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A Phenomenological Study on 3rd Grade Elementary School Stud

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Ozlem Al

on 15 May 2016

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Transcript of A Phenomenological Study on 3rd Grade Elementary School Stud

Assist. Prof Dr.
Ozlem Al

Dr.
Sevim Asiroglu
Why is that?
Primary Purpose of Study
The scope of this study is to analyze the perceptions of the students and teachers of a 3rd grade elementary school with regards to the applied science class which was implemented in Turkey for the first time in the 2014-­2015 academic year
Secondary Purpose of Study
To encourage collaboration between an academician with an expertise on qualitative studies and science teacher who was involved in the implementation of applied science classes in a school
A Phenomenological Study on 3rd Grade Elementary School Students’ Perceptions about Applied Science Classes: "Let's play,but how?"
Background of the Problem
Purpose of Study
by Ozlem Al
Literature Review
Most of the teachers believe that the new program is suitable to students’ level, has been developed according to students’ developmental level, provide opportunities for students to discovery of their learning. On the other hand, teachers also declare that to apply such a program in over crowded classes is quite difficult. (Tüysüz and Aydın 2009).


According to Erdoğan (2007), the teachers and school managers need in service training.

According to the Şimşek, Hırca, Coşkun (2012)’ research, Science teachers insist on using ineffective traditional teaching methods and techniques rather than modern teaching methods and techniques such as project method, travel technique and applications in learning process actively and to help students to develop their scientific researching skills. The methods that used by the teachers don’t coincide with contents and practices of new science and technology curriculum.

Methodology
Two Researchers
The reason why two researchers collaborate in this study is that, both researchers could be able to look at the data from the different lenses of science and methodology.
Teacher's Diary
Teacher’s diary was also used as a supplementary tool to reveal student’s experiences thoroughly from the perspective of the teacher.
Interview
A face to face in depth interview was done with the science teacher who wrote the teacher’s diary .
Research Instruments
Research Approach
Phenomenological (Lived Experience) rooted in the work of German philosopher Edmund Husserl (1960).

Procedures
Identify Participants

Data Collection

Contain Research Bias

Credibility

Methodological Assumptions and Limitations

Data Analysis

Debate on Constructivism in Turkiye
Identified 31 students.
Obtained descriptive surveys
Analyzed survey data
Compared results with outside researcher
Selected the suitable informants to interview attempting to find those with different experience and backgrounds and demographics
Conducted interviews
Analyzed interview data
Tested the credibility and functionality of descriptive survey via an expert

Data Collection and Analysis
Descriptive Survey Questions-Example

1. What do you prefer when doing science activities in the class (alone- with friends)

2. Please fill in the blanks as in the example below. Describe the terms and concepts.

3. Draw a picture describing the applied science class and explain the picture under it.


Data Collection and Analysis
Findings -
Students' Picture Drawings
Theme 1
Theme 2
Theme 3
Recommendations
The findings are useful for policy makers, curriculum developers, school administrators, and teachers to design more creative activities in applied science class.
Summary Findings
Themes drawn from the teacher’s diary, show rich descriptions of phenomenon which may offer insightful and practical ideas to the potential science teachers.

The findings indicate that students benefit more from game-­ oriented activities in learning.

Moreover, they found group activities more useful than individual activities.

Findings- Teacher's Logs
At the class, my planning to do four events attracted a lot of interest from students. We did not understand how fast the lesson finished. They wanted to repeat the events during the break. They got amazed especially when they saw how pupils got smaller in the darkness. They understood that they need more light in order to see the world model in the box. I think all kinds of goods and materials can be used in the science classes for experiments. Creativity of the teacher is a very important factor in this regard. However, it is important that teacher needs to be given time for that creativity. Other activities other than classes makes it difficult to uncover the creativity. At the end of the class, I asked all the students what they had learned in the class and their answers were quite satisfactory for me. I think they achieved the objectives of the class.

Before the class, I planned some experiments demonstrating how electrical appliances work and can be used. However, at the very beginning of the class when I asked some questions to students, I realized that they do not have any knowledge about the topic. Therefore, I decided to use my back up plans. I strived to not to feel students about it. I was a little wobble, then I got used to it. Looking at electrical appliances found in the textbook, they, working in groups of two, could be able to find the purpose of devices. I asked what they were deprived of the power outage across the country in the previous day. It has gotten the attention of the students the fact that what they learns about appliances are very relevant to this recent incident. All the students were eager to share their experiences of power outages. I used this opportunity to raise awareness of energy saving. I wanted them to read out loud the related text, but I felt that they were bored and distracted during reading. At that moment I pointed out the plant material on the table and postponed the experiments that I planned to the next class. All were very happy, they began to ask questions, and even suggested to do the experiments at the break

Conceptual Framework for Traditional Approach
Behaviorist
Theories in Curriculum
Development
Topic Based Programs
Criteria (product) based measurement tools
Failure in national
and international
test scores
Constructivist (Applied Based)
Theories in
Curriculum Development
Theme Based Programs
Holistic (process to product) based measurement tools
Success in tests
Conceptual Framework for
Applied Based Approach
2006
Debate on Constructivism in Turkiye
The Need for Service Training
Questions ?
Pisa Rankings 2012
Life long learner
(Intrinsically motivated learner)
Temporary learner
(Extrinsically motivated learner)
Findings- Teacher's Logs

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Descriptive Survey
Designed as a descriptive survey.
Full transcript