Cover Image

Using the Word Association Test to Examine Life Skills Cognitive Structures of Pre-Service Science Teachers

Merve Bahar Alaca, Havva Yaman, Sibel Er Nas

Abstract


Science teachers, while teaching their students the science concepts, should also be teaching life skills. To ensure that future science teachers are competent to teach these skills, it can help assess the cognitive structures they hold as pre-service teachers. The current study aimed to reveal the cognitive structures and conceptual knowledge status of pre-service science teachers related to life skills. The participants were 165 pre-service teachers studying at the Department of Elementary Science Education at a public university in Turkey. A word association test (WAT) using six keywords (Communication, teamwork, entrepreneurship, creativity, decision making, analytical thinking) about life skills was developed. The gathered data was analyzed with the interslice distance technique and a descriptive analy­sis method. The results suggest that pre-service science teachers do not have the cognitive structures to produce enough answer words about life skills. It is suggested that elective undergraduate courses that allow students to recognize and internalize these skills can be introduced or increased in pre-service teaching programs.

Full Text:

DOWNLOAD PDF

References


Abell, S. K. (2008). Twenty years later: Does pedagogical content knowledge remain a useful idea?. International Journal of Science Education, 30(10), 1405-1416.

Adair, J. (2007). The art of creativet hinking: How to develop your powers of innovation and creativity. Philadelphia: Kogan Page Publishers.

Alaca, M. B. (2019). Fen bilimleri öğretmen adaylarının iletişim becerisi ile ilgili mesleki bilgilerinin ve bu beceriyi kullanma durumlarının belirlenmesi [Determination of the pre-service science teachers professional knowledge related to their communication skill and use of this skill] [Unpublished master’s thesis]. Trabzon University (In Turkish).

Atkinson, S. (2000). Does the need for high levels of performance curtail the development of creativity in design and technology project work?. International Journal of Technology and Design Education, 10(3), 255-281.

Bahar, M., & Özatlı, N.S. (2003). Examining the cognitive structure of 9th class students in the subject of basic components of living through word associate test. Balıkesir Üniversitesi Fen Bilimleri Dergisi, 5(1), 134-141.

Bahar, M., Johnstone, A. H., & Sutcliffe, R. G. (1999). Investigation of students’ cognitive structure in elementary genetics through word association tests. Journal of Biological Education, 33(3), 134-141.

Bahar, M., Nartgün, Z., Durmuş, S., & Bıçak, B. (2006). Geleneksel ve alternatif ölçme ve değerlendirme öğretmen el kitabı [Traditional-alternative: Measurement and evaluation handbook for teachers]. Ankara: PegemA Publishing.

Baker, S. B., & Shaw, M. C. (1987). Improving counseling through primary prevention. Ohio: Merrill Publishing Company.

Baykara-Pehlivan, K. (2005). A study on perception of communication skills of pre-service teachers. Elementary Education Online, 4(2), 17-23.

Brown, N., Morehead, P., & Smith, J. B. (2008). But I love children: Changing elementary teacher candidates' conceptions of the qualities of effective teachers. Teacher Education Quarterly, 35(1), 169-183.

Burbules, N. C., & Linn, M. C. (1991). Science education and philosophy of science: congruence or contradiction?. International Journal of Science Education, 13(3), 227-241.

Castells, M. (2009). Communication power. Oxford: Oxford University Press.

Conklin, W. (2011). Higher-order thinking skills to develop 21st century learners. Huntington Beach: Shell Education Publishing.

Crespo, M. Á. G., & Pozo, J. I. (2004). Relationships between everyday knowledge and scientific knowledge: Understanding how matter changes. International Journal of Science Education, 26(11), 1325-1343.

Deveci, İ., & Çepni, S. (2017). Examination of science education curriculum (5-8 grades) in terms of entrepreneurial characteristics. Alan Eğitimi Araştırmaları Dergisi, 3(2), 52-74.

Dewey, R. A. (2007). Psychology: an introduction. http:///www.intropsych.com/ch04_senses/whole_is_other_than_the_sum_of_the_parts. html.

