Zerrin Doğança Küçük | National University of Ireland, Maynooth (original) (raw)
Papers by Zerrin Doğança Küçük
The role of teacher agency in using GIS to teach sustainability: an evaluation of a lower secondary school story mapping GIS initiative in Ireland, 2023
This paper investigates the role of teacher agency for those who were trained in using an innovat... more This paper investigates the role of teacher agency for those who were trained in using an innovative Geographic Information Systems (GIS) approach and incorporated GIS into their teaching. While national curricula increasingly emphasise STEM and sustainability approaches, there has been limited analysis of how teachers can bring new software, including GIS, and new approaches into the classroom. Through an evaluation of a teaching initiative "5*S: Space, Surveyors and Students-STEM and the Sustainable Development Goals" designed to bring GIS technology, satellite data, and the Sustainable Development Goals (SDGs) into classrooms as activities and resources for teachers and students in Ireland, we examine how teachers can introduce new teaching strategies and platforms into their classrooms. In interviews and a focus group, teachers expressed eagerness for GIS teaching resources for the classroom and identified effective ways they were able to draw on their own teaching philosophy in introducing new concepts around sustainability and STEM education in the classroom. We argue that teacher agency and autonomy play an important role in the ability and development of teachers, departments, and schools to bring new approaches and GIS into the classroom, and we identify key learnings from teachers who were able to utilise the 5*S resources.
Journal of Workplace Learning, 2009
Purpose – This study aims to enable pre-service teachers to cooperate with teachers and to partic... more Purpose – This study aims to enable pre-service teachers to cooperate with teachers and to participate in solving classroom problems with the guidance of academic staff in an action research (AR) project. Design/methodology/approach – Eight pre-service teachers took an AR course and simultaneously participated in a collaborative AR project. While learning about the steps and nature of AR, pre-service teachers worked with teachers and designed their own project proposals in order to solve classroom problems. A questionnaire about “doing” an AR and reports prepared by the pre-service teachers were used as instruments. Findings – Pre-service teachers worked on different classroom problems together with the teachers and seven out of eight ARs were presented at a national teachers' conference. Moreover, all the pre-service teachers reported that they were eager to apply AR in their future classrooms and they decided to apply their AR proposals even though the course had finished. Res...
The Impact of the earlySTEM Program on Teacher and Student Outcomes: The Role of Teachers’ Involvement in the Program Development, 2021
This research aimed to investigate and compare teachers‘ conceptualizations of their students‘ an... more This research aimed to investigate and compare teachers‘ conceptualizations of their students‘ and their own outcomes of our earlySTEM program at the K4 level in two distinct roles: practitioners only and practitioners and program developers jointly. The study group included 66 teachers, 26 of whom had actively contributed to the development of the earlySTEM program. Teachers in both roles were supported by teacher guides, student books and workshops throughout the 8-month long academic year. Data was collected at the end of the academic year through an open-ended survey. The program developer teachers identified more student outcomes under more diverse categories while the practitioner teachers mainly concentrated on cognitive outcomes and limited their conceptualizations to the national curriculum. In addition, the program developer teachers valued their involvement in the program development process and expressed more diverse professional outcomes referring to different types of teacher knowledge.
Investigation of scientific creativity levels of elementary school students who enrolled in a STEM program, 2020
This study aims to evaluate the scientific creativity levels of second, third and fourth grade st... more This study aims to evaluate the scientific creativity levels of second, third and fourth grade students who enrolled in a STEM course for an entire academic year. The sample consisted of 85 elementary school students in two private schools in Antalya, Turkey. "Scientific Creativity Test" and "Student Demographic Questionnaire" were the instruments used in the study. Findings revealed that the scientific creativity level of the students showed a statistically significant difference with respect to their grade level. No significant differences were observed based for other variables (gender, number of siblings, parental occupation, favorite subject, the most successful subject, future occupation). In this paper, selected student responses will be presented together with a comparison of the existing curricula and the implemented STEM curriculum as well as a discussion of the findings. The study has indicated that the implemented STEM program positively affected scientific creativity of the students.
