Fen Bilimleri Öğretmen Adaylarının Teknoloji Tasarım Dersindeki Problemi Belirleme Süreçlerinin Değerlendirilmesi

Abstract

The common denominator of student-centered teaching approaches has been determined as the active participation of the student in the process. The prerequisite for this active participation is to adopt the problem situations in the learning environments and to seek an answer to this problem. It is very important to identify problem situations, search for solutions, and associate science concepts with problem situations, especially in science teaching, which includes daily life problems. For this reason, science teachers are expected to know the steps that students are expected to perform very well, to manage the process and to be effective as a guide. For this reason, it has been seen that determining the problem detection status of science teacher candidates will contribute to the field. From the descriptive research designs, the case study and answers to the questions "why, why" were sought. In this direction, semi-structured interview studies were conducted with 81 science teachers who were taking the "technological project design" course through criterion sampling. The obtained data was presented to the reader by performing content analysis with the Nvivo package program. As a result of the analyzes carried out, it was determined that pre-service science teachers' orientation to environmental problem situations, they try to find solutions with social factors, they have difficulties in determining the problem situation and they need peer support, teacher and family support in this process.