Araştırma Makalesi
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Fen Bilgisi Öğretmen Adaylarının Laboratuvar Ortamına Yönelik Görüşleri

Yıl 2022, Cilt: 13 Sayı: 1, 481 - 501, 28.06.2022
https://doi.org/10.51460/baebd.894084

Öz

Bu çalışmada fen bilgisi öğretmen adaylarının, laboratuvar ortamına ilişkin görüşlerinin incelenmesi amaçlanmaktadır. Bu çalışmada betimsel araştırma yöntemi kullanılmıştır. Araştırmaya üniversitede en az bir laboratuvar dersi alan gönüllü 34 fen bilgisi öğretmen adayı katılmıştır. Araştırmada beş açık uçlu sorudan oluşan yarı-yapılandırılmış görüşme formu kullanılmıştır. Veriler, betimsel analizine tabi tutulmuştur. Fen bilgisi öğretmen adaylarının laboratuvar kavramına ilişkin fikirleri malzeme ve araç-gereç, ortam, disiplin, sağladığı katkı, bilimsel ifade, bilimsel bilgiye ulaşma yolu ve güvenlik olmak üzere yedi kategoride sınıflandırılmıştır. Özellikle katılımcılar, laboratuvar kavramına ilişkin düşüncelerinde deney kavramına fazlasıyla değinmişlerdir. Fen bilgisi öğretmen adaylarının laboratuvarda olumlu yönde ilgilerini çeken öğeler temasına yönelik malzemeler ve araç-gereçler, ortamın özellikleri, kullanılan yöntem ve teknik ve deneylerin özellikleri olmak üzere dört kategori belirlenmiştir. Fen bilgisi öğretmen adayları çoğunlukla ilk kez karşılaştıkları malzeme ve araç-gereçlerin ilgilerini çektiklerini ifade etmişlerdir. Fen bilgisi öğretmen adaylarının laboratuvarda rahatsız oldukları öğeler, malzemeler ve araç-gereçlere ilişkin ve laboratuvar ortamına ilişkin olmak üzere iki kategoride ele alınmıştır.