Journal of Turkish Science Education, 2019
The aim of this exploratory research is to understand teaching orientations of freshman pre-servi... more The aim of this exploratory research is to understand teaching orientations of freshman pre-service science teachers and their rationales for those orientations. Through a mixed method, the current study collected quantitative (Pedagogy of Science Teaching Test) and qualitative (semi-structured interviews) data to deepen and analyze the research. The sample of the quantitative part in the study consisted of 143 freshman pre-service science teachers (122 females and 21 males) purposefully drawn from a state university in Turkey. To understand their rationales of their teaching orientation preferences, semi-structured interviews were conducted with fourteen interviewees, who held varying science teaching orientations. The findings of this research showed that the freshman pre-service science teachers had a variety of orientations that were not influenced by their earlier science learning experiences. Also, the results indicated that the orientations were largely related to the freshman pre-service science teachers" conceptions of "roles of teachers and students, students" grades and nature of subject matter" rather than their immediate experiences as learners. The current study recommends that these conceptions should be adressed in the teacher education programs with appropriate experiences that engage pre-service teachers to critical reflection throughout the teacher education program.
Research in Science Education, 2018
A systems-based classroom intervention on environmental education was designed for seventh grade ... more A systems-based classroom intervention on environmental education was designed for seventh grade students; the results were evaluated to see its impact on the development of systems thinking skills and standard science achievement and whether the systems approach is a more effective way to teach environmental issues that are dynamic and complex. A quasi-experimental methodology was used to compare performances of the participants in various dimensions, including systems thinking skills, competence in dynamic environmental problem solving and success in science achievement tests. The same pre-, post- and delayed tests were used with both the comparison and experimental groups in the same public middle school in Istanbul. Classroom activities designed for the comparison group (N = 20) followed the directives of the Science and Technology Curriculum, while the experimental group (N = 22) covered the same subject matter through activities benefiting from systems tools and representations such as behaviour over time graphs, causal loop diagrams, stock-flow structures and hands-on dynamic modelling. After a one-month systems-based instruction, the experimental group demonstrated significantly better systems thinking and dynamic environmental problem solving skills. Achievement in dynamic problem solving was found to be relatively stable over time. However, standard science achievement did not improve at all. This paper focuses on the quantitative analysis of the results, the weaknesses of the curriculum and educational implications.
This study aims to investigate effects of a treatment implemented in an environmental education c... more This study aims to investigate effects of a treatment implemented in
an environmental education course on pre-service elementary
teachers’ environmental literacy and self-efficacy beliefs. During the
course, 58 participants were informed about basic concepts of
ecology, went to climate change exhibition, and prepared
presentations and reflections about selected environmental
problems. Scale of Self-Efficacy Belief towards Environmental
Education and Scale of Environmental Literacy were used as preand
post-tests. The participants’ reflections were analyzed to
provide a deeper insight of their understanding of climate change.
Results showed that the participants’ environmental attitudes,
perception of environmental uses, and self-efficacy beliefs
increased significantly, although there was no significant change in
their environmental knowledge and concern at the end of the
course. Analyses of their reflections indicated an improvement in
understanding climate change. The article includes suggestions for
overcoming limitations of the study.
This study aims to examine self-efficacy of pre-service science teachers to teach socio-scientifi... more This study aims to examine self-efficacy of pre-service science teachers to teach socio-scientific issues (SSI). Twenty-three senior pre-service science teachers participated in the study. Science Teaching Efficacy Belief Instrument (STEBI) was modified with an emphasis on SSI rather than scientific issues. The modified STEBI was applied to the participants before and after the intervention. As for the six-week intervention, three modules, which focused on understanding nature of SSI, teaching and assessing SSI, were followed by micro-teachings on selected SSI. At the end of six weeks, significant difference was found between pre and post-modified STEBI scores. Besides, there was a significant difference between pre and post scores on Personal Socio-scientific Issues Teaching Efficacy subscale, while no significant difference is reported on Socio-scientific Issues Teaching Outcome Expectancy subscale. The paper includes some suggestions for inclusion of SSI in science classes and for further studies on teaching efficacy on SSI.
This research aims to investigate the extent to which a visit to a climate change exhibition embe... more This research aims to investigate the extent to which a visit to a climate change exhibition embedded within an environmental education course affects pre-service elementary teachers' understandings about climate change. The sample comprised 58 pre-service teachers, enrolled in the environmental education course offered as part of the Elementary Education program at a private university in Turkey during the 2011/2012 academic year. The course lasted 13 weeks and was composed of various environmental issues as well as an exhibition visit and student reflections. Pre-and post-reflections written by pre-service elementary teachers' were analyzed and coded to examine the effect of the visit on their understanding of climate change. It was found that the course, and specifically the exhibition, had a positive effect on their understanding of climate change and ways in which to ameliorate the problem.
