Araştırma Makalesi
BibTex RIS Kaynak Göster

Yıl 2020, Cilt: 7 Sayı: 1, 59 - 79, 19.02.2020

İsmail Dönmez Mehmet Fatih Taşar

https://doi.org/10.17275/per.20.5.7.1
Cited By: 1

Öz

Kaynakça

  • Anagün, Ş, Yalçınoğlu, P., Ersoy, A. (2012). Sınıf öğretmenlerinin fen ve teknoloji dersi öğretme-öğrenme sürecine ilişkin inançlarının yapılandırmacılık açısından incelenmesi. Kuramsal Eğitim bilim Dergisi, 5(1), 1-16.
  • Angrosino, M. (2007). Doing ethnographic and observational research. Thousand Oaks, CA: Sage
  • Austin, T. & Senese, J. C. (2004). Self-study in school teaching: teachers' perspective. In J. Loughran, M. L. Hamilton, V. LaBoskey & T. Russell (Eds.), International handbook of self-study of teaching and teacher education practices. (pp. 1231-1258). Dordrecht: Kluwer.
  • Bailey, K. D. (1982). Methods of social research. New York: The Free
  • Bencze, L., Hewitt, J., Pedretti, E., Yoon, S., Perris, K., & van Oostveen, R. (2003). Sciencespecialist student-teachers consider promoting technological design projects: Contributions of multi-media case methods. Research in Science Education, 33, 163– 187.
  • Brown, C. A., & Cooney, T. J. (1982). Research on teacher education: A philosophical orientation. Journal of Research and Development in Education, 75(4), 13-18
  • Brown, G. T. L., Harris, L. R., & Harnett, J. (2012). Teacher beliefs about feedback within an assessment for learning environment: Endorsement of improved learning over student well-being. Teaching and Teacher Education: An International Journal of Research and Studies, 28(7), 968–978. doi:10.1016/j.tate.2012.05.003
  • Bryan, L. A. (2012). Research on Science Teacher Beliefs. B.J. Fraser et al. (eds.), Second International Handbook of Science Education, Springer International Handbooks of Education 24, DOI 10.1007/978-1-4020-9041-7_33
  • Bogdan, R.C. & Biklen, S.K. (2006). Qualitative research for education (5th ed). Boston:Pearson Education, Inc.
  • Buehl, M. M., & Beck, J. (2015). The relationship between teachers’ beliefs and practices.In H. Fives & M. Gregorie Gill (Eds.), International handbook of research on teachers’ beliefs (pp. 66-84). New York, NY: Routledge.
  • Bullough, R. V. Jr., & Pinnegar, S. (2004). Thinking about the thinking about self-study: an analysis of eight chapters. In J. J. Loughran, M. L. Hamilton, V. K. LaBoskey & T. Russell (Eds.), International handbook of self-study of teaching and teachereducation practices. (1), (pp: 313–342). Dordrecht: Kluwer Academic.
  • Bullock, D. (2010). Learner self-assessment: An investigation into teachers’ beliefs. ELT Journal, 65 (2), 114–125. doi: 10.1093/elt/cccq041
  • Clarke, D., & Hollingsworth, H. (2002). Elaborating a model of teacher professional growth. Teaching and Teacher Education, 18(8), 947–967.
  • Ciani, K. D., Summers, J., & Easter, M. A. (2008). A “top-down” analysis of high school teacher motivation. Contemporary Educational Psychology, 33 (4), 533–560. doi:10.1016/j.cedpsych.2007.04.002
  • Cincotta-Segi, A. (2011). ‘The big ones swallow the small ones’. Or do they? Language-in-education policy and ethnic minority education in the Lao PDR. Journal of Multilingual and Multicultural Development. 32. 1-15. 10.1080/01434632.2010.527343.
  • Creswell J. W. (2013). Nitel araştırma yöntemleri. Ankara: Siyasal Kitabevi.
  • Czarniawska, B. (2004). Narratives in social science research. Thousand Oaks. CA: Sage
  • Denzin, N. K. (1978). The research act: a theoretical introduction to sociological methods. New York: McGraw-Hill.
  • Ellis, C. (2004). The Ethnographic I. Walnut Creek, CA: Altamira.
  • Evertson, C., & Green, J. L. (1986). Observation as inquiry and method. In M. Wittrock (Ed.), The third handbook for research on teaching (pp. 162–213). New York: Macmillan
  • Grossman, P. L. (1990) The Making of a Teacher: Teacher Knowledge and Teacher Education. New York: Teachers College.