Destekleyen Kurum

Yok

Proje Numarası

Yok

Teşekkür

Yok

Kaynakça

  • Akıllı, H. İ., & Aydoğdu, C. (2018). Planlanmış davranış teorisine göre “Güvenli Laboratuvar Kullanımını Gerçekleştirme Ölçeği” geliştirme çalışması. Akdeniz Eğitim Araştırmaları Dergisi, 12(23), 172-197. doi: 10.29329/mjer.2018.138.11
  • Amirul, N. J., Ahmad, C. N. C, Yahya, A., Abdullah, M. F. N. L., Adnan, M., & Noh, N. M. (2013). The physical classroom learning environment. Proceedings of the International Higher Education Teaching and Learning Conference, 2(1), 1-9.
  • Arık, S., & Benli-Özdemir, E. (2016). Fen ve teknoloji öğretmen adaylarının fen laboratuvarına yönelik metaforik algıları. Kastamonu Eğitim Dergisi, 24(2), 673-688.
  • Barak, M. (2017). Science teacher education in the twenty-first century: A pedagogical framework for technology-integrated social constructivism. Research in Science Education, 47(2), 283-303. doi: 10.1007/s11165-015-9501-y
  • Batı, K. (2018). Türkiye’de fen eğitimi ve kimya eğitimi laboratuvar uygulamalarına genel bir bakış. Doğu Anadolu Sosyal Bilimlerde Eğilimler Dergisi, 2(1), 45-55.
  • Bell, L. M., & Aldridge, J. M. (2014). Student voice, teacher action research and classroom improvement (Advances in learning environments research series). Rotterdam: Sense Publishers.
  • Böyük, U., Demir, S., & Erol, M. (2010). Fen ve teknoloji dersi öğretmenlerinin laboratuvar çalışmalarına yönelik yeterlik görüşlerinin farklı değişkenlere göre incelenmesi. TÜBAV Bilim Dergisi, 3(4), 342-349.
  • Brooks, D. C. (2011). Space matters: The impact of formal learning environments on student learning. British Journal of Educational Technology, 42(5), 719-726. doi: 10.1111/j.1467-8535.2010.01098.x
  • Bybee, R. (2000). Teaching science as inquiry. In J. Minstrel & E. H. Van Zee (Eds.), Inquiring into inquiry learning and teaching in science (pp. 20–46). Washington, DC: American Association for the Advancement of Science.
  • Ceylan, E., Güzel-Yüce, S., & Koç, Y. (2019). Öğretmenlik yolunda fen öğretimi laboratuvar uygulamaları dersi: Bir durum çalışması. Atatürk Üniversitesi Kazım Karabekir Eğitim Fakültesi Dergisi, 39, 22-47. doi: 10.33418/ataunikkefd.649293
  • Cheung, D. (2008). Facilitating chemistry teachers to implement inquiry-based laboratory work. International Journal of Science and Mathematics Education, 6(1), 107-130. doi: 10.1007/s10763-007-9102-y
  • Dani, D. E., Salloum, S., Khishfe, R., & BouJaoude, S. (2013). A tool for analyzing science standards and curricula for 21st century science education. In Khine, M. S., & Saleh, I. M. (Eds.), Approaches and strategies in next generation science learning (pp. 265-289). USA: IGI Global.
  • Demir, S., Böyük, U., & Koç, A. (2011). Fen ve teknoloji dersi öğretmenlerinin laboratuvar şartları ve kullanımına ilişkin görüşleri ile teknolojik yenilikleri izleme eğilimleri. Mersin Üniversitesi Eğitim Fakültesi Dergisi, 7(2), 66-79.
  • Douglas, D., & Gifford, R. (2001). Evaluation of the physical classroom by students and professors: A lens model approach. Educational Research, 43(3), 295-309.
  • Dumont, H., & Instance, D. (2010). Analysing and designing learning environments for the 21st century. In H. Dumont, D. Instan ce, & F. Benavides (Eds.), The nature of learning: Using research to inspire practice (pp. 19–34). Paris: OECD.
  • Dumont, H., Instance, D., & Benavides, F. (2010). The nature of learning: Using research to inspire practice. Retrieved from https://www.oecd.org/edu/ceri/50300814.pdf. on the 08.09.2020.
  • Fraser, B. J., Aldridge, J. M., & Adolphe, F. G. (2010). A cross-national study of secondary science classroom environments in Australia and Indonesia. Research in Science Education, 40(4), 551-571.
  • Fraser, B. J. & Butts, W. L. (1982). Relationship between perceived levels of classroom individualization and science-related attitudes. Journal of Research in Science Teaching, 19(2), 143-154. doi: 10.1002/tea.3660190206
  • Fraser, B. J., Giddings, G. J., & McRobbie, C. J. (1995). Evolution and validation of a personal form of an instrument for assessing science laboratory classroom environments. Journal of Research in Science Teaching, 32(4), 399-422. doi: 10.1002/tea.3660320408
  • Gibson, H. L., & Chase, C. (2002). Longitudinal impact of an inquiry-based science program on middle school students’ attitudes toward science. Science Education, 86(5), 693-705. doi: 10.1002/sce.10039
