Investigating difficulties that preservice science teachers encounter while designing guided inquiry activities Öğretmen adaylarının rehberli sorgulamaya dayalı fen etkinlikleri tasarlarken karşılaştıkları zorlukların İncelenmesi

Bayram Z.

Hacettepe Egitim Dergisi, cilt.30, sa.2, ss.15-29, 2015 (SCI-Expanded) identifier identifier

  • Yayın Türü: Makale / Tam Makale
  • Cilt numarası: 30 Sayı: 2
  • Basım Tarihi: 2015
  • Dergi Adı: Hacettepe Egitim Dergisi
  • Derginin Tarandığı İndeksler: Science Citation Index Expanded (SCI-EXPANDED), Scopus, TR DİZİN (ULAKBİM)
  • Sayfa Sayıları: ss.15-29
  • Hacettepe Üniversitesi Adresli: Evet

Özet

© 2016, Hacettepe University, All rights reserved.Science and Technology curriculum was changed in 2013 and renamed as “Natural Sciences.” One of the most important changes in the new curriculum was that it is based on inquiry learning. The new curriculum expects teachers to prepare and apply in-classroom and out-of-school applications based on inquiry approach. This study aims to describe the difficulties that teacher candidates have when they design guided inquiry based activities. This study was conducted in the Inquiry Based Science Education elective course. In a 14 week period, inquiry based activities were conducted; video examples of inquiry based applications were shown to teacher candidates and after applications they were asked to design guided inquiry based activities. A total seven of approximately 30 minute semi-structured interviews were conducted with 14 students in pairs. As a result, teacher candidates indicated that besides extrinsic difficulties, such as students’ readiness, materials, and time, they also face with intrinsic difficulties such as guidance, content knowledge, process knowledge, and paradigm change.