Özet Bu çalışma, mevcut 7. Sınıf Bilim ve Teknoloji müfredatının olgu odaklı ve indirgemeci çevre... more Özet Bu çalışma, mevcut 7. Sınıf Bilim ve Teknoloji müfredatının olgu odaklı ve indirgemeci çevre içeriğine bir alternatif oluşturmaktadır. Öğrencilere, daha üst düzey bilişsel beceriler kazandırmayı ve günümüzdeki dinamik ve karmaşık çevre problemlerini daha iyi kavramalarına yardımcı olmayı amaçlanmaktadır. Fen ve Teknoloji müfredatındaki tek çevre odaklı ünite olan " İnsan ve Çevre Ünitesi " ne alternatif bir bakış geliştirilmiş, sistem yaklaşımı ile hazırlanan uygulamanın etkinliği orijinal olarak geliştirilen çeşitli testlerle sınanmıştır. Yarı-deneysel olarak tasarlanan araştırmada, karşılaştırma grubunda 20, deney grubunda 22 yedinci sınıf öğrencisiyle çalışılmıştır. Deney grubu nedensel döngü şemaları, stok-akış şemaları ve dinamik sistem modelleriyle öğrenim görürken, karşılaştırma grubuna aynı çevre içeriği müfredatın önerileri doğrultusunda uygulanmıştır. Uygulanan testler sonucunda, deney grubunun sistem düşüncesi becerilerinin daha fazla geliştiği ve dinamik çevre sorunlarını anlamlandırmada daha başarılı oldukları saptanmıştır. Fen başarı ve önkoşul beceri testlerinin hiçbirinde gruplar arası farka rastlanmamıştır. Altı ay sonra uygulanan gecikmeli testlerde ise, öğrencilerin sistem düşüncesi becerileri arasındaki fark azalırken, deney grubundaki öğrencilerin dinamik çevre problemlerini anlamlandırmada hala daha başarılı oldukları görülmüştür. Anahtar sözcükler: Sistem düşüncesi becerileri, çevre eğitimi, sistem yaklaşımı Giriş Günümüzde deneyimlediğimiz çoğu çevre problemi dinamik ve karmaşık bir yapıya sahiptir. Dinamik kısaca, zaman içerisinde değişim olarak tanımlanabilir. Değişim, dinamik sistemlerde stokların (birikimlerin) değerlerinin değişimidir. Dinamik karmaşıklığın nedenlerinden biri, stoklarda değişime neden olan akışların, stoklardan farklı yönlerde davranış gösterebilmeleri (bağıntı dışı davranabilmeleri), stokların eylemsizliğe sahip olması, yani değerlerinin zaman içerisinde ani değişimler göstermemesidir (Barlas, 2002). Sistemlerin bu özelliği, dinamik çevre problemlerini anlamlandırmamızı güçleştirebilir. Örneğin, Sterman ve Sweeney (2002) bir grup üniversite öğrencisine, atmosferdeki CO2 birikimiyle CO2 salımı arasındaki ilişkiyi sorduklarında, pek çoğunun CO2 salımındaki ani değişimlerin atmosferdeki CO2 birikimini de ani ve aynı yönde etkileyeceğini düşündüğünü görmüşlerdir. Öğrencilerin vardığı bu yanlış sonuç, CO2 salım ve birikim probleminde stok ve akışların varlığından kaynaklanmaktadır.
Journal of Workplace Learning, Jan 1, 2009
Purpose -This study aims to enable pre-service teachers to cooperate with teachers and to partici... more Purpose -This study aims to enable pre-service teachers to cooperate with teachers and to participate in solving classroom problems with the guidance of academic staff in an action research (AR) project. Design/methodology/approach -Eight pre-service teachers took an AR course and simultaneously participated in a collaborative AR project. While learning about the steps and nature of AR, pre-service teachers worked with teachers and designed their own project proposals in order to solve classroom problems. A questionnaire about "doing" an AR and reports prepared by the pre-service teachers were used as instruments.
clexchange.org
The session will include two lesson plans including two stories addressing a systems approach in ... more The session will include two lesson plans including two stories addressing a systems approach in environmental contexts, exercises of causal loop diagrams related to issues in the stories, and a discussion about the results obtained in an experimental design with fifth grade Turkish students. The context of the session is based on environmental issues like conservation of species and effect of pesticides on living organisms. This study has been applied to students with no experience in system dynamics. Hence, participants at all levels will be welcome to this session.