  • Haladyna, T., Olsen, R., & Shaughnessy, J. (1982). Relations of student, teacher and learning environment variables to attitudes toward science. Science Education, 66(5), 671-687. doi: 10.1002/sce.3730660503
  • Hanedar, Z., Erdem, A. R., & Şekerci, A. R. (2016). Fen bilimleri öğretiminde mekânsal ve ihtiyaçsal durum anketi: Geçerlik ve güvenirlik çalışması. Uluslararası Sosyal ve Eğitim Bilimleri Dergisi, 3(5), 87-104.
  • Harvey, E. J., & Kenyon, M. C. (2013). Classroom seating considerations for 21st century students and faculty. Journal of Learning Spaces, 2(1).
  • Hill, M. C., & Epps, K. K. (2010). The impact of physical classroom environment on student satisfaction and student evaluation of teaching in the university environment. Academy of Educational Leadership Journal, 14(4), 65.
  • Hofstein, A. (2017). The role of laboratory in science teaching and learning. In K. S. Taber & B. Akpan (Eds.), New directions iın mathematics and science education (pp. 357-368). Netherlands: Sense Publishers.
  • Hofstein, A., & Lunetta, V. N. (2004). The laboratory in science education: Foundation for the 21st century. Science Education, 88(1), 28–54. doi: 10.1002/sce.10106
  • Karpudewan, M., & Chong Keat, M. (2017). The effects of classroom learning environment and laboratory learning environment on the attitude towards learning Science in the 21st-century Science lessons. Malaysian Journal of Learning and Instruction (MJLI), Special issue on Graduate Students Research on Education, 25-45.
  • Kennedy, J. (2006). A study of learning environment in the extended practicum of a pre-service teacher education course at a catholic university (Unpublished doctoral dissertation). Australian Catholic University, Australia.
  • Kılıç, M. S., & Aydın, A. (2018). Öğretmenlerin fen bilimleri dersi kapsamında laboratuvar uygulamaları hakkındaki görüşlerinin planlanmış davranış teorisi yardımıyla incelenmesi. Kastamonu Eğitim Dergisi, 26(1), 241-246. doi: 10.24106/kefdergi.378575
  • Kırbaşlar, F. G., Özsoy-Güneş, Z., & Derelioğlu, Y. (2010). Fen bilgisi öğretmen adaylarının laboratuvar güvenliği konusuna yönelik düşünce ve bilgi düzeylerinin araştırılması. Gazi Üniversitesi Gazi Eğitim Fakültesi Dergisi, 30(3), 801-818.
  • Kilgour, P. W. (2006). Student, teacher and parent perceptions of classroom environments in streamed and unstreamed mathematics classrooms (Unpublished doctoral dissertation). Curtain University of Technology, Australia.
  • Kocakülah, A., & Savaş, E. (2011). Fen bilgisi öğretmen adaylarının deney tasarlama ve uygulama sürecine ilişkin görüşleri. Ondokuz Mayız Üniversitesi Eğitim Fakültesi Dergisi, 30(1), 1-28.
  • Kozan, D., Emeksever, A., & Onur-Sezer, G. (2019). Öğrenme ortamlarının fiziksel düzeni açısından sınıf öğretmenlerinin karşılaştıkları sorunlar. Bolu Abant İzzet Baysal Üniversitesi Eğitim Fakültesi Dergisi, 19(4), 1177-1189. doi: 10.17240/aibuefd.2019.19.47159-443654
  • Küçükoğlu, A., & Köse, E. (2008). Yükseköğretim düzeyinde sınıf atmosferinin öğrenci başarısına etkisi. Atatürk Üniversitesi Sosyal Bilimler Enstitüsü Dergisi, 12(2), 175-188.
  • Lee, M. H., Liang, J. C., Wu, Y. T., Chiou, G. L., Hsu, C. Y., Wang, C. Y., ... & Tsai, C. C. (2020). High school students’ conceptions of science laboratory learning, perceptions of the science laboratory environment, and academic self-efficacy in science learning. International Journal of Science and Mathematics Education, 18(1), 1-18.
  • Lewin, K. (1936). Principles of topological psychology. New York: McGraw-Hill.
  • Lui, M., Horton, L., Olmanson, J., & Toprac, P. (2011). A study of learning and motivation in a new media enriched environment for middle school science. Educational Technology Research and Development, 59, 249–265.
  • Lunetta, V. N., Hofstein, A., & Clough, M. P. (2007). Learning and teaching in the school science laboratory: An analysis of research, theory, and practice. In S. K. Abell & N. G. Lederman (Eds.), Handbook of Research on Science Education, 2, 393-441.
  • Manca, S., Cerina, V., Tobia, V., Sacchi, S., & Fornara, F. (2020). The effect of school design on users’ responses: a systematic review (2008–2017). Sustainability, 12(8), 3453.
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The Opinions of The Pre-Service Science Teachers About Laboratory Environment

