçmeye Yönelik Bir Aracın Tasarlanması

Year 2023, Volume: 13 Issue: 2, 174 - 217, 31.07.2023

Hüseyin İnaltun

https://doi.org/10.18039/ajesi.1135180
Cited By: 1

Abstract

Fen bilgisi öğretmenlerinin farklı türde çok sayıda etmenin yer aldığı öğrenme ortamlarında öğrencilerin fen ile ilişkili düşüncelerine katılmaları, analiz etmeleri ve öğretimlerinin bir sonraki adımını planlamaları gerekmektedir. Fark etme becerisi olarak isimlendirilen bu beceriler yetkin bir öğretmenin etkili bir şekilde yerine getirmesi gereken uygulamalardır. Ancak öğretmen ve öğretmen adaylarının bu becerileri hakkında veri toplamak için araştırmalarda kullanılan video kamera ve video klip gibi araçların yüksek maliyetli ve zaman açısından verimsiz olmaları yapılacak çalışmaları güçleştirmektedir. Bu sebeple bu çalışmanın iki amacı vardır: (1) fen bilgisi öğretmen adaylarının fark etme becerilerini ölçmek için uygulanması kolay, düşük maliyetli ve zengin bir veri sağlayan geçerli ve güvenilir bir ölçme aracı geliştirmek ve (2) fen bilgisi öğretmen adaylarının fark etme becerilerinin seviyesini belirlemektir. Bu doğrultuda araştırma sorgulama bağlamında ve elektrik devreleri içeriğinde öğrenci deney raporları tasarlanarak veri toplama aracı olarak kullanılmıştır. Ölçeğin geçerlik çalışması için uzman görüşü alınmış ve fen bilgisi öğretmen adaylarıyla pilot çalışması yapılmıştır. Kodlama listesi ve rubrikler kullanılarak analizler sırasında kodlayıcılar arası güvenirlik sağlanmıştır. Sonuçlar tasarlanan öğrenci deney raporlarının fen bilgisi öğretmen adaylarının fark etme becerilerini ölçmek için geçerli ve güvenilir olduğunu göstermiştir. Ayrıca, fen bilgisi öğretmen adaylarının fark etme becerilerinin yeterince iyi bir seviyede olmadığı ortaya çıkmıştır. Buna göre fen bilgisi öğretmen adayları çoğunlukla öğrencilerin fen ile ilişkili olan düşünceleri yerine daha genel öğelere katılım göstermiş, öğrencilerin düşünceleri ve becerilerine katılım gösterdiği öğeleri genellikle düşük bir seviyede analiz etmiş ve öğrenmenin bir sonraki adımını planlamada yeterince etkili olamamışlardır. Ulaşılan sonuçlara göre tasarlanan ölçme aracının kullanımı ve fen bilgisi öğretmen adaylarının fark etme becerilerine ilişkin önerilerde bulunulmuştur.

Keywords

araştırma sorgulama becerileri elektrik devreleri fark etme becerileri fen bilgisi öğretmen adayları öğrenci deney raporları

References

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  • Ateş, S. (Ed). (2019). Bilimsel muhakeme (Akıl yürütme). Palme Yayıncılık.
  • Aydeniz, M., & Dogan, A. (2016). Exploring pre-service science teachers’ pedagogical capacity for formative assessment through analyses of student answers. Research in Science & Technological Education, 34(2), 125-141. Retrieved June 24, 2022, from https://doi.org/10.1080/02635143.2015.1092954
  • Barnhart, T., & van Es, E. (2015). Studying teacher noticing: Examining the relationship among pre-service science teachers’ ability to attend, analyze and respond to student thinking. Teaching and Teacher Education, 45, 83-93. Retrieved June 24, 2022, from https://doi.org/10.1016/j.tate.2014.09.005
  • Benedict-Chambers, A. (2016). Using tools to promote novice teacher noticing of science teaching practices in post-rehearsal discussions. Teaching and Teacher Education, 59, 28-44. Retrieved June 24, 2022, from https://doi.org/10.1016/j.tate.2016.05.009
  • Berland, L. K., & Reiser, B. J. (2009). Making sense of argumentation and explanation. Science Education, 93(1), 26–55. Retrieved June 24, 2022, from https://doi.org/10.1002/sce.20286
  • Blomberg, G., Stürmer, K., & Seidel, T. (2011). How pre-service teachers observe teaching on video: Effects of viewers’ teaching subjects and the subject of the video. Teaching and Teacher education, 27(7), 1131-1140. Retrieved June 24, 2022, from https://doi.org/10.1016/j.tate.2011.04.008
  • Chan, K. K. H., Xu, L., Cooper, R., Berry, A., & van Driel, J. H. (2021). Teacher noticing in science education: do you see what I see? Studies in Science Education, 57(1), 1-44. Retrieved June 24, 2022, from https://doi.org/10.1080/03057267.2020.1755803
  • Chan, K. K. H., & Yau, K. W. (2021). Using video-based interviews to investigate pre-service secondary science teachers’ situation-specific skills for informal formative assessment. International Journal of Science and Mathematics Education, 19, 289-311. Retrieved April 10, 2023 from https://doi.org/10.1007/s10763-020-10056-y
  • Creswell, J. W. (2012). Educational research planning, conducting and evaluating quantitative and qualitative research. New York: Pearson.
  • Dalvi, T., & Wendell, K. (2017). Using student video cases to assess pre-service elementary teachers’ engineering teaching responsiveness. Research in Science Education, 47(5), 1101-1125. Retrieved June 24, 2022, from https://doi.org/10.1007/s11165-016-9547-5
  • Dede, E., & Özdemir, E. (2022). Matematik eğitiminde fark etme becerisi üzerine yapılan araştırmaların bibliyometrik analizi. Bayburt Eğitim Fakültesi Dergisi, 17(36), 1547-1571. Retrieved April 09, 2023, from https://doi.org/10.35675/befdergi.1145811
  • Furtak, E. M., Kiemer, K., Circi, R. K., Swanson, R., de León, V., Morrison, D., & Heredia, S. C. (2016). Teachers' formative assessment abilities and their relationship to student learning: Findings from a four-year intervention study. Instructional Science, 44(3), 267–291. Retrieved April 10, 2023, from https://doi.org/10.1007/s11251-016-9371-3
  • Gearhart, M., Nagashima, S., Pfotenhauer, J., Clark, S., Schwab, C., Vendlinski, T., Osmundson, E., Herman, J., & Bernbaum, D. (2006). Developing expertise with classroom assessment in K-12 science: Learning to interpret student work. Interim findings from a 2-year study. Educational Assessment, 11(3-4), 237-263. Retrieved June 24, 2022, from https://doi.org/10.1080/10627197.2006.9652990
  • Gilbert, J. K., Osborne, R. J. & Fensham, P. J. (1982). Children’s science and its consequences for teaching. Science Education, 66(4), 623-33. Retrieved June 24, 2022, from https://doi.org/10.1002/sce.3730660412
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There are 62 citations in total.

