Abstract
Bu çalışmanın amacı geleceğin gençlerini yetiştirecek ve onlara temel eğitimi verecek olan sınıf öğretmen adaylarının fen konularından biri olan “Basit Elektrik Devreleri” ile ilgili 5E modeli ve REACT stratejisine göre geliştirdikleri ders planlarının incelenmesidir. Araştırma problemini cevaplayabilmek amacıyla örnek olay yöntemi izlenmiştir. Çalışma Giresun Üniversitesi, Eğitim Fakültesi, Temel Eğitim Bölümü, Sınıf Eğitim Anabilim Dalında yürütülmüştür. Çalışmanın örneklemini, 55 sınıf öğretmeni adayı oluşturmaktadır. Veri toplama aracı olarak, öğretmen adaylarının 5E modeli ve REACT stratejisine göre hazırladıkları ders planları kullanılmıştır. Veri analizi için, 5E modeli ve REACT stratejisi için beş kriter ve üç kategoriden oluşan rubrikler kullanılmıştır. Veri analizinin sonucunda, öğretmen adaylarının REACT stratejisine yönelik hazırlamış oldukları ders planlarının, 5E modeline göre daha başarılı olduğu görülmüştür.
Highlights
Constructivist learning theory links students ‘difficulties in science lessons to students’ prior knowledge in daily life and their experience with this preliminary knowledge not being considered in the setting of learning environments, and not being considered as a starting point (Bodner, 1986)
Constructivist learning theory is based on the construction of new information on information that already exists in the individual rather than directly transferring information (Bodner, 1986; Sherman, 2000)
It seems that with the 5E learning model, the REACT strategy does not have much resemblance except that they both consist of five steps and that the lesson is started with an interesting content. From this point of view, it is important for the teacher candidates to prepare lesson plans on the same subject for understanding the similar and different aspects of the REACT strategy with the 5E learning model. In this case the purpose of this project is to examine the lesson plans developed according to the 5E learning model and the REACT strategy of “Simple Electric Circuits” which is one of the science subjects of the classroom teacher candidates who will train and provide basic education for young people of the future
Summary
Constructivist learning theory links students ‘difficulties in science lessons to students’ prior knowledge in daily life and their experience with this preliminary knowledge not being considered in the setting of learning environments, and not being considered as a starting point (Bodner, 1986). Constructivist learning theory is based on the construction of new information on information that already exists in the individual rather than directly transferring information (Bodner, 1986; Sherman, 2000). Various applications for the use of constructivist learning theory in science education are proposed. Some of these applications; learning cycle, four-stage model, 5E learning model, 7E model, and 9E models are being studied extensively in educational researches. Teachers or researchers who actively use the 5E learning model in learning environments have confused the REACT strategy based on contextual learning with this model in the literature and have been experiencing concept confusion (Ültay and Çalık, 2011). The REACT strategy is one of the implementation strategies of the context-based learning approach and consists of five basic principles
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