Research Article
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Designing A Science Lesson: Developing Pre-service Teachers' Lesson Planning Skills Based on Real-life Context-based Approach

Year 2022, Volume: 5 Issue: 2, 142 - 165, 19.12.2022

Sema Aydın-ceran Ebru Ergül

https://doi.org/10.35207/later.1195137

Abstract

In this study, it was aimed to support pre-service primary and science teachers’ ability to implement real-life context-based course design in the 5E Model and to use current science education approaches in lesson designs. For this purpose, action research, one of the qualitative research types, was adopted. 13 pre-service primary and science teachers participated in the research. The data of the study were obtained from pre-post measurements, lesson plans developed by the pre-service teachers and observations made by the researchers as participant observers. The data were analyzed with descriptive and content analysis methods. The preliminary results show that pre-service teachers could not use basic teaching approaches such as the real-life contextual approach, nature of science,
scientific reasoning, STEM activities, Web 2.0 tools, laboratory implementations. At the end of the trainings, pre-service teachers’ competencies in preparing a science lesson plan based on context-based science teaching and in accordance with the current and basic science education paradigm increased significantly. This study supported the pre-service teachers’ science self-efficacy for introducing current practices related to science teaching during their undergraduate education to become classroom and science teachers and to gain skills on how to reflect these practices in lesson plans. The findings indicate that there is a need for practical training in teacher training due to field studies in Turkey, and that pre-service teachers should adopt the 21st century science teaching approach.

Keywords

science lesson plan pre-service teacher education action research 5E Model real-life context-based teaching

Supporting Institution

TÜBİTAK

Project Number

TÜBİTAK-2237-A

Thanks

This article has been prepared based on the trainings held within the scope of TÜBİTAK 2237-A Scientific Education Activities Support program. In this context, we would like to thank TÜBİTAK and the teaching staff for their support.

References

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Year 2022, Volume: 5 Issue: 2, 142 - 165, 19.12.2022

