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Eurasian Academy Of Sciences Social Sciences JournalYl:2019 Say: 25 Alan: Eitim

Hatice MERTOLU*, Neslihan BACAK
FEN BLGS RETMENLERNN RETM STLLERNE GRE ZYETERLK NAN DZEYLERNN NCELENMES
 
Bu aratrmada stanbul linde grev yapan ortaokul fen bilgisi retmenlerinin retim stiline gre zyeterlik alglarnda anlaml bir farklln olup olmadn incelemek amalanmtr. Aratrmada ilikisel tarama modeli uygulanmtr. retmenlerin retim stilleri tercihlerini belirlemek amacyla Grashann retim Stilleri leinin orijinali Grasha (1996) gelitirilmi olup, Trkeye adaptasyonu Bilgin, Uzuntiryaki ve Geban (2002) tarafndan yaplm, 40 maddeden oluan lek uygulanmtr. Ayrca fen bilgisi retmenlerinin zyeterlik alglarn belirlemek amacyla Fen retimine zyeterlik leinin orijinali Riggs ve Enochs (1990) tarafndan gelitirilen ve zkan, Tekkaya ve akrolu (2002) tarafndan Trkeye uyarlanan toplamda 23 maddeden olumakta olan lek kullanlmtr. Aratrmaya 2016-2017 eitim-retim yllarnda stanbul ilinde grev yapan 153 fen bilgisi retmeni katlmtr. Aratrma sonularna gre fen bilgisi retmenlerinin fen retimine ynelik zyeterlik puanlarnn yksek olduu tespit edilmitir. retmenlerin altklar okul trne gre zyeterlik alglar incelendiinde zel okulda grev yapan fen bilgisi retmenlerinin zyeterlik puanlarnn devlet okulunda grev yapan fen bilgisi retmenlerinin zyeterlik puanlarnn zel okulda grev yapan retmenlerin lehine anlaml dzeyde farkl olduu bulunmutur. Aratrmada fen bilgisi retmenlerinin ounlukla temsilci baskn stiline sahip olduu ve en fazla Temsilci-Yol Gsterici-Uzman olan 4. Grup retim stili grubuna sahip olduu belirlenmitir. Tm bunlarn yannda fen bilgisi retmenlerinin retim stillerinin fen retimi zyeterlik dzeyi zerinde anlaml bir farkllk oluturmad sonucuna varlmtr. Aratrmada, sonulara ilikin yorumlar yaplarak nerilerde bulunulmutur.

Anahtar Kelimeler: Fen bilgisi, fen bilgisi retmeni, zyeterlik, retme stilleri


EXAMINATION OF SELF-EFFICIENCY BELIEF ACCORDING TO TEACHING STYLES OF SCIENCE TEACHERS
 
In this study, it is aimed to investigate whether there is a meaningful difference in the self-efficacy perceptions according to teaching style preferences of middle school science teachers living in Istanbul. Grasha 's Teaching Styles scale original Grasha (1996) was developed in order to determine the teaching style preferences of the teachers in the research that applied the relational screening model. The adaptation to Turkish language was done by Bilgin, Uzuntiryaki and Geban (2002).In addition, to determine the self-efficacy perceptions of science teachers, the original scale of science proficiency scale developed by Riggs and Enochs (1990) was used and a scale consisting of 23 items in total was adapted to Turkish by zkan, Tekkaya and akrolu (2002). Scales and questionnaire used were applied to 153 science teachers in Istanbul province in 2016-2017 academic year. According to the results of the research, science teachers' self-efficacy scores for science teaching were found to be high (at agreeing level). When self-efficacy perceptions were examined according to the studied the type of school they were studying and the students who studied it, it was seen that the self-efficacy scores of the science teachers in the private school were significantly different from the self-efficacy scores of the science teachers in the public school. In addition, it has been determined that science teachers generally have a representative dominant style and have at most a 4th group (Representative-Guiding-Expert) teaching style group. In addition, the result was that the dominant teaching style of science teachers and the dominant teaching style group did not make a significant difference on the science teaching self-efficacy level. Here the comments and suggestions regarding the findings were made.

Keywords: Science, science teacher, self-efficacy, teaching style


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