Details

Primary Language Turkish
Subjects Other Fields of Education
Journal Section Research Article
Authors

Hüseyin İnaltun 0000-0002-1981-5539

Publication Date July 31, 2023
Submission Date June 24, 2022
Published in Issue Year 2023 Volume: 13 Issue: 2

Cite

APA İnaltun, H. (2023). Fen Bilgisi Öğretmen Adaylarının Fark Etme Becerilerini Ölçmeye Yönelik Bir Aracın Tasarlanması. Anadolu Journal of Educational Sciences International, 13(2), 174-217. https://doi.org/10.18039/ajesi.1135180
AMA İnaltun H. Fen Bilgisi Öğretmen Adaylarının Fark Etme Becerilerini Ölçmeye Yönelik Bir Aracın Tasarlanması. AJESI. July 2023;13(2):174-217. doi:10.18039/ajesi.1135180
Chicago İnaltun, Hüseyin. “Fen Bilgisi Öğretmen Adaylarının Fark Etme Becerilerini Ölçmeye Yönelik Bir Aracın Tasarlanması”. Anadolu Journal of Educational Sciences International 13, no. 2 (July 2023): 174-217. https://doi.org/10.18039/ajesi.1135180.
EndNote İnaltun H (July 1, 2023) Fen Bilgisi Öğretmen Adaylarının Fark Etme Becerilerini Ölçmeye Yönelik Bir Aracın Tasarlanması. Anadolu Journal of Educational Sciences International 13 2 174–217.
IEEE H. İnaltun, “Fen Bilgisi Öğretmen Adaylarının Fark Etme Becerilerini Ölçmeye Yönelik Bir Aracın Tasarlanması”, AJESI, vol. 13, no. 2, pp. 174–217, 2023, doi: 10.18039/ajesi.1135180.
ISNAD İnaltun, Hüseyin. “Fen Bilgisi Öğretmen Adaylarının Fark Etme Becerilerini Ölçmeye Yönelik Bir Aracın Tasarlanması”. Anadolu Journal of Educational Sciences International 13/2 (July 2023), 174-217. https://doi.org/10.18039/ajesi.1135180.
JAMA İnaltun H. Fen Bilgisi Öğretmen Adaylarının Fark Etme Becerilerini Ölçmeye Yönelik Bir Aracın Tasarlanması. AJESI. 2023;13:174–217.
MLA İnaltun, Hüseyin. “Fen Bilgisi Öğretmen Adaylarının Fark Etme Becerilerini Ölçmeye Yönelik Bir Aracın Tasarlanması”. Anadolu Journal of Educational Sciences International, vol. 13, no. 2, 2023, pp. 174-17, doi:10.18039/ajesi.1135180.
Vancouver İnaltun H. Fen Bilgisi Öğretmen Adaylarının Fark Etme Becerilerini Ölçmeye Yönelik Bir Aracın Tasarlanması. AJESI. 2023;13(2):174-217.

Cited By

Fen Bilgisi Öğretmen Adaylarının Fark Etme Becerilerinin İncelenmesi
Mehmet Akif Ersoy Üniversitesi Eğitim Fakültesi Dergisi
https://doi.org/10.21764/maeuefd.1286808
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