FEN ÖĞRETMEN ADAYLARININ FEN LABORATUVAR DERSINDEKİ YAZILI ARGÜMANTASYON BECERİLERİNİN İNCELENMESİ: TOULMIN ARGÜMANTASYON ANALİZİ
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Abstract
Bu çalışmanın amacı, Fen Bilgisi Öğretmen Adaylarının fen laboratuvarı dersinde yapmış oldukları farklı bağlamlardaki fen deneyleri sonucunda yazdıkları raporlarda ortaya çıkan argümantasyon becerilerini, Toulmin Argümantasyon Modeli kullanarak analiz etmek ve modelde ortaya çıkan bileşenler arasındaki örüntüyü incelemektir. Araştırmanın katılımcıları Türkiye'de büyük bir üniversitede ilköğretim fen bilgisi öğretmenliği bölümünde öğrenim görmekte olan elli öğretmen adayından (% 66 kadın) oluşmaktadır. Uygulama, müfredat programında zorunlu ders olarak yer alan fen laboratuvarı dersinde yapılmıştır. Çalışma nitel araştırma yöntemi kullanılarak dizayn edilmiştir. Çalışmanın veri kaynakları oniki haftalık uygulama esnasında öğretmen adayları tarafından doldurulan deney raporlarından oluşmaktadır. Veriler Toulmin (1958) argümantasyon modeli kullanılarak analiz edilmiştir. Bu çalışma ilköğretim fen laboratuvar uygulamaları dersinde argümantasyon kullanımı hususunda bir örnek teşkil etmektedir. Çalışmanın temel bulguları arasında öğretmen adaylarının geliştirmiş oldukları iddiaları desteklemek için veri topladıkları ve bu verileri kanıt olarak kullandıkları, ancak karşı iddiaları çürütmek için nadiren çaba gösterdikleri görülmüştür
Keywords
Abstract
The aim of this study was to explore Preservice Science Teachers’ (PSTs) written argumentation skills and to explore what the nature of argumentation patterns presented by PSTs in response to the different experimental contexts. The participants of the study were fifty PSTs (66% female) from the department of elementary science teacher education program at a large university in Turkey. The instruction continued in the laboratory course, which is a required course in the science teacher education program in Turkey. Data sources for this study consisted of students’ laboratory reports written during lab sessions during a twelve week period. Data was analyzed by using the TAP framework, Toulmin (1958). This study provides an initial picture of the argumentation writing practices of PSTs engaged in elementary science laboratory experiments. The notable finding of this study was that, while PSTs frequently used data to support their claims, they rarely used rebuttals to refute counter claims.
Keywords
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