  • Hamilton, M. L., & Pinnegar, S. (2006). Alternative representations of collaboration and community. In D. L. Tidwell, L. M. Fitzgerald, & M. Heston (Eds.), Journeys of hope: Risking self-study in a diverse world. The proceedings of the fifth international conference of the self-study of teacher education practices, Herstmonceux Castle, East Sussex, England (pp. 118–121). Kingston, ON: Queen’s University.
  • Holt-Reynolds, D., & Johnson, S. (2002). Revising the task: the genre of assignmentmaking. In C. Kosnik, A. Freese & A. P. Samaras (Eds.), Making a difference in teacher education through selfstudy (2), (pp. 14–17). Toronto, Ontario: OISE, University of Toronto.
  • Jorgensen, R., Grootenboer, P., Niesche, R., & Le rman, S. (2010). Challenges for teacher education: The mismatch between beliefs and practice in remote indigenous contexts. Asia-Pacific Journal of Teacher Education, 38 (2), 161–175. doi: 10.1080/13598661003677580
  • Kagan, D. (1992). Implications of research on teacher belief. Educational Psychologist, 27(1), 65-90.
  • LaBoskey, V. K. (2004). The methodology of self-study and its theoretical underpinnings. In J. Loughran, M. L. Hamilton, V. K. LaBoskey & T. Russell (Eds.), International handbook of self-study of teaching and teacher education practices (12), (pp: 817-869). Netherlands: Springer.
  • Laplante, B. (1997). Teachers’ beliefs and instructional strategies in science: Pushing analysis further. Science Education, 81(3), 277–294.
  • Loughran, J. J. (2004). Learning through self-study: The influence of purpose, participants and context. In J. Loughran, M. L. Hamilton, V. LaBoskey, & T. Russell (Eds.), International handbook of self-study of teaching and teacher education practices (pp. 151–192). Dordrecht: Kluwer Academic.
  • Marshall, C., & Rossman, G. B. (2006). Designing qualitative research. Thousand Oaks, CA: Sage
  • Martin, N.S. & Siry, C. (2012). Using video in science teacher education: an analysis of the utilization of video-based media by teacher educators and researchers. B.J. Fraser et al. (eds.), Second International Handbook of Science Education, Springer International Handbooks of Education 24, DOI 10.1007/978-1-4020-9041-7_29, 417-433
  • Mishra, P. & Koehler, M. J. (2006). Technological pedagogical content knowledge: A framework for integrating technology in teacher knowledge. Teachers College Record, 108(6), 1017-1054.
  • Mitchell, C., Weber, S., & Pithouse, K. (2009). Facing the public: using photography for selfstudy and social action. In Tidwell, D. L., Heston, M. L., Fitgerald M. L. (Eds.), Research methods for the self-study of practice (9), (pp: 119-135). USA: Springer.
  • Mouza, C. (2009). Does research-based professional development make a difference? A longitudinal investigation of teacher learning in technology integration. Teachers College Record, 111 (5), 1195–1241.
  • National Research Council [NRC]. (2011b). National science education standards. Washington, DC: National Academy.
  • Nishino, T. (2012). Modeling teacher beliefs and practices in context: A multi methods approach. Modern Language Journal, 96 (3), 380–399. doi: 10.1111/j.1540- 4781.2012.01364.x
  • Ogan-Bekiroglu, F., & Akkoc, H. (2009). Pre-service teachers’ instructional beliefs and examination of consistency between beliefs and practices. International Journal of Science and Mathematics Education, 7 (6), 1173–1199. doi: 10.1007/s10763-009-9157-z
  • Southerland, S., Gallard, A, & Callihan, L. (2011). Examining teachers hurdles to “Science for All.” International Journal of Science Education, 33 (16), 2183–2213. doi: 10.1080/09500693.2010.530698
  • Pajares, M. F. (1992). Teachers' beliefs and educational research: Cleaning up a messy construct. Review of Educational Research, 62(3), 307-332.
  • Rinke, C. R., Gladstone-Brown, W., Kinlaw, C. R. and Cappiello, J. (2016), Characterizing STEM teacher education: affordances and constraints of explicit STEM preparation for elementary teachers. School Science and Mathematics, 116(6), 300–309.
