Prospective Science Teachers’ Views about the Process of Preparing Problem Scenarios and Designing Experiments to Produce Solutions: An Action Research

Authors

  • Cemal Tosun Bartin University

Keywords:

Problem based learning, PBL, prospective teachers, science education

Abstract

This study focuses on identifying the difficulties encountered and experiences gained by the prospective teachers as they worked in the process of preparing problem cases and designing experiments to solve those problems. It was planned to carry out this study as an action research in order to identify the views of prospective teachers regarding the preparation and application process of problem scenarios and the experiments designed to solve scenarios and the guidance of an academician. The study sampling is a total of 44 prospective teachers, who are in the 3rd grade in Science Education Department of Education Faculty in a state university in northwest Turkey and took the course of Science Education and Laboratory Applications-II in the spring semester of 2014-15 school years. Study data was collected by using a questionnaire to identify the views of prospective teachers regarding the preparation and application process of problem scenarios and the experiments designed to solve scenarios and a questionnaire to identify the views of prospective teachers regarding the guidance of an academician in the preparation and application process of problem scenarios and the experiments designed to solve scenarios. Prospective teachers’ responses to open-ended questions were analysed by using content analysis technique from among qualitative analysis techniques. According to the results of this study, the prospective teachers had difficulties mostly in the areas of preparing original scenarios, designing original experiments for solutions and correlating scenario-gain-experiment-fiction; they thought that more attention should be paid to those subjects and they mainly had experiences in those areas during the process. In addition, another study result is that the use of PBL method at secondary school level depends on the suitability of gain-subject.

References

Çelik, H., Yılmaz, G., Şen, Ö.F. & Sarı, U. (2013). Fen bilgisi öğretmen adaylarının yapılandırmacı yaklaşıma yönelik senaryolar hazırlama yeterliklerinin incelenmesi [Analyzing science teacher candidates’ scenario-forming capabilities aimed at constructivist approach]. Journal of Research in Education and Teaching, 2(3), 10, 75-83.

Costa, N., Marques, L., & Kempa, R. (2000). Science teachers’ awareness of findings from education research. Research in Science and Technological Education, 18(1), 37-44. doi: 10.1080/713694955.

Çepni, S. & Küçük, M. (2003). Eğitim araştırmalarının fen bilgisi öğretmenlerinin uygulamaları üzerindeki etkilerinin belirlenmesi: Bir örnek olay çalışması [Determining of the effects of educational research on the application of science teachers: A case study]. Eurasian Journal of Educational Research, 4(12), 75-84.

De Jong, O. (2004). Mind your step: Bridging the research-practice gap. Australian Journal of Education in Chemistry, 64, 5-9.

Dolmans, D.H.J.M., Gijselaers, W.H. & Schmidt, H.G. (1992, April). Do students learn what their teachers intend they learn? Guiding processes in problem-based learning. Paper Presented at the Annual Meeting of the American Educational Research Association, San Francisso, CA.

Duch, B. J. (2001). Writing problems for deeper understanding. In B. J. Duch, S. E. Groh, & D. E. Allen, (Eds.), The power of problem-based learning (pp. 47-53). Sterling, Virginia: Stylus Publishing.

Duch, B.J., Groh, S. E., & Allen, D. E. (2001). Why problem-based learning? A case study of institutional change in undergraduate education. B. J. Duch, S. E. Groh, & D. E. Allen (Eds.), The power of problem-based learning (pp. 3-11). Sterling, Virginia: Stylus Publishing.

Ekiz, D. (2003). Eğitimde araştırma yöntem ve metotlarına giriş [Introduction to research methods in the education]. Ankara: Anı Yayıncılık.

Ekiz, D. (2006). Sınıf öğretmenlerinin eğitim araştırmalarına karşı tutumları [Primary school teachers’ attitudes towards educational research]. Educational Sciences: Theory & Practice, 6(2), 373-402.

Fraenkel, J. R., & Wallen, N. E. (2006). How to design and evaluate research in education (6th ed.). McGraw, Boston: Hill Higher Education.

Gallagher, S. A., Sher, B. T., Stepien, W. J., & Workman, D. (1995). Implementing problem-based learning in science classrooms. School Science and Mathematics, 95(3), 136–146. doi: 10.1111/j.1949-8594.1995.tb15748.x

Greenwood, C. R. & Mabeady, L. (2001). Are future teachers aware of the gap between research and practice and what should they know? Teacher Education and Special Education, 24(4), 333-347.

Jones, R. W. (2006). Problem-based learning: Description, advantages, disadvantages, scenarios and facilitation. Anaesthesia and Intensive Care. 34(4), 485-488.

Kaptan, F. & Korkmaz, H. (2001). Fen eğitiminde probleme dayalı öğrenme yaklaşımı [Problem-based learning approach in science education]. Hacettepe University Journal of Education, 20, 185-192.

Korkmaz, O., Sahin, A., & Yesil, R. (2011). Bilimsel araştırmaya yöntelik tutum ölçeği geçerlilik ve güvenirlik çalışması [Study of validity and reliability of scale of attitude towards scientific research]. Elementary Education Online, 10(3), 961-973.

McDonald, J. T. (2002). Using problem-based learning in a science methods course. Proceedings of the annual international conference of the association for the education of teachers in science. Retrieved from https://files.eric.ed.gov/fulltext/ED465621.pdf

Mills, G. E. (2007). Action research: A guide for the teacher researcher (3rd ed.). Upper Saddle River, New Jersey: Merrill Prentice Hall.

Peterson, R. F. & Treagust D. F. (1998). Learning to teach primary science through problem-based learning. Science Education, 82(2), 215–237. doi: 10.1002/(SICI)1098-237X(199804)82:2<215::AID-SCE6>3.0.CO;2-H

Ram, P. (1999). Problem-based learning in undergraduate instruction: A sophomore chemistry laboratory. Journal of Chemical Education, 76(8), 1122-1126. doi: 10.1021/ed076p1122

Soderberg, P. & Price, F. (2003). An examination of problem-based teaching and learning in population genetics and evolution using EVOLVE, a computer simulation. International Journal of Science Education, 25(1), 35-55. doi: 10.1080/09500690110095285

Ministry of National Education, (2013). İlköğretim kurumları (ilkokullar ve ortaokullar) fen bilimleri dersi (3, 4, 5, 6, 7 ve 8. sınıflar) öğretim programı [Primary education institutions of science curriculum].Ankara.

Tosun, C. & Taskesenligil, Y. (2013). The effect of problem-based learning on undergraduate students’ learning about solutions and their physical properties scientific processing skills. Chemistry Education Research and Practice. 14, 36-50.

Tosun, C. & Yaşar, M.D. (2015). Descriptive content analysis of problem-based learning researches in science education in Turkey. Kastamonu Education Journal [Kastamonu Eğitim Dergisi], 23(1), 293-310.

Uden, L. & Beaumont, C. (2006). Technology and problem-based learning. UK, London: Information Science Publishing.

Ward, J. D. & Lee, C. L. (2004). Teaching strategies for FCS: Student achievement in problem-based learning versus lecture-based instruction. Journal of Family and Consumer Sciences, 96(1), 73-76.

Downloads

Published

06/10/2017

How to Cite

Tosun, C. . (2017). Prospective Science Teachers’ Views about the Process of Preparing Problem Scenarios and Designing Experiments to Produce Solutions: An Action Research. International Journal of Physics &Amp; Chemistry Education, 9(4), 9–19. Retrieved from https://www.ijpce.org/index.php/IJPCE/article/view/31