Browsing by Author "Kutucu, Elif Selcan"

Now showing 1 - 3 of 3

Effect of Practicum Courses on Pre-Service Teachers' Beliefs Towards Chemistry Teaching: a Year-Long Case Study
(Royal Soc Chemistry, 2019) Boz, Yezdan; Ekiz-Kiran, Betul; Kutucu, Elif Selcan
In this study, we examined the effect of School Experience (SE) and Practice Teaching (PT) courses on pre-service chemistry teachers' beliefs towards chemistry teaching over a one-year period. To reach this purpose, participants' beliefs and experiences towards chemistry teaching were monitored closely throughout the varied phases of the two practicum courses. Two pre-service chemistry teachers participated in the study. Data were collected via semi-structured interviews, observation notes, CoRes and reflection papers. Semi-structured interviews focusing on the pre-service teachers' beliefs regarding chemistry teaching were conducted three times while participating in the SE and PT courses. During the PT course before their teaching experiences the participants prepared CoRes, and after their experiences they critiqued their own performances. Moreover, the participants were observed during their student-teaching experiences to identify how they transfer their beliefs into their teaching. Data were analyzed via inductive analyses. Results indicated that both pre-service teachers had stable core beliefs derived from their own experiences as students that remained constant during these courses and guided their practical instruction. Although both participants attended the same courses during the teacher education program, their attitudes while taking the educational courses were different. Factors that shaped pre-service teachers' beliefs towards teaching were presented as the practicum courses enriched with CoRes and reflection papers, observing their mentors, experiences gained from microteaching sessions, and pedagogical and methods courses taken during the pre-service teacher education program. Implications for the formation of pre-service teachers' beliefs towards teaching throughout pre-service teacher education programs were provided.
The Influence of a Design-Based Elective Stem Course on Pre-Service Chemistry Teachers' Content Knowledge, Stem Conceptions, and Engineering Views
(Royal Soc Chemistry, 2018) Aydin-Gunbatar, Sevgi; Tarkin-Celikkiran, Aysegul; Kutucu, Elif Selcan; Ekiz-Kiran, Betul
In this study, we sought to examine the influence of a 12 week design-based elective Science, Technology, Engineering, and Mathematics (STEM) course on pre-service chemistry teachers' content knowledge, STEM conceptions, and engineering and engineering design views. To attain the goals determined, we utilized five STEM activities starting with a daily-life problem and an iterative engineering design process to solve the problem. A chemistry test with 11 two-tier items, and interviews focusing on STEM and engineering conceptions were administered at the beginning and at the end of the course. Moreover, a reflection paper was collected after each activity. Eight junior pre-service chemistry teachers participated in the study voluntarily. Deductive and inductive data analyses were used to investigate the influence of the course on participants' content knowledge, STEM conceptions, and engineering and engineering design views. The results revealed that the design-based STEM course helped pre-service teachers deepen their content knowledge. Additionally, most of the participants defined integrated STEM education as an acronym (n = 6) and very few mentioned the interdisciplinary dimension of STEM education superficially at the beginning (n = 3). At the end, they mentioned interdisciplinary nature as connecting at least two dimensions of STEM, and they emphasized engaging in real-world problems, designing a product or process and inquiry-based and/or problem-based learning. Regarding engineering and engineering design views, a similar development was observed. Although their views were undeveloped or underdeveloped at the beginning, they enriched their views and mentioned defining criteria, creativity and integration to science and mathematics that are characteristics of engineering and design processes. Implications for including STEM courses in pre-service teacher education programs were provided.
Kimya Öğretmen Adaylarının Kimyasal Dengeye İlişkin Zihinsel Modelleri
(2018) Tüysüz, Mustafa; Çelikkıran, Ayşegül Tarkın; Kutucu, Elif Selcan; Ekiz-kiran, Betul
Bu çalışmanın amacı kimya öğretmen adaylarının kimyasal dengeye etki eden faktörlerdensıcaklık ve derişim değişiminin kimyasal dengeye etkisi ile ilgili zihinsel modellerini açığaçıkarmaktır. Araştırmanın deseni olgubilimdir. Katılımcılar bir devlet üniversitesinin kimyaöğretmenliği programının son sınıfında öğrenim gören dört kimya öğretmen adayıdır. Verileraçık uçlu sorular ve yarı yapılandırılmış görüşmeler yardımıyla toplanmış daha sonra betimselanaliz ve içerik analizi kullanılarak analiz edilmiştir. Veri analizi sonucunda öğretmenadaylarının sabit etki-tepki modeli, tek yönlü etki-tepki modeli (etki ile eş yönlü tepki modeli,etki ile zıt yönlü tepki modeli) ve çift yönlü etki- tepki modeli olmak üzere dört farklı zihinselmodele sahip oldukları bulunmuştur. Bunun yanında öğretmen adaylarının çoğunluğu dengereaksiyonuna yapılan etki ile dengenin ne yönde değişeceğini Le Chatelier prensibini doğru birşekilde kullanarak açıklayabilmiştir. Ancak denge reaksiyonun belirtilen yönde değişmesebebini mikroskobik seviyeyi kullanarak açıklama konusunda yeterli seviyede olmadıklarıgörülmüştür. Bu durum öğretmen adaylarının zihinsel modellerinin bilimsel olarak kabulgörmüş kavramsal modellerle tam uyumlu olmadığını göstermektedir. Bu sebeple öğretmenadaylarına yönelik kimya öğretimi olayların nedenleri mikroskobik seviyede sorgulatılarak yapılmalı ve böylece kavramsal modellere uygun zihinsel modeller geliştirmelerisağlanmalıdır.