  • Patton M. Q. (1987). How to use qualitative methods in evaluation. Newbury Park, CA: Sage.
  • Catherine Kohler Riessman (2008). Narrative Methods for the human sciences. CA, USA: SAGE Publications
  • Savasci, F., & Berlin, D. F. (2012). Science teacher beliefs and classroom practice related to constructivism in different school settings. Journal of Science Teacher Education, 23(1), 65–86. doi: 10.1007/s10972–011–9262-z
  • Shulman, L. (1986). Those who understand: Knowledge growth in teaching. Educational Researcher, 15(2), 4-14.
  • Smith, L. (2005). The impact of early life history on teachers’ beliefs: In-school and out-of school experiences as learners and knowers of science. Teachers and Teaching, 11(1), 5–36.
  • Sprinthall, N. A., Reiman, A. J., & Thies-Sprinthall, L. (1996). Teacher professional development. In J. Sikula, T. J. Buttery, & E. Guyton (Eds.), Handbook of research on teacher education (2nd ed., pp. 666–703). New York: Macmillan.
  • Southerland, S., Gallard, A, & Callihan, L. (2011). Examining teachers’ hurdles to “Science for All.” International Journal of Science Education, 33 (16), 2183–2213. doi: 10.1080/09500693.2010.530698
  • Strauss, A. & Corbin, J. (1990). Basics of qualitative research: Grounded theory procedures and techniques. New Delhi: SAGE.
  • Stemler, S. (2001) An overview of content analysis. Practical Assessment, Research & Evaluation, vol. 7(17). Retrieved January 12, 2017 from http://pareonline.net/getvn.asp?v=7&n=17
  • Tang, E. L.-Y., Lee, J. C.-K. & Chun, C. K.-W. (2012). Development of teaching beliefs and the focus of change in the process of pre-service ESL teacher education. Australian Journal of Teacher Education, 37 (5), 89–107. Retrieved from http://ro.ecu.edu.au/ajte/vol37/iss5/8
  • Tidwell, D., & Fitzgerald, L. (2004). Self-study as teaching. In J. Loughran, M. L. Hamilton, V. LaBoskey & T. Russell (Eds.), International handbook of self-study of teaching and teacher education practices (Vol. 1, pp. 69–102). Dordrecht, The Netherlands: Kluwer.
  • Tsangaridou, N. (2008). Trainee primary teachers belie fs and practices about physical education during student teaching. Physical Education and Sport Pedagogy, 13 (2), 131–152. doi: 10.1080/17408980701345667
  • Turner, J. C., Warzon, K., & Christensen, A. (2011). Motivating mathematics learning: Changes in teachers’ practices and beliefs during a nine-month collaboration. American Educational Research Journal, 48 (3), 718–762. doi: 10.3102/0002831210385103
  • Uzuntiryaki, E., Boz, Y., & Kirbulut, D. (2010). Do pre-service chemistry teachers reflect their beliefs about constructivism in their teaching practices? Research in Science Education, 40 (3), 403–424. doi: 10.1007/ s11165-009-9127-z.
  • Yerrick, R., & Hoving, T. (2003). One foot on the dock and one foot on the boat: Differences among preservice science teachers’ interpretations of field-based science methods in culturally diverse contexts. Science Education, 87(3), 390–418.
  • Yıldırım, A., & Şimşek, H. (2013). Sosyal bilimlerde nitel araştırma yöntemleri. Ankara: Seçkin.
  • Yıldırım, C. (2011). Bilim Tarihi (14. Basım), İstanbul: Remzi Kitapevi.
  • Yung, B. H. W., Wong, S. L., Cheng, M. W., Hui, C. S., & Hodson, D. (2007). Tracking pre service teachers’ changing conceptions of good science teaching: The role of progressive refl ection with the same video. Research in Science Education, 37, 239– 259.
  • Widjaja, W., Vale, C., Groves, S. & Doig, B. (2015). Teachers’ professional growth through engagement with lesson study. Journal of Mathematics Teacher Education, 20(95), 1- 27.
  • Wilkins, J. L. M. (2008). The relationship among elementary teachers’ content knowledge, attitudes, beliefs, and practices. Journal of Mathematics Teacher Education, 11(2), 139–164. doi: 10.1007/s10857-007-9068-2

