Öğretmen Adayları Tarafından Geliştirilen Ders Planlarının Fen | Çevre | Sağlık Vizyonu Çerçevesinde İncelenmesi
Özet
Bu çalışma, Fen Bilgisi öğretmen adaylarının Fen | Çevre | Sağlık (F|Ç|S) vizyonu çerçevesinde obezite konusuna yönelik hazırladıkları ders planlarını öğretim yaklaşımı, tasarlanan etkinlik ile materyaller ve F|Ç|S vizyonunun entegrasyonu açısından incelemeyi amaçlamaktadır. Nitel araştırma yöntemlerinden durum çalışması deseninin kullanıldığı araştırmanın çalışma grubunu, bir devlet üniversitesinde Fen Bilgisi Öğretmenliği lisans programına kayıtlı 17 öğretmen adayı oluşturmaktadır. Araştırma verileri, dönem sonunda obezite örnek olayı bağlamında geliştirilen ders planlarının betimsel analiziyle elde edilmiştir. Araştırma bulguları, öğretmen adaylarının çoğunun öğretmen-merkezli yaklaşımı benimsediğini ve öğrenci-merkezli öğretim yapılarını ders planlarına aktarmakta zorlandıklarını göstermektedir. Tasarlanan etkinliklerde en sık farklı disiplinlerle işbirliği yapma, günlük tutma, poster hazırlama, velilerle işbirliği ve video izletme yöntemleri tercih edilmiştir. F|Ç|S vizyonu kapsamında adaylar günlük hayat ve sağlık bağlamlarını ders planlarına başarılı bir şekilde dahil ederken, çevre boyutu ve eleştirel düşünmeyi teşvik eden etkinlikler oldukça sınırlı kalmıştır. Sonuç olarak, öğretmen adaylarının sosyobilimsel konuları F|Ç|S vizyonuyla bütünleştirme becerilerini artırmak ve öğrenci-merkezli öğretim yaklaşımlarını içselleştirmelerini sağlamak amacıyla, lisans eğitiminde gerçek öğrenme ortamlarındaki uygulamalara ve mikro öğretim deneyimlerine daha fazla yer verilmesi önerilmektedir.
This study aims to examine pre-service science teachers' lesson plans prepared on the topic of obesity within the framework of the Science | Environment | Health (S|E|H) vision in terms of instructional approaches, designed activities and materials, and the integration of the S|E|H vision. Utilizing a case study design from qualitative research methodologies, the study group consisted of 17 pre-service science teachers enrolled in the science education program at a state university. Data were gathered through the descriptive analysis of lesson plans developed at the end of the term based on an obesity case scenario. Findings revealed that the majority of pre-service teachers adopted a teacher-centered approach and struggled to reflect student-centered instructional models in their lesson plans. Among the designed activities, collaborating with different disciplines, journaling, poster preparation, parental involvement, and watching videos/documentaries were most frequently utilized. Within the S|E|H vision, while participants successfully integrated daily life and health contexts into their lesson plans, the environmental dimension and activities promoting critical thinking remained quite limited. Consequently, to enhance pre-service teachers' skills in integrating socioscientific issues with the S|E|H vision and to internalize student-centered instruction, it is recommended to provide more opportunities for practical applications in real learning environments and micro-teaching experiences during undergraduate education.
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