STEM Education - FeTeMM Eğitimi by Zerrin Doğança Küçük
![Research paper thumbnail of Aşık, G., Doğança Küçük, Z., Helvacı, B., & Corlu, M. S. (2017). Bütünleşik öğretmenlik projesi: Öğretmen eğitimine sürdürülebilir bir yaklaşım [Integrated teaching project: a sustainable approach to teacher education]. Turkish Journal of Education, 6(4), 200-215. DOI: 10.19128/turje.332731](https://attachments.academia-assets.com/55949681/thumbnails/1.jpg)
](Bu çalışmada öncelikle öğretmen ve öğretmen eğitimcileri için bir yol haritası işlevi görmesi be... more Bu çalışmada öncelikle öğretmen ve öğretmen eğitimcileri için bir yol haritası işlevi görmesi
beklenen Bütünleşik Öğretmenlik Çerçevesi’nin mantıksal, kavramsal ve kuramsal altyapısı
tartışılmaktadır. Bu çerçeveye dayanan ve sürdürülebilirlik iddiasındaki bir öğretmen eğitimi
projesinin ne ölçüde özgün değere ve yaygın etkiye sahip olduğu incelenmektedir. Proje
kapsamında geliştirilen bir çok farklı program ise okuyucuların bu çalışmada detaylandırılan
projeyi açık ve bağımsız şekilde değerlendirebilmeleri için kanıtlar olarak sunulmaktadır. Bu
şekilde öğretmenler, öğretmen eğitimcileri, benzer proje önerileri yazmak amacındaki proje
yürütücüleri ve politika yapıcılar için kısa dönemli seminer veya çalıştaylar yerine öğretmen
eğitimine sürdürülebilir bir yaklaşımın gerekliliği ve önemi vurgulanmaktadır.
-----------
In this paper, the authors discuss the conceptual and theoretical underpinnings of the Integrated
Teaching Framework and the rationale behind its development as a road-map for teachers and
teacher educators. It is further explored in the paper to what extent a sustainable teacher
professional development project, which is grounded in this framework, displayed intellectual
merit and broader impact. Outlines of the programs developed within this particular project are
provided as evidences. Given short-term seminars or workshops in Turkey are generally
accepted as the norm, revealing the details of long-term sustainable professional development
programs is considered to be noteworthy for teachers, teacher educators, principal investigators
of similar projects, and policy makers in Turkey and elsewhere.
----
[Full Text] http://dergipark.gov.tr/download/article-file/356475
The role of teacher agency in using GIS to teach sustainability: an evaluation of a lower secondary school story mapping GIS initiative in Ireland, 2023
This paper investigates the role of teacher agency for those who were trained in using an innovat... more This paper investigates the role of teacher agency for those who were trained in using an innovative Geographic Information Systems (GIS) approach and incorporated GIS into their teaching. While national curricula increasingly emphasise STEM and sustainability approaches, there has been limited analysis of how teachers can bring new software, including GIS, and new approaches into the classroom. Through an evaluation of a teaching initiative "5*S: Space, Surveyors and Students-STEM and the Sustainable Development Goals" designed to bring GIS technology, satellite data, and the Sustainable Development Goals (SDGs) into classrooms as activities and resources for teachers and students in Ireland, we examine how teachers can introduce new teaching strategies and platforms into their classrooms. In interviews and a focus group, teachers expressed eagerness for GIS teaching resources for the classroom and identified effective ways they were able to draw on their own teaching philosophy in introducing new concepts around sustainability and STEM education in the classroom. We argue that teacher agency and autonomy play an important role in the ability and development of teachers, departments, and schools to bring new approaches and GIS into the classroom, and we identify key learnings from teachers who were able to utilise the 5*S resources.
Journal of Workplace Learning, 2009
Purpose – This study aims to enable pre-service teachers to cooperate with teachers and to partic... more Purpose – This study aims to enable pre-service teachers to cooperate with teachers and to participate in solving classroom problems with the guidance of academic staff in an action research (AR) project. Design/methodology/approach – Eight pre-service teachers took an AR course and simultaneously participated in a collaborative AR project. While learning about the steps and nature of AR, pre-service teachers worked with teachers and designed their own project proposals in order to solve classroom problems. A questionnaire about “doing” an AR and reports prepared by the pre-service teachers were used as instruments. Findings – Pre-service teachers worked on different classroom problems together with the teachers and seven out of eight ARs were presented at a national teachers' conference. Moreover, all the pre-service teachers reported that they were eager to apply AR in their future classrooms and they decided to apply their AR proposals even though the course had finished. Res...