Erbil, O., Demirezen, S., Erdoğan, A., Terzi, U., Eroğlu, H., & İbiş, M. (2004). Öğrenci merkezli eğitim uygulama modeli [Student-centered education application model]. İzmir İktisat Kongresi Eğitimde Uygulamalar Bolumu Tebliği, www. egitek. meb. gov. tr/EgitekHaber.

Ercan, F., Taşdere, A., & Ercan, N. (2010). Observation of cognitive structure and conceptual change through word association test. Journal of Turkish Science Education, 7(2), 136-154.

Ergin, A. (2000). Takım temelli örgütlerde performans değerleme sistemleri. Master thesis, Marmara University, İstanbul.

Gilbert, J. K. (2006). On the nature of “context” in chemical education. International Journal of Science Education, 28(9), 957-976.

Gökçe, O. (2003). İletişim bilimine giriş: İnsanlar arası ilişkilerin sosyolojik bir analizi [Introduction to communication science: A sociological analysis of interpersonal relationships]. Ankara: Turhan Bookstore.

Güçlü, N., & Okçu, V. (2015). Relation between perceptions of primary school teachers related to effective team work and their organizational commitments. Yuzuncu Yil University Journal of Education, 12(1), 49-69.

Gürkan, B. (2019). Primary school teacher candidates’ cognitive structures in relation to curriculum, instruction, instruction planning and evaluating instruction. Kastamonu Education Journal, 27(2), 633-645.

Güven, B. (2013). Etkili iletişim [Effective communication]. Ankara: Pegem Publishing.

İnel, Y., Akar, C., & Uztemur, S. (2016). 8th students’ perceptions towards administration types: Revealing their cognitive structures via word association test. Journal of History School, 9(XXVIII), 523–540.

Johnson, D. W., & Johnson, R. T. (2005). Co-operative Learning, R. M. Gillies and A. F. Ashman (Ed.), Student Motivation in Co-operative Groups, Social Interdependence Theory, London and New York, Taylor and Francis e-Library.

Karasar, N. (2012). Bilimsel araştırma yöntemi [Scientific research method]. Ankara: Nobel Publishing (In Turkish).

Kaya, M. F., & Taşdere, A. (2016). An alternative measurement and assessment method for elementary Turkish education: Word Association Test (WAT). Electronic Turkish Studies, 11(9), 803-820.

Kelly, J. (2000). Rethinking the elementary science methods course: A case for content, pedagogy and informal science education. International Journal of Science Education, 22(7), 755-777.

Kind, V. (2009). A conflict in yourhead: An exploration of trainee science teachers’ subject matter knowledge development and its impact on teacher self‐confidence. International Journal of Science Education, 31(11), 1529-1562.

Kirman-Bilgin, A. (2019). Fen bilimlerinde yaşam becerileri eğitimi [Life skills education in science]. Ankara: Pegem Publishing (In Turkish).

Kocabaş, İ., & Gökbaş, M. (2003). Team working in education. Education and Science, 28(130), 8-15.

Kolburan, G., & Tosun, Ü. (2011). İlköğretim ikinci kademe öğrencileri arasında yaşam becerileri eğitimi yoluyla I. kademede edinilmiş değerleri pekiştiren gelişimsel bir model önerisi [Proposal for a developmental model that reinforces the values acquired in the first grade through life skills education among the second grade primary school students]. Değerler eğitimi sempozyumu-sosyal ve kurumsal yönleriyle değerler eğitimi, bildiri özetleri, (s.246- 247). Eskişehir Osmangazi Üniversitesi (In Turkish).

Kuzgun, Y. (2000). Meslek danışmanlığı kuramlar uygulamalar [Vocational counseling theories applications]. Ankara: Nobel Publishing (In Turkish).

Lambing, P., & Kuehl, C. R. (2000). Entrepreneurship. Upper Saddle River: Prentice Hall.

McWhirter, J., & Voltan-Acar, N. (1985). Çocukla iletişim [Communication with the child]. Ankara: Nüve Printing Press.