A Self-Study on The Values and Beliefs of Science Teachers and Their Science, Technology, Engineering and Mathematics (STEM) Applications

Yıl 2020, Cilt: 7 Sayı: 1, 59 - 79, 19.02.2020

İsmail Dönmez Mehmet Fatih Taşar

https://doi.org/10.17275/per.20.5.7.1
Cited By: 1

Öz

The aim of this research is to understand how the values and beliefs of science teachers reveal in the classes where STEM activities are applied. For this purpose, a researcher and two science teachers applied STEM activities developed by the researcher for 14 weeks in science applications classes. The science teachers and the researcher work in socio-economically different districts of Ankara, Turkey. In this study, one of the qualitative research methods, self-study design was used. Self-study is a research design that contributes to the teacher's understanding of himself/herself, questioning own practice and professional development by becoming a researcher. Data sources are the life stories of the researcher and the participating teachers, in-class video recordings and post-lesson diaries. The obtained data were analyzed by narrative and content analysis. It was understood from their life stories that environmental and socio-cultural factors were effective in science teachers' choosing their profession. It was seen that there were internal and external factors affecting the values and beliefs of science teachers. As a result, it was seen that the researcher improved himself in terms of classroom management in the classes where STEM activities were applied, and that there was a close relation between values and beliefs and their practices.

