Sinan Özgelen

Motivations and Expectations for Pursuing Graduate Education in Mathematics and Science Education

Abstract The aim of this study was to reveal the reasons behind the decisions of individuals for pursuing graduate education in mathematics and science education. In this paper, candidates were investigated in terms of their explanations for the necessities of graduate education, their motivational factors for pursuing higher education and their expectations from it. Being qualitative in nature this study was a case study and the case being examined was graduate candidates’ motivations for and expectations from graduate education. The sample consisted of 49 graduate candidates (teachers and recent college graduates) applying to a university in Turkey. Among the results of the study were that graduate candidates’ explanations for necessities for graduate education were mainly gathered under themes of academic development, professional development and social development; that the same themes were also found in their expectations from graduate education; that motivations were consisted of internal and external motivation factors; and that motivations generally caused academic expectations, especially ISCSR and PAS.

Primary School Students’ Views on Science and Scientists

In science education literature, there are many studies that investigated students’ stereotypical images of scientists at all levels (e.g. Cakmakci, Tosun, Turgut, Orenler, Sengul, & Top, 2011; Kaya, Dogan, & Ocal, 2008; McCarthy, 2014; Narayan, Park, Peker, & Suh, 2013; Song & Kim, 1999; Yvonne, 2002; Turkmen, 2008). Why are students’ images about science and scientists important for the science education community? Because, students’ attitudes toward science are essential during their educational life and choice of occupation after school (She, 1998; Boylan, Hill, Walace, & Wheeler, 1992).

Bilimin Doğası ve Tarihi Dersinde Fen Bilgisi Öğretmen Adaylarının Bilimin Tarihi ile İlgili Bilgilerinin Gelişimi

Bu calismada, Fen Bilgisi programi ogretmen adaylarinin bilimin tarihi konusundaki bilgi duzeylerinin Bilimin Dogasi ve Tarihi dersinde bilimin gelisimine yon veren bilim insanlari hakkinda yaptiklari arastirmalar ve sunumlar sonucunda ne olcude gelistigini arastirmak amaclanmistir. Calismanin katilimcilari, 2011-2012 egitim yili bahar doneminde Bilimin Dogasi ve Tarihi dersine basvuruda bulunmus ve calismaya katilmaya gonullu olmus 40 Fen bilgisi programi ogretmen adayindan olusmaktadir. Calismanin arastirma yontemi betimsel yorumlayici (descriptive-interpretive approach) yaklasimla desenlenmistir. Veriler, arastirmacilar tarafindan gelistirilen Bilim Tarihi Bilgi Duzeyini Belirleme Formu yoluyla toplanmistir. Analiz sonuclari, ders oncesinde ogretmen adaylarinin 65 bilim insani icerisinden 26’sinin alanini bildiklerini, ders sonrasinda ise bu oranin 61’e yukseldigini gostermektedir. Bunun yani sira arastirma sonuclarina gore, ders sonrasinda, ders oncesine kiyasla bilime katkida bulunmus medeniyetleri belirtebilen ogretmen adayi sayisinin arttigi gorulmustur. Ogretmen adaylarinin bilimin gelismesine en fazla katkisinin oldugu dusundukleri bilimsel olaylarin sayisi ders oncesinde 19 iken, ders sonrasinda bu sayi 32’dir. Calismanin sonuclarina gore, Bilimin Dogasi ve Tarihi dersinden sonra Fen bilgisi Ogretmenligi ogretmen adaylarinin bilimin tarihi ile ilgili bilgilerinde gelismeler oldugu soylenebilir.