The Impact of the earlySTEM Program on Teacher and Student Outcomes: The Role of Teachers’ Involvement in the Program Development, 2021
This research aimed to investigate and compare teachers‘ conceptualizations of their students‘ an... more This research aimed to investigate and compare teachers‘ conceptualizations of their students‘ and their own outcomes of our earlySTEM program at the K4 level in two distinct roles: practitioners only and practitioners and program developers jointly. The study group included 66 teachers, 26 of whom had actively contributed to the development of the earlySTEM program. Teachers in both roles were supported by teacher guides, student books and workshops throughout the 8-month long academic year. Data was collected at the end of the academic year through an open-ended survey. The program developer teachers identified more student outcomes under more diverse categories while the practitioner teachers mainly concentrated on cognitive outcomes and limited their conceptualizations to the national curriculum. In addition, the program developer teachers valued their involvement in the program development process and expressed more diverse professional outcomes referring to different types of teacher knowledge.
Investigation of scientific creativity levels of elementary school students who enrolled in a STEM program, 2020
This study aims to evaluate the scientific creativity levels of second, third and fourth grade st... more This study aims to evaluate the scientific creativity levels of second, third and fourth grade students who enrolled in a STEM course for an entire academic year. The sample consisted of 85 elementary school students in two private schools in Antalya, Turkey. "Scientific Creativity Test" and "Student Demographic Questionnaire" were the instruments used in the study. Findings revealed that the scientific creativity level of the students showed a statistically significant difference with respect to their grade level. No significant differences were observed based for other variables (gender, number of siblings, parental occupation, favorite subject, the most successful subject, future occupation). In this paper, selected student responses will be presented together with a comparison of the existing curricula and the implemented STEM curriculum as well as a discussion of the findings. The study has indicated that the implemented STEM program positively affected scientific creativity of the students.
Journal of Turkish Science Education, 2019
The aim of this exploratory research is to understand teaching orientations of freshman pre-servi... more The aim of this exploratory research is to understand teaching orientations of freshman pre-service science teachers and their rationales for those orientations. Through a mixed method, the current study collected quantitative (Pedagogy of Science Teaching Test) and qualitative (semi-structured interviews) data to deepen and analyze the research. The sample of the quantitative part in the study consisted of 143 freshman pre-service science teachers (122 females and 21 males) purposefully drawn from a state university in Turkey. To understand their rationales of their teaching orientation preferences, semi-structured interviews were conducted with fourteen interviewees, who held varying science teaching orientations. The findings of this research showed that the freshman pre-service science teachers had a variety of orientations that were not influenced by their earlier science learning experiences. Also, the results indicated that the orientations were largely related to the freshman pre-service science teachers" conceptions of "roles of teachers and students, students" grades and nature of subject matter" rather than their immediate experiences as learners. The current study recommends that these conceptions should be adressed in the teacher education programs with appropriate experiences that engage pre-service teachers to critical reflection throughout the teacher education program.
Research in Science Education, 2018
A systems-based classroom intervention on environmental education was designed for seventh grade ... more A systems-based classroom intervention on environmental education was designed for seventh grade students; the results were evaluated to see its impact on the development of systems thinking skills and standard science achievement and whether the systems approach is a more effective way to teach environmental issues that are dynamic and complex. A quasi-experimental methodology was used to compare performances of the participants in various dimensions, including systems thinking skills, competence in dynamic environmental problem solving and success in science achievement tests. The same pre-, post- and delayed tests were used with both the comparison and experimental groups in the same public middle school in Istanbul. Classroom activities designed for the comparison group (N = 20) followed the directives of the Science and Technology Curriculum, while the experimental group (N = 22) covered the same subject matter through activities benefiting from systems tools and representations such as behaviour over time graphs, causal loop diagrams, stock-flow structures and hands-on dynamic modelling. After a one-month systems-based instruction, the experimental group demonstrated significantly better systems thinking and dynamic environmental problem solving skills. Achievement in dynamic problem solving was found to be relatively stable over time. However, standard science achievement did not improve at all. This paper focuses on the quantitative analysis of the results, the weaknesses of the curriculum and educational implications.