Anahtar Kelimeler

STEM Self-study values and beliefs

Kaynakça

  • Anagün, Ş, Yalçınoğlu, P., Ersoy, A. (2012). Sınıf öğretmenlerinin fen ve teknoloji dersi öğretme-öğrenme sürecine ilişkin inançlarının yapılandırmacılık açısından incelenmesi. Kuramsal Eğitim bilim Dergisi, 5(1), 1-16.
  • Angrosino, M. (2007). Doing ethnographic and observational research. Thousand Oaks, CA: Sage
  • Austin, T. & Senese, J. C. (2004). Self-study in school teaching: teachers' perspective. In J. Loughran, M. L. Hamilton, V. LaBoskey & T. Russell (Eds.), International handbook of self-study of teaching and teacher education practices. (pp. 1231-1258). Dordrecht: Kluwer.
  • Bailey, K. D. (1982). Methods of social research. New York: The Free
  • Bencze, L., Hewitt, J., Pedretti, E., Yoon, S., Perris, K., & van Oostveen, R. (2003). Sciencespecialist student-teachers consider promoting technological design projects: Contributions of multi-media case methods. Research in Science Education, 33, 163– 187.
  • Brown, C. A., & Cooney, T. J. (1982). Research on teacher education: A philosophical orientation. Journal of Research and Development in Education, 75(4), 13-18
  • Brown, G. T. L., Harris, L. R., & Harnett, J. (2012). Teacher beliefs about feedback within an assessment for learning environment: Endorsement of improved learning over student well-being. Teaching and Teacher Education: An International Journal of Research and Studies, 28(7), 968–978. doi:10.1016/j.tate.2012.05.003
  • Bryan, L. A. (2012). Research on Science Teacher Beliefs. B.J. Fraser et al. (eds.), Second International Handbook of Science Education, Springer International Handbooks of Education 24, DOI 10.1007/978-1-4020-9041-7_33
  • Bogdan, R.C. & Biklen, S.K. (2006). Qualitative research for education (5th ed). Boston:Pearson Education, Inc.
  • Buehl, M. M., & Beck, J. (2015). The relationship between teachers’ beliefs and practices.In H. Fives & M. Gregorie Gill (Eds.), International handbook of research on teachers’ beliefs (pp. 66-84). New York, NY: Routledge.
  • Bullough, R. V. Jr., & Pinnegar, S. (2004). Thinking about the thinking about self-study: an analysis of eight chapters. In J. J. Loughran, M. L. Hamilton, V. K. LaBoskey & T. Russell (Eds.), International handbook of self-study of teaching and teachereducation practices. (1), (pp: 313–342). Dordrecht: Kluwer Academic.
  • Bullock, D. (2010). Learner self-assessment: An investigation into teachers’ beliefs. ELT Journal, 65 (2), 114–125. doi: 10.1093/elt/cccq041
  • Clarke, D., & Hollingsworth, H. (2002). Elaborating a model of teacher professional growth. Teaching and Teacher Education, 18(8), 947–967.
  • Ciani, K. D., Summers, J., & Easter, M. A. (2008). A “top-down” analysis of high school teacher motivation. Contemporary Educational Psychology, 33 (4), 533–560. doi:10.1016/j.cedpsych.2007.04.002
  • Cincotta-Segi, A. (2011). ‘The big ones swallow the small ones’. Or do they? Language-in-education policy and ethnic minority education in the Lao PDR. Journal of Multilingual and Multicultural Development. 32. 1-15. 10.1080/01434632.2010.527343.
  • Creswell J. W. (2013). Nitel araştırma yöntemleri. Ankara: Siyasal Kitabevi.
  • Czarniawska, B. (2004). Narratives in social science research. Thousand Oaks. CA: Sage
  • Denzin, N. K. (1978). The research act: a theoretical introduction to sociological methods. New York: McGraw-Hill.
  • Ellis, C. (2004). The Ethnographic I. Walnut Creek, CA: Altamira.
  • Evertson, C., & Green, J. L. (1986). Observation as inquiry and method. In M. Wittrock (Ed.), The third handbook for research on teaching (pp. 162–213). New York: Macmillan
  • Grossman, P. L. (1990) The Making of a Teacher: Teacher Knowledge and Teacher Education. New York: Teachers College.
  • Hamilton, M. L., & Pinnegar, S. (2006). Alternative representations of collaboration and community. In D. L. Tidwell, L. M. Fitzgerald, & M. Heston (Eds.), Journeys of hope: Risking self-study in a diverse world. The proceedings of the fifth international conference of the self-study of teacher education practices, Herstmonceux Castle, East Sussex, England (pp. 118–121). Kingston, ON: Queen’s University.
