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Okuma-yazma öğretiminde farklılaştırmaya yönelikproblem tabanlı çevrimiçi öğretmen eğitimi programının tasarlanması
Effective professional development (PD) programs closely linked to classroom practice, and teacher collaboration stand as a crucial element in enhancing educational quality. In PD programs that incorporate problem-based learning (PBL), teachers work together to address real-world challenges. Elementary teachers often struggle with assessment and teaching early literacy to students with varied skill levels and diverse backgrounds. This study aimed to address this need by design and delivery of a PD program to develop in-service early literacy teachers' knowledge and implementation of differentiated instruction (DI). The program, designed with PBL principles, was conducted on an online platform. In this design-based research, a needs analysis was conducted, followed by two cycles, with design improvements implemented after the first cycle. Participant artifacts, video recordings of the sessions, interviews, questionnaires and field notes were used for data collection. The findings indicate that participation in the PD program led to improvements in the participants' understanding and application of DI. Through collaborative problem-solving and self-directed learning tasks, teachers demonstrated a deeper understanding of DI and made progress in developing differentiated lesson plans. The findings suggested that teacher PD programs structured around PBL design principles can foster effective learning experiences that support teachers in developing practical skills in DI.
Fizik öğretmenlerinin isi ve sicaklikla ilgili pedagojik alan bilgilerinin vinyet tabanli bir ölçekle değerlendirilmesi
This study aims to develop a vignette based instrument to probe in-service physics teachers' PCK of heat and temperature. The instrument focuses on two dimensions of PCK, namely (1) knowledge of student understanding and (2) knowledge of instructional strategies. The procedure of the instrument development consisted of conceptualizing PCK, developing preliminary items, conducting the first round of cognitive interviews, developing a comprehensive item pool, conducting the second round of cognitive interviews, administering the final instrument, and conducting descriptive statistics. The final form of the instrument consists of 24 items, with 12 items in the Knowledge of Student Understanding section and 12 items in the Knowledge of Instructional Strategies section. A total of 99 in-service physics teachers and 10 non-physics teachers participated in the study. To ensure the validity of the instrument, expert opinions were taken, cognitive interviews were conducted, and scores of physics and non-physics teachers were compared. Item analysis, item-total correlation, Cronbach's alpha correlation, and inter-rater correlation were conducted to evaluate the reliability of the instrument. The results of the study suggest that in-service physics teachers mostly made too general interpretations regarding student alternative conceptions. The physics teachers' interpretations of alternative conceptions of temperature were more sophisticated compared to heat and heat conduction. Similarly, most of the teachers' answers to items probing their knowledge of instructional strategies were false/irrelevant. Their performance on items eliciting knowledge of analogies and demonstrations was insufficient.
Bir öğrenme ortamı tasarımı: fen bilgisi öğretmen adaylarının öğretmenlik uygulamalarında kanıt kullanımı konusunda güçlendirilmesi
Scientific evidence is a crucial component of scientific practices in developing scientific knowledge. However, preservice science teachers (PSTs) face challenges in incorporating evidence into their lessons. This study aimed to enhance PSTs' conceptual understanding of scientific evidence and enrich their teaching practices by incorporating evidence-based explanations. Design-based research was used to create a learning environment for PSTs within the context of a practicum course in a public university science education program. The learning environment was designed based on three principles derived from sociocultural learning theory, teacher learning research, and science education literature—providing scaffolding, facilitating reflection, and situating learning experiences in meaningful contexts. A pilot study and two cycles of implementation and refinement were conducted. Qualitative data were collected through questionnaires, interviews, observations of teaching practices, and lesson plans created by PSTs. The findings showed improvements in PSTs' conceptual understanding of evidence and the progression of their teaching practices toward evidence-based lessons. The results highlight the role of the three design principles in supporting their learning. The current research offers valuable insights for enhancing science teacher education, demonstrating how well-designed learning environments can equip PSTs with the essential pedagogical content knowledge needed for teaching evidence-based lessons.