Yıl 2022, Cilt: 13 Sayı: 1, 481 - 501, 28.06.2022
https://doi.org/10.51460/baebd.894084

Öz

In this study, it is aimed to examine the opinions of pre-service science teachers about laboratory environment. Descriptive research method was used in this study. Thirty-four volunteer pre-service science teachers who took at least one laboratory course at the university participated in the study. A semi-structured interview form consisting of five open-ended questions was used in the study. The data were subjected to descriptive analysis. The ideas of pre-service science teachers related to the concept of laboratory were classified into seven categories as materials and equipment, environment, discipline, contribution, scientific explanation, access to scientific knowledge and safety. Participants particularly emphasized the concept of experiment in their thoughts on the concept of laboratory. Items that positively interest the participants in the laboratory were discussed in four themes which are materials and equipment, features of the environment, methods and techniques used and experiments properties. The participants stated that they mostly attracted the attention of the materials and equipment they encountered for the first time. The items that the participants are troubled with the laboratory are discussed in two categories: related to materials and equipment and laboratory environment.

Proje Numarası

Yok

Kaynakça

  • Akıllı, H. İ., & Aydoğdu, C. (2018). Planlanmış davranış teorisine göre “Güvenli Laboratuvar Kullanımını Gerçekleştirme Ölçeği” geliştirme çalışması. Akdeniz Eğitim Araştırmaları Dergisi, 12(23), 172-197. doi: 10.29329/mjer.2018.138.11
  • Amirul, N. J., Ahmad, C. N. C, Yahya, A., Abdullah, M. F. N. L., Adnan, M., & Noh, N. M. (2013). The physical classroom learning environment. Proceedings of the International Higher Education Teaching and Learning Conference, 2(1), 1-9.
  • Arık, S., & Benli-Özdemir, E. (2016). Fen ve teknoloji öğretmen adaylarının fen laboratuvarına yönelik metaforik algıları. Kastamonu Eğitim Dergisi, 24(2), 673-688.
  • Barak, M. (2017). Science teacher education in the twenty-first century: A pedagogical framework for technology-integrated social constructivism. Research in Science Education, 47(2), 283-303. doi: 10.1007/s11165-015-9501-y
  • Batı, K. (2018). Türkiye’de fen eğitimi ve kimya eğitimi laboratuvar uygulamalarına genel bir bakış. Doğu Anadolu Sosyal Bilimlerde Eğilimler Dergisi, 2(1), 45-55.
  • Bell, L. M., & Aldridge, J. M. (2014). Student voice, teacher action research and classroom improvement (Advances in learning environments research series). Rotterdam: Sense Publishers.
  • Böyük, U., Demir, S., & Erol, M. (2010). Fen ve teknoloji dersi öğretmenlerinin laboratuvar çalışmalarına yönelik yeterlik görüşlerinin farklı değişkenlere göre incelenmesi. TÜBAV Bilim Dergisi, 3(4), 342-349.
  • Brooks, D. C. (2011). Space matters: The impact of formal learning environments on student learning. British Journal of Educational Technology, 42(5), 719-726. doi: 10.1111/j.1467-8535.2010.01098.x
  • Bybee, R. (2000). Teaching science as inquiry. In J. Minstrel & E. H. Van Zee (Eds.), Inquiring into inquiry learning and teaching in science (pp. 20–46). Washington, DC: American Association for the Advancement of Science.
  • Ceylan, E., Güzel-Yüce, S., & Koç, Y. (2019). Öğretmenlik yolunda fen öğretimi laboratuvar uygulamaları dersi: Bir durum çalışması. Atatürk Üniversitesi Kazım Karabekir Eğitim Fakültesi Dergisi, 39, 22-47. doi: 10.33418/ataunikkefd.649293
  • Cheung, D. (2008). Facilitating chemistry teachers to implement inquiry-based laboratory work. International Journal of Science and Mathematics Education, 6(1), 107-130. doi: 10.1007/s10763-007-9102-y
