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Using action research based on the predict-observe-explain strategy for teaching enzymes

The science laboratory course is one of the important courses that preservice science students take in their science education programs. The purpose of this study is to investigate the impact of an action research based on the POE (predict-observe-explain) strategy on preservice science teachers’ understanding of enzymes. The participants of the study consisted of 80 s ophomore preservice science teachers who enrolled in a science teaching laboratory course at a public university in Turkey. The data were obtained through the POE forms. The findings showed that the use of POE activities promoted significantly students’ understanding of enzymes. It was also found that although preservice science students indicated that activities based on the POE approach took more time compared to other instructional strategies, they emphasized that the POE activities were enjoyable compared to other instructional strategies. Based on the results obtained from this study, it is suggested that using the POE method in the science laboratory courses will contribute to preservice science teachers’ understanding of science topics.

FEN BİLGİSİ ÖĞRETMEN ADAYLARININ LİSANS EĞİTİM SÜRECİNDE BİLİMİN DOĞASINI OLUŞTURAN TEMEL TERİMLER HAKKINDAKİ ALGI DEĞİŞİMLERİ

Oz Bu calismanin amaci fen bilgisi ogretmen adaylarinin bilimsel olgu, hipotez, teori, yasa terimleri hakkindaki algilarinin lisans egitiminin baslangicinda ve sonunda, mezun durumuna geldiklerinde degisip degismediginin tespit edilmesidir. Calisma 2006 yilinda Fen Bilgisi Ogretmenligi bolumunu kazanan ve 2010 yilinda bu bolumden mezun olan 35 ogretmen adayi ile yurutulmustur. Ogretmen adaylarinin lisans egitimi baslangicinda teori ve hipotez kavramlarini karistirdiklari tespit edilmistir. En sik gorulen kavram yanilgisi ise, dogrulugu kanitlanmamis teoriye hipotez denir ifadesidir. Lisans egitimi sonunda uygulanan olcekte; ogretmen adaylarinin teori ve hipotez kavramlari hakkindaki kavram yanilgilarinin buyuk olcude giderildigi tespit edilmistir. Ayrica lisans egitimi baslangicinda yasa ve bilimsel olgu kavramlarini dogru bir sekilde ifade edemeyen ogretmen adaylarinin dorduncu sinifta bu ifadeleri buyuk oranda dogru ifade ettikleri gozlenmistir. Lisans egitimi sonunda ogretmen adaylarinin akademik basarilari ile bu terimleri algilama duzeyleri arasinda anlamli bir iliski oldugu gozlenmistir. Anahtar Sozcukler: Bilimin dogasi, bilimsel olgu, hipotez, teori, yasa