  • Holt-Reynolds, D., & Johnson, S. (2002). Revising the task: the genre of assignmentmaking. In C. Kosnik, A. Freese & A. P. Samaras (Eds.), Making a difference in teacher education through selfstudy (2), (pp. 14–17). Toronto, Ontario: OISE, University of Toronto.
  • Jorgensen, R., Grootenboer, P., Niesche, R., & Le rman, S. (2010). Challenges for teacher education: The mismatch between beliefs and practice in remote indigenous contexts. Asia-Pacific Journal of Teacher Education, 38 (2), 161–175. doi: 10.1080/13598661003677580
  • Kagan, D. (1992). Implications of research on teacher belief. Educational Psychologist, 27(1), 65-90.
  • LaBoskey, V. K. (2004). The methodology of self-study and its theoretical underpinnings. In J. Loughran, M. L. Hamilton, V. K. LaBoskey & T. Russell (Eds.), International handbook of self-study of teaching and teacher education practices (12), (pp: 817-869). Netherlands: Springer.
  • Laplante, B. (1997). Teachers’ beliefs and instructional strategies in science: Pushing analysis further. Science Education, 81(3), 277–294.
  • Loughran, J. J. (2004). Learning through self-study: The influence of purpose, participants and context. In J. Loughran, M. L. Hamilton, V. LaBoskey, & T. Russell (Eds.), International handbook of self-study of teaching and teacher education practices (pp. 151–192). Dordrecht: Kluwer Academic.
  • Marshall, C., & Rossman, G. B. (2006). Designing qualitative research. Thousand Oaks, CA: Sage
  • Martin, N.S. & Siry, C. (2012). Using video in science teacher education: an analysis of the utilization of video-based media by teacher educators and researchers. B.J. Fraser et al. (eds.), Second International Handbook of Science Education, Springer International Handbooks of Education 24, DOI 10.1007/978-1-4020-9041-7_29, 417-433
  • Mishra, P. & Koehler, M. J. (2006). Technological pedagogical content knowledge: A framework for integrating technology in teacher knowledge. Teachers College Record, 108(6), 1017-1054.
  • Mitchell, C., Weber, S., & Pithouse, K. (2009). Facing the public: using photography for selfstudy and social action. In Tidwell, D. L., Heston, M. L., Fitgerald M. L. (Eds.), Research methods for the self-study of practice (9), (pp: 119-135). USA: Springer.
  • Mouza, C. (2009). Does research-based professional development make a difference? A longitudinal investigation of teacher learning in technology integration. Teachers College Record, 111 (5), 1195–1241.
  • National Research Council [NRC]. (2011b). National science education standards. Washington, DC: National Academy.
  • Nishino, T. (2012). Modeling teacher beliefs and practices in context: A multi methods approach. Modern Language Journal, 96 (3), 380–399. doi: 10.1111/j.1540- 4781.2012.01364.x
  • Ogan-Bekiroglu, F., & Akkoc, H. (2009). Pre-service teachers’ instructional beliefs and examination of consistency between beliefs and practices. International Journal of Science and Mathematics Education, 7 (6), 1173–1199. doi: 10.1007/s10763-009-9157-z
  • Southerland, S., Gallard, A, & Callihan, L. (2011). Examining teachers hurdles to “Science for All.” International Journal of Science Education, 33 (16), 2183–2213. doi: 10.1080/09500693.2010.530698
  • Pajares, M. F. (1992). Teachers' beliefs and educational research: Cleaning up a messy construct. Review of Educational Research, 62(3), 307-332.
  • Rinke, C. R., Gladstone-Brown, W., Kinlaw, C. R. and Cappiello, J. (2016), Characterizing STEM teacher education: affordances and constraints of explicit STEM preparation for elementary teachers. School Science and Mathematics, 116(6), 300–309.
  • Patton M. Q. (1987). How to use qualitative methods in evaluation. Newbury Park, CA: Sage.
  • Catherine Kohler Riessman (2008). Narrative Methods for the human sciences. CA, USA: SAGE Publications
  • Savasci, F., & Berlin, D. F. (2012). Science teacher beliefs and classroom practice related to constructivism in different school settings. Journal of Science Teacher Education, 23(1), 65–86. doi: 10.1007/s10972–011–9262-z