  • Dani, D. E., Salloum, S., Khishfe, R., & BouJaoude, S. (2013). A tool for analyzing science standards and curricula for 21st century science education. In Khine, M. S., & Saleh, I. M. (Eds.), Approaches and strategies in next generation science learning (pp. 265-289). USA: IGI Global.
  • Demir, S., Böyük, U., & Koç, A. (2011). Fen ve teknoloji dersi öğretmenlerinin laboratuvar şartları ve kullanımına ilişkin görüşleri ile teknolojik yenilikleri izleme eğilimleri. Mersin Üniversitesi Eğitim Fakültesi Dergisi, 7(2), 66-79.
  • Douglas, D., & Gifford, R. (2001). Evaluation of the physical classroom by students and professors: A lens model approach. Educational Research, 43(3), 295-309.
  • Dumont, H., & Instance, D. (2010). Analysing and designing learning environments for the 21st century. In H. Dumont, D. Instan ce, & F. Benavides (Eds.), The nature of learning: Using research to inspire practice (pp. 19–34). Paris: OECD.
  • Dumont, H., Instance, D., & Benavides, F. (2010). The nature of learning: Using research to inspire practice. Retrieved from https://www.oecd.org/edu/ceri/50300814.pdf. on the 08.09.2020.
  • Fraser, B. J., Aldridge, J. M., & Adolphe, F. G. (2010). A cross-national study of secondary science classroom environments in Australia and Indonesia. Research in Science Education, 40(4), 551-571.
  • Fraser, B. J. & Butts, W. L. (1982). Relationship between perceived levels of classroom individualization and science-related attitudes. Journal of Research in Science Teaching, 19(2), 143-154. doi: 10.1002/tea.3660190206
  • Fraser, B. J., Giddings, G. J., & McRobbie, C. J. (1995). Evolution and validation of a personal form of an instrument for assessing science laboratory classroom environments. Journal of Research in Science Teaching, 32(4), 399-422. doi: 10.1002/tea.3660320408
  • Gibson, H. L., & Chase, C. (2002). Longitudinal impact of an inquiry-based science program on middle school students’ attitudes toward science. Science Education, 86(5), 693-705. doi: 10.1002/sce.10039
  • Haladyna, T., Olsen, R., & Shaughnessy, J. (1982). Relations of student, teacher and learning environment variables to attitudes toward science. Science Education, 66(5), 671-687. doi: 10.1002/sce.3730660503
  • Hanedar, Z., Erdem, A. R., & Şekerci, A. R. (2016). Fen bilimleri öğretiminde mekânsal ve ihtiyaçsal durum anketi: Geçerlik ve güvenirlik çalışması. Uluslararası Sosyal ve Eğitim Bilimleri Dergisi, 3(5), 87-104.
  • Harvey, E. J., & Kenyon, M. C. (2013). Classroom seating considerations for 21st century students and faculty. Journal of Learning Spaces, 2(1).
  • Hill, M. C., & Epps, K. K. (2010). The impact of physical classroom environment on student satisfaction and student evaluation of teaching in the university environment. Academy of Educational Leadership Journal, 14(4), 65.
  • Hofstein, A. (2017). The role of laboratory in science teaching and learning. In K. S. Taber & B. Akpan (Eds.), New directions iın mathematics and science education (pp. 357-368). Netherlands: Sense Publishers.
  • Hofstein, A., & Lunetta, V. N. (2004). The laboratory in science education: Foundation for the 21st century. Science Education, 88(1), 28–54. doi: 10.1002/sce.10106
  • Karpudewan, M., & Chong Keat, M. (2017). The effects of classroom learning environment and laboratory learning environment on the attitude towards learning Science in the 21st-century Science lessons. Malaysian Journal of Learning and Instruction (MJLI), Special issue on Graduate Students Research on Education, 25-45.