This study aims to investigate effects of a treatment implemented in an environmental education c... more This study aims to investigate effects of a treatment implemented in
an environmental education course on pre-service elementary
teachers’ environmental literacy and self-efficacy beliefs. During the
course, 58 participants were informed about basic concepts of
ecology, went to climate change exhibition, and prepared
presentations and reflections about selected environmental
problems. Scale of Self-Efficacy Belief towards Environmental
Education and Scale of Environmental Literacy were used as preand
post-tests. The participants’ reflections were analyzed to
provide a deeper insight of their understanding of climate change.
Results showed that the participants’ environmental attitudes,
perception of environmental uses, and self-efficacy beliefs
increased significantly, although there was no significant change in
their environmental knowledge and concern at the end of the
course. Analyses of their reflections indicated an improvement in
understanding climate change. The article includes suggestions for
overcoming limitations of the study.
This study aims to examine self-efficacy of pre-service science teachers to teach socio-scientifi... more This study aims to examine self-efficacy of pre-service science teachers to teach socio-scientific issues (SSI). Twenty-three senior pre-service science teachers participated in the study. Science Teaching Efficacy Belief Instrument (STEBI) was modified with an emphasis on SSI rather than scientific issues. The modified STEBI was applied to the participants before and after the intervention. As for the six-week intervention, three modules, which focused on understanding nature of SSI, teaching and assessing SSI, were followed by micro-teachings on selected SSI. At the end of six weeks, significant difference was found between pre and post-modified STEBI scores. Besides, there was a significant difference between pre and post scores on Personal Socio-scientific Issues Teaching Efficacy subscale, while no significant difference is reported on Socio-scientific Issues Teaching Outcome Expectancy subscale. The paper includes some suggestions for inclusion of SSI in science classes and for further studies on teaching efficacy on SSI.
This research aims to investigate the extent to which a visit to a climate change exhibition embe... more This research aims to investigate the extent to which a visit to a climate change exhibition embedded within an environmental education course affects pre-service elementary teachers' understandings about climate change. The sample comprised 58 pre-service teachers, enrolled in the environmental education course offered as part of the Elementary Education program at a private university in Turkey during the 2011/2012 academic year. The course lasted 13 weeks and was composed of various environmental issues as well as an exhibition visit and student reflections. Pre-and post-reflections written by pre-service elementary teachers' were analyzed and coded to examine the effect of the visit on their understanding of climate change. It was found that the course, and specifically the exhibition, had a positive effect on their understanding of climate change and ways in which to ameliorate the problem.
Özet Bu çalışma, mevcut 7. Sınıf Bilim ve Teknoloji müfredatının olgu odaklı ve indirgemeci çevre... more Özet Bu çalışma, mevcut 7. Sınıf Bilim ve Teknoloji müfredatının olgu odaklı ve indirgemeci çevre içeriğine bir alternatif oluşturmaktadır. Öğrencilere, daha üst düzey bilişsel beceriler kazandırmayı ve günümüzdeki dinamik ve karmaşık çevre problemlerini daha iyi kavramalarına yardımcı olmayı amaçlanmaktadır. Fen ve Teknoloji müfredatındaki tek çevre odaklı ünite olan " İnsan ve Çevre Ünitesi " ne alternatif bir bakış geliştirilmiş, sistem yaklaşımı ile hazırlanan uygulamanın etkinliği orijinal olarak geliştirilen çeşitli testlerle sınanmıştır. Yarı-deneysel olarak tasarlanan araştırmada, karşılaştırma grubunda 20, deney grubunda 22 yedinci sınıf öğrencisiyle çalışılmıştır. Deney grubu nedensel döngü şemaları, stok-akış şemaları ve dinamik sistem modelleriyle öğrenim görürken, karşılaştırma grubuna aynı çevre içeriği müfredatın önerileri doğrultusunda uygulanmıştır. Uygulanan testler sonucunda, deney grubunun sistem düşüncesi becerilerinin daha fazla geliştiği ve dinamik çevre sorunlarını anlamlandırmada daha başarılı oldukları saptanmıştır. Fen başarı ve önkoşul beceri testlerinin hiçbirinde gruplar arası farka rastlanmamıştır. Altı ay sonra uygulanan gecikmeli testlerde ise, öğrencilerin