  • Shulman, L. (1986). Those who understand: Knowledge growth in teaching. Educational Researcher, 15(2), 4-14.
  • Smith, L. (2005). The impact of early life history on teachers’ beliefs: In-school and out-of school experiences as learners and knowers of science. Teachers and Teaching, 11(1), 5–36.
  • Sprinthall, N. A., Reiman, A. J., & Thies-Sprinthall, L. (1996). Teacher professional development. In J. Sikula, T. J. Buttery, & E. Guyton (Eds.), Handbook of research on teacher education (2nd ed., pp. 666–703). New York: Macmillan.
  • Southerland, S., Gallard, A, & Callihan, L. (2011). Examining teachers’ hurdles to “Science for All.” International Journal of Science Education, 33 (16), 2183–2213. doi: 10.1080/09500693.2010.530698
  • Strauss, A. & Corbin, J. (1990). Basics of qualitative research: Grounded theory procedures and techniques. New Delhi: SAGE.
  • Stemler, S. (2001) An overview of content analysis. Practical Assessment, Research & Evaluation, vol. 7(17). Retrieved January 12, 2017 from http://pareonline.net/getvn.asp?v=7&n=17
  • Tang, E. L.-Y., Lee, J. C.-K. & Chun, C. K.-W. (2012). Development of teaching beliefs and the focus of change in the process of pre-service ESL teacher education. Australian Journal of Teacher Education, 37 (5), 89–107. Retrieved from http://ro.ecu.edu.au/ajte/vol37/iss5/8
  • Tidwell, D., & Fitzgerald, L. (2004). Self-study as teaching. In J. Loughran, M. L. Hamilton, V. LaBoskey & T. Russell (Eds.), International handbook of self-study of teaching and teacher education practices (Vol. 1, pp. 69–102). Dordrecht, The Netherlands: Kluwer.
  • Tsangaridou, N. (2008). Trainee primary teachers belie fs and practices about physical education during student teaching. Physical Education and Sport Pedagogy, 13 (2), 131–152. doi: 10.1080/17408980701345667
  • Turner, J. C., Warzon, K., & Christensen, A. (2011). Motivating mathematics learning: Changes in teachers’ practices and beliefs during a nine-month collaboration. American Educational Research Journal, 48 (3), 718–762. doi: 10.3102/0002831210385103
  • Uzuntiryaki, E., Boz, Y., & Kirbulut, D. (2010). Do pre-service chemistry teachers reflect their beliefs about constructivism in their teaching practices? Research in Science Education, 40 (3), 403–424. doi: 10.1007/ s11165-009-9127-z.
  • Yerrick, R., & Hoving, T. (2003). One foot on the dock and one foot on the boat: Differences among preservice science teachers’ interpretations of field-based science methods in culturally diverse contexts. Science Education, 87(3), 390–418.
  • Yıldırım, A., & Şimşek, H. (2013). Sosyal bilimlerde nitel araştırma yöntemleri. Ankara: Seçkin.
  • Yıldırım, C. (2011). Bilim Tarihi (14. Basım), İstanbul: Remzi Kitapevi.
  • Yung, B. H. W., Wong, S. L., Cheng, M. W., Hui, C. S., & Hodson, D. (2007). Tracking pre service teachers’ changing conceptions of good science teaching: The role of progressive refl ection with the same video. Research in Science Education, 37, 239– 259.
  • Widjaja, W., Vale, C., Groves, S. & Doig, B. (2015). Teachers’ professional growth through engagement with lesson study. Journal of Mathematics Teacher Education, 20(95), 1- 27.
  • Wilkins, J. L. M. (2008). The relationship among elementary teachers’ content knowledge, attitudes, beliefs, and practices. Journal of Mathematics Teacher Education, 11(2), 139–164. doi: 10.1007/s10857-007-9068-2
Toplam 59 adet kaynakça vardır.

Ayrıntılar

Birincil Dil İngilizce
Konular Alan Eğitimleri
Bölüm Research Articles
Yazarlar

İsmail Dönmez 0000-0002-7792-0169

Mehmet Fatih Taşar Bu kişi benim 0000-0003-1249-3482

Yayımlanma Tarihi 19 Şubat 2020
Kabul Tarihi 22 Ocak 2020
Yayımlandığı Sayı Yıl 2020 Cilt: 7 Sayı: 1

Kaynak Göster

APA Dönmez, İ., & Taşar, M. F. (2020). A Self-Study on The Values and Beliefs of Science Teachers and Their Science, Technology, Engineering and Mathematics (STEM) Applications. Participatory Educational Research, 7(1), 59-79. https://doi.org/10.17275/per.20.5.7.1

Cited By

https://doi.org/
 Kapak Resmi İndir

27707 15007  14998  150021500015005 1516417153

150621500415006   Creative Commons Lisansı  Creative Commons Atıf 4.0 International Lisance