  • Kennedy, J. (2006). A study of learning environment in the extended practicum of a pre-service teacher education course at a catholic university (Unpublished doctoral dissertation). Australian Catholic University, Australia.
  • Kılıç, M. S., & Aydın, A. (2018). Öğretmenlerin fen bilimleri dersi kapsamında laboratuvar uygulamaları hakkındaki görüşlerinin planlanmış davranış teorisi yardımıyla incelenmesi. Kastamonu Eğitim Dergisi, 26(1), 241-246. doi: 10.24106/kefdergi.378575
  • Kırbaşlar, F. G., Özsoy-Güneş, Z., & Derelioğlu, Y. (2010). Fen bilgisi öğretmen adaylarının laboratuvar güvenliği konusuna yönelik düşünce ve bilgi düzeylerinin araştırılması. Gazi Üniversitesi Gazi Eğitim Fakültesi Dergisi, 30(3), 801-818.
  • Kilgour, P. W. (2006). Student, teacher and parent perceptions of classroom environments in streamed and unstreamed mathematics classrooms (Unpublished doctoral dissertation). Curtain University of Technology, Australia.
  • Kocakülah, A., & Savaş, E. (2011). Fen bilgisi öğretmen adaylarının deney tasarlama ve uygulama sürecine ilişkin görüşleri. Ondokuz Mayız Üniversitesi Eğitim Fakültesi Dergisi, 30(1), 1-28.
  • Kozan, D., Emeksever, A., & Onur-Sezer, G. (2019). Öğrenme ortamlarının fiziksel düzeni açısından sınıf öğretmenlerinin karşılaştıkları sorunlar. Bolu Abant İzzet Baysal Üniversitesi Eğitim Fakültesi Dergisi, 19(4), 1177-1189. doi: 10.17240/aibuefd.2019.19.47159-443654
  • Küçükoğlu, A., & Köse, E. (2008). Yükseköğretim düzeyinde sınıf atmosferinin öğrenci başarısına etkisi. Atatürk Üniversitesi Sosyal Bilimler Enstitüsü Dergisi, 12(2), 175-188.
  • Lee, M. H., Liang, J. C., Wu, Y. T., Chiou, G. L., Hsu, C. Y., Wang, C. Y., ... & Tsai, C. C. (2020). High school students’ conceptions of science laboratory learning, perceptions of the science laboratory environment, and academic self-efficacy in science learning. International Journal of Science and Mathematics Education, 18(1), 1-18.
  • Lewin, K. (1936). Principles of topological psychology. New York: McGraw-Hill.
  • Lui, M., Horton, L., Olmanson, J., & Toprac, P. (2011). A study of learning and motivation in a new media enriched environment for middle school science. Educational Technology Research and Development, 59, 249–265.
  • Lunetta, V. N., Hofstein, A., & Clough, M. P. (2007). Learning and teaching in the school science laboratory: An analysis of research, theory, and practice. In S. K. Abell & N. G. Lederman (Eds.), Handbook of Research on Science Education, 2, 393-441.
  • Manca, S., Cerina, V., Tobia, V., Sacchi, S., & Fornara, F. (2020). The effect of school design on users’ responses: a systematic review (2008–2017). Sustainability, 12(8), 3453.
  • Martin-Dunlop, C. S. (2013). Prospective elementary teachers’ understanding of the nature of science and perceptions of the classroom learning environment. Research in Science Education, 43(3), 873-893. doi: 10.1007/s11165-012-9290-5.
  • Martin-Dunlop, C., & Fraser, B. J. (2008). Learning environment and attitudes associated with an innovative course designed for prospective elementary teachers. International Journal of Science and Mathematics Education, 6, 163–190.
  • Merriam, S. B., & Tisdell, E. J. (2016). Qualitative research: A guide to design and implementation (4th ed.). San Francisco, CA: John Wiley & Sons.
  • Miles, M, B., & Huberman, A. M. (1994). Qualitative data analysis: An expanded sourcebook (2nd ed). Thousand Oaks, CA: Sage.
  • National Reading Panel. (2000). Teaching children to read: An evidencebased assessment of the scientific research literature on reading and its implications for reading instruction (NIH Publication No. 00 – 4769). Washington, DC: National Institute of Child Health and Human Development.