Sema Aydın-ceran Ebru Ergül

https://doi.org/10.35207/later.1195137

Abstract

Project Number

TÜBİTAK-2237-A

References

  • Ağlarcı-Ozdemir O. (2020). Fen eğitimi aracılığıyla covid-19 pandemisini anlamak. VIIth International Eurasian Educational Research Congress (ss.528-529). Eskişehir, Türkiye. https://www.ejercongress.org/bildiri-ozetleri-kitabi/
  • Akpınar, M. (2012). The effect of the conceptual change texts on student achievement gain at physics education carried out with context based approach. [Doctoral dissertation]. Gazi University.
  • Aşiroğlu, S., & Akran, S. K. (2018). Öğretmen adaylarının ders planlarının ve öğretim uygulamalarının incelenmesi. e-Kafkas Journal of Educational Research, 5(3), 1-13. https://doi.org/10.30900/kafkasegt.442694
  • Aydın Ceran, S. (2018). The effects of 5e models supported life-based contexts on the conceptual understanding level and scientific process skills (Order no: 531762) [Doctoral dissertation]. Gazi University.
  • Ayvacı, H. Ş., Ültay, E., & Mert, Y. (2013). Evaluation of contexts appeared in 9th grade physics textbook. Evaluation, 7(1), 242-263. https://dergipark.org.tr/tr/download/article-file/39874
  • Badeli, Ö. (2017). Investigation of the impact of the context based teaching method supported by the 5e model in teaching primary school 4th grade students the "pure material and mixture" topic on the students' conceptual perceptions, their attitude towards science and the memorability of their knowledge. [Master’s thesis]. Gaziantep University.
  • Bennett, J., & Lubben, F. (2006). Context‐based chemistry: The Salters approach. International Journal of Science Education, 28(9), 999-1015. https://doi.org/10.1080/09500690600702496
  • Bulte, A. M., Westbroek, H. B., de Jong, O., & Pilot, A. (2006). A research approach to designing chemistry education using authentic practices as contexts. International Journal of Science Education, 28(9), 1063-1086. https://doi.org/10.1080/09500690600702520 Bybee, R. W. (2014). The BSCS 5E instructional model: Personal reflections and contemporary implications. Science and Children, 51(8), 10-13. Retrieved from https://newscenter.sdsu.edu/education/projectcore/files/053295E_instructional_Model_R_Bybee.pdf
  • Can, M. (2017). The effext of context-based approach enriched with different conceptual change strategies on matter end properties (Order no: 494940) [Master’s thesis]. Giresun University.
  • Canbazoglu Bilici, S., Guzey, S. S., & Yamak, H. (2016). Assessing pre-service science teachers’ technological pedagogical content knowledge (TPACK) through observations and lesson plans. Research in Science & Technological Education, 34(2), 237-251. https://doi.org/10.1080/02635143.2016.1144050
  • Creswell, J. W. (2012). Educational research: Planning, conducting, and evaluating quantitative and qualitative research. Pearson.
  • Cohen, E., Hoz, R., & Kaplan, H. (2013). The practicum in preservice teacher education: a review of empirical studies. Teaching Education, 24(4), 345-380. https://doi.org/10.1080/10476210.2012.711815
  • Çelik, H., & Avcı, Ö. (2018). The competence of pre-service science teachers' ability to use ınquiry skills in experimental activities. Fen Bilimleri Öğretimi Dergisi, 6(1), 37-59. Retrieved from https://cdn.fead.org.tr/File/GetFile/4f4f2301-6b87-46d4-a2d3-3ca66274f9d8
  • Çolak, E., & Yabaş, D. (2017). Öğretmen adaylarının ders planlarının yapılandırmacı yaklaşımı uygulamaya yönelik öz yeterlilik inanç düzeyleri açısından incelenmesi. İnönü Üniversitesi Eğitim Fakültesi Dergisi, 18(2), 86-103. https://doi.org/10.17679/inuefd.323420
  • De Jong, O. (2006). Making chemistry meaningful: conditions for successful context-based teaching. Educación Química, 17(2), 215-221. http://dx.doi.org/10.22201/fq.18708404e.2006.4e.66010
  • Demircioğlu, H., & Özdemir, R. (2019). The effect of context-based learning approach on prospective teachers' understanding of nanotechnology. Journal of Computer and Education Research, 7(14), 314-336. https://doi.org/10.18009/jcer.576978
  • Eilks, I., & Hofstein, A. (2017). Curriculum development in science education. In Science Education (pp. 167-181). Brill Sense.
  • Elliot, J. (1991). Action research for educational change. Open University Press.
  • Gilbert, J. K. (2006). On the nature of “context” in chemical education. International Journal of Science Education, 28(9), 957-976. https://doi.org/10.1080/09500690600702470
  • Gürgür, H. (2017). Eylem araştırması [Action reserach]. In A. Saban ve A. Ersoy (Ed.) Eğitimde nitel araştırma desenleri [Qualitative research patterns in education] (2. Pub., pp. 31-80). Anı Yayıncılık.
  • Glynn, S. & Koballa, T. R. (2005). The contextual teaching and learning instructional approach. In R. E. Yager (Ed.), Exemplary science: Best practices in professional development (pp. 75–84). Arlington, VA: National Science Teachers Association Press.
  • Goodnough, K. (2010) Teacher Learning and Collaborative Action Research: Generating a “Knowledge-of-Practice” in the Context of Science Education. Journal of Science Teacher Education, 21(8), 917-935. https://doi.org/10.1007/s10972-010-9215-y
  • Goldston, M. J., Dantzler, J., Day, J., & Webb, B. (2013). A psychometric approach to the development of a 5E lesson plan scoring instrument for inquiry-based teaching. Journal of Science Teacher Education, 24(3), 527-551. https://doi.org/10.1007/s10972-012-9327-7
  • Gömleksiz, M., Kan, A., & Biçer, S. (2011). Self-Efficacy level of classroom teachers towards science and technology teaching, Faculty of Letters Journal of Social Sciences, 34(2), 21-30. http://cujos.cumhuriyet.edu.tr/tr/pub/issue/4343/59322
  • Güder, O., & Demir, M. (2018). The examination of primary school teachers’ technological pedagogical field knowledge self-confidence perceptions towards scıence lessons in terms of gender, age and school types. Journal of Educational Research, 4(2), 51-68. https://dergipark.org.tr/en/pub/usakead/issue/38773/426438
  • Hafiz et al. Iqbal, M. H., Siddiqie, S. A., & Mazid, M. A. (2021). Rethinking theories of lesson plan for effective teaching and learning. Social Sciences & Humanities Open, 4(1), 100172. https://doi.org/10.1016/j.ssaho.2021.100172
  • Holloway, I., & Wheeler, S. (1996). Qualitative research for nurses (pp.115-129). Oxford: Blackwell Science.
  • Hoşbaş, A. A. (2018). Context-based learning approach on learning products in science teaching. [Master’s thesis]. Kırıkkale University.
  • Jacobs, C. L., Martin, S. N., & Otieno, T. C. (2008). A science lesson plan analysis instrument for formative and summative program evaluation of a teacher education program. Science education, 92(6), 1096-1126. https://doi.org/10.1002/sce.20277
  • Karaman, P., & Karaman, A. (2016). Opinions of science teachers about the revised science education program. Erzincan University journal of Education Faculty, 18(1), 243-269. https://doi.org/10.17556/jef.65883
  • Karamustafaoğlu, O., & Tutar, M. (2020). Prospective science teachers' opinions on the use of react strategy in teaching. Journal of Academia Educational Researches, 5(1), 1-12. https://dergipark.org.tr/tr/pub/egitim/issue/53591/644452
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Details

Primary Language English
Subjects Other Fields of Education
Journal Section Research Articles
Authors

Sema Aydın-ceran 0000-0001-6847-2766

Ebru Ergül 0000-0002-0298-7035

Project Number TÜBİTAK-2237-A
Publication Date December 19, 2022
Acceptance Date December 12, 2022
Published in Issue Year 2022 Volume: 5 Issue: 2

Cite

APA Aydın-ceran, S., & Ergül, E. (2022). Designing A Science Lesson: Developing Pre-service Teachers’ Lesson Planning Skills Based on Real-life Context-based Approach. Language Teaching and Educational Research, 5(2), 142-165. https://doi.org/10.35207/later.1195137
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