sistem düşüncesi becerileri arasındaki fark azalırken, deney grubundaki öğrencilerin dinamik çevre problemlerini anlamlandırmada hala daha başarılı oldukları görülmüştür. Anahtar sözcükler: Sistem düşüncesi becerileri, çevre eğitimi, sistem yaklaşımı Giriş Günümüzde deneyimlediğimiz çoğu çevre problemi dinamik ve karmaşık bir yapıya sahiptir. Dinamik kısaca, zaman içerisinde değişim olarak tanımlanabilir. Değişim, dinamik sistemlerde stokların (birikimlerin) değerlerinin değişimidir. Dinamik karmaşıklığın nedenlerinden biri, stoklarda değişime neden olan akışların, stoklardan farklı yönlerde davranış gösterebilmeleri (bağıntı dışı davranabilmeleri), stokların eylemsizliğe sahip olması, yani değerlerinin zaman içerisinde ani değişimler göstermemesidir (Barlas, 2002). Sistemlerin bu özelliği, dinamik çevre problemlerini anlamlandırmamızı güçleştirebilir. Örneğin, Sterman ve Sweeney (2002) bir grup üniversite öğrencisine, atmosferdeki CO2 birikimiyle CO2 salımı arasındaki ilişkiyi sorduklarında, pek çoğunun CO2 salımındaki ani değişimlerin atmosferdeki CO2 birikimini de ani ve aynı yönde etkileyeceğini düşündüğünü görmüşlerdir. Öğrencilerin vardığı bu yanlış sonuç, CO2 salım ve birikim probleminde stok ve akışların varlığından kaynaklanmaktadır.
Journal of Workplace Learning, Jan 1, 2009
Purpose -This study aims to enable pre-service teachers to cooperate with teachers and to partici... more Purpose -This study aims to enable pre-service teachers to cooperate with teachers and to participate in solving classroom problems with the guidance of academic staff in an action research (AR) project. Design/methodology/approach -Eight pre-service teachers took an AR course and simultaneously participated in a collaborative AR project. While learning about the steps and nature of AR, pre-service teachers worked with teachers and designed their own project proposals in order to solve classroom problems. A questionnaire about "doing" an AR and reports prepared by the pre-service teachers were used as instruments.
clexchange.org
The session will include two lesson plans including two stories addressing a systems approach in ... more The session will include two lesson plans including two stories addressing a systems approach in environmental contexts, exercises of causal loop diagrams related to issues in the stories, and a discussion about the results obtained in an experimental design with fifth grade Turkish students. The context of the session is based on environmental issues like conservation of species and effect of pesticides on living organisms. This study has been applied to students with no experience in system dynamics. Hence, participants at all levels will be welcome to this session.
Bu çalışmada öncelikle öğretmen ve öğretmen eğitimcileri için bir yol haritası işlevi görmesi be... more Bu çalışmada öncelikle öğretmen ve öğretmen eğitimcileri için bir yol haritası işlevi görmesi
beklenen Bütünleşik Öğretmenlik Çerçevesi’nin mantıksal, kavramsal ve kuramsal altyapısı
tartışılmaktadır. Bu çerçeveye dayanan ve sürdürülebilirlik iddiasındaki bir öğretmen eğitimi
projesinin ne ölçüde özgün değere ve yaygın etkiye sahip olduğu incelenmektedir. Proje
kapsamında geliştirilen bir çok farklı program ise okuyucuların bu çalışmada detaylandırılan
projeyi açık ve bağımsız şekilde değerlendirebilmeleri için kanıtlar olarak sunulmaktadır. Bu
şekilde öğretmenler, öğretmen eğitimcileri, benzer proje önerileri yazmak amacındaki proje
yürütücüleri ve politika yapıcılar için kısa dönemli seminer veya çalıştaylar yerine öğretmen
eğitimine sürdürülebilir bir yaklaşımın gerekliliği ve önemi vurgulanmaktadır.
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In this paper, the authors discuss the conceptual and theoretical underpinnings of the Integrated
Teaching Framework and the rationale behind its development as a road-map for teachers and
teacher educators. It is further explored in the paper to what extent a sustainable teacher
professional development project, which is grounded in this framework, displayed intellectual
merit and broader impact. Outlines of the programs developed within this particular project are
provided as evidences. Given short-term seminars or workshops in Turkey are generally
accepted as the norm, revealing the details of long-term sustainable professional development
programs is considered to be noteworthy for teachers, teacher educators, principal investigators
of similar projects, and policy makers in Turkey and elsewhere.
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[Full Text] http://dergipark.gov.tr/download/article-file/356475