  • National Research Council NRC (2006). America's lab report: Investigations in high school science. Washington, DC: The National Academies Press.
  • Obong, L. B., Okey, S. M., Aniah, E. J., & Okaba, L. A. (2010). Strategies for school environment management in Nigerian secondary schools: A case study of Calabar, Nigeria. International Education Studies, 3(1), 196-205.
  • Osman, K., Ahmad, C. N. C., & Halim, L. (2011). Students’ perception of the physical and psychosocial science laboratory environment in Malaysia: Comparison across subject and school location. Procedia-Social and Behavioral Sciences, 15, 1650-1655. doi: 10.1016/j.sbspro.2011.03.347
  • Sanoff, H., & Walden, R. (2012). School environments. In S. D. Clayton (Ed.), The Oxford handbook of environmental and conservation psychology (pp. 276-294), New York, NY: Oxford University Press. doi: 10.1093/oxfordhb/9780199733026.013.0015
  • Spinner, H., & Fraser, B. (2005). Evaluation of an innovative mathematics program in terms of classroom environment, student attitudes, and conceptual development. International Journal of Science and Mathematics Education, 3(2), 267–293.
  • Taylor, P. C., Fraser, B. J., & Fisher, D. L. (1997). Monitoring constructivist classroom learning environments. International Journal of Educational Research, 27(4), 293-302. doi: 10.1016/S0883-0355(97)90011-2
  • Tuncel, İ. (2008). Duyuşsal özelliklerin gelişimi açısından fiziki ortamdan kaynaklanan örtük programın incelenmesi. Balıkesir Üniversitesi Sosyal Bilimler Enstitüsü Dergisi, 11(20), 26-38.
  • Türk, S. (2010). İlköğretim fen bilgisi öğretmenlerinin laboratuvar yeterliklerinin belirlenmesi (Yayımlanmamış yüksek lisans tezi). Gazi Üniversitesi, Ankara.
  • Ukoh, E. E., & Amuda, A. A. (2015). Laboratory resource factors and frequency of practical activities as correlates of secondary school students’ achievement and interest in physics in Oyo State, Nigeria. ATBU, Journal of Science, Tecnology & Education, 3(4), 60-74.
  • UNICEF (2000). Defining quality in education. Paper presented at The Meeting of The International Working Group on Education, Florence, Italy
  • Walberg, H. J., & Anderson, G. J. (1968). Classroom climate and individual learning. Journal of Educational Psychology, 59, 414–419.
  • Wasnock, D.P. (2010). Classroom environment: Emphasis on seating arrangement (Unpublished master’s thesis). Retrieved from https://fisherpub.sjfc.edu/mathcs_etd_masters/17/ on the 19. 08.2020.
  • Wolf, S. J., & Fraser, B. J. (2008). Learning environment, attitudes and achievement among middle school science students using inquiry-based laboratory activities. Research in Science Education, 38(3), 321–341.
  • Yıldırım, A., & Şimşek, H. (2018). Sosyal bilimlerde nitel araştırma yöntemleri (11. baskı). Ankara: Seçkin Yayıncılık.
  • Zengele, A. G., & Alemayehu, B. (2016). The status of secondary school science laboratory activities for quality education in case of Wolaita Zone, Southern Ethiopia. Journal of Education and Practice, 7(31), 1-11.
  • Zion, M., Cohen, S., & Amir, R. (2007). The spectrum of dynamic inquiry teaching practice. Research in Science Education, 37(4), 423-447. doi: 10.1007/s11165-006-9034-5.
Toplam 60 adet kaynakça vardır.

Ayrıntılar

Birincil Dil Türkçe
Konular Alan Eğitimleri
Bölüm Makaleler
Yazarlar

Gülfem Dilek Yurttaş Kumlu 0000-0003-4741-2654

Proje Numarası Yok
Yayımlanma Tarihi 28 Haziran 2022
Gönderilme Tarihi 9 Mart 2021
Yayımlandığı Sayı Yıl 2022 Cilt: 13 Sayı: 1

Kaynak Göster

APA Yurttaş Kumlu, G. D. (2022). Fen Bilgisi Öğretmen Adaylarının Laboratuvar Ortamına Yönelik Görüşleri. Batı Anadolu Eğitim Bilimleri Dergisi, 13(1), 481-501. https://doi.org/10.51460/baebd.894084