Mettas, A. (2011). The development of decision-making skills. Eurasia Journal of Mathematics, Science and Technology Education, 7(1), 63-73.

Ministry of National Education [MoNE] (2018). İlköğretim kurumları (ilkokullar ve ortaokullar) fen bilimleri dersi öğretim programı. Ankara: MEB Publication.

Nartgün, Z. (2006). Fen ve teknoloji öğretiminde ölçme ve değerlendirme [Measurement and evaluation in science and technology education]. M. Bahar (Eds.) Fen ve Teknoloji Öğretimi (s.355-415), Ankara: PegemA Publishing (In Turkish).

Nilsson, P. (2008). Teaching for understanding: The complex nature of pedagogical content knowledge in pre-service education. International Journal of Science Education, 30(10), 1281-1299.

Padilla, K., Ponce-de-León, A. M., Rembado, F. M., & Garritz, A. (2008). Undergraduate professors’ pedagogical content knowledge: The case of ‘amount of substance’. International Journal of Science Education, 30(10), 1389-1404.

Patronis, T., Potari, D., & Spiliotopoulou, V. (1999) Students’ argumentation in decision-making on a socio-scientific issue: Implications for teaching. International Journal of Science Education, 21(7), 745-754.

Piirto, J. (1998). Understanding those who create. Dayton, OH: Ohio Psychological Press.

Politis, D. (2005). The process of entrepreneurial learning: A conceptual framework. Entrepreneurship Theory and Practice, 29(4), 399-424.

Robinson, C. W., & Zajicek, J. M. (2005). Growing minds: The effects of a one-year school garden program on six constructs of life skills of elementary school children. HortTechnology, 15(3), 453–457.

Ross, J. A. (1992). Teacher efficacy and the effects of coaching on student achievement. Canadian Journal of Education, 17(1), 51-65.

Sağır, C. (2006). Karar verme sürecini etkileyen faktörler ve karar verme sürecinde etiğin önemi: Uygulamalı bir araştırma [Factors affecting decision making process and importance of the ethics in decision making process: An empirical research] [Unpublished master’s thesis]. Trakya University.

Şahin, Y. (2010). İletişim becerilerine genel bir bakış [An overview of communication skills]. A. Kaya (Eds.), Kişiler arası ilişkiler ve etkili iletişim içinde (s. 32-53). Ankara: Pegem Publishing.

Simon, J.L., & Burstein, P. (1985). Some principles of measurement. New York: Random House.

Şimşek, Ü., Doymuş, K., & Bayrakçeken, S. (2004). Lise Düzeyinde Öğrenim Gören Öğrencilere Grupla Öğrenme Metodunun Kazandırdığı Bilgi ve Beceriler, XIII. Ulusal Eğitim Bilimleri Kurultayı, Malatya, 6-9 Temmuz, İÜ. Eğitim Fakültesi.

Sternberg, R. J., & Rainbow Project Collaborators. (2006). The Rainbow Project: Enhancing the SAT through assessments of analytical, practical, and creative skills. Intelligence, 34(4), 321-350.

Stolk, M. J., Bulte, A. M., de Jong, O., & Pilot, A. (2009). Towards a framework for a professional development programme: Empowering teachers for context-based chemistry education. Chemistry Education Research and Practice, 10(2), 164-175.

Stronge, J. H., & Hindman, J. L. (2003). Hiring the best teachers. Educational Leadership, 60(8), 48-52.

Stronge, J. H., Ward, T. J., Tucker, P. D., & Hindman, J. L. (2007). What is the relationship between teacher quality and student achievement? An exploratory study. Journal of Personal Evaluation in Education, 20(3-4), 165-184.

World Health Organization. (1999). Partners in life skills education. Geneva, Switzerland: World Health Organization, Department of Mental Health.

Yeşilyurt, E. (2010). Evaluation of the suitability of teacher candidates’ qualities to cooperative learning method. Dicle University Journal of Ziya Gökalp Education Faculty, (14), 25-37.




DOI: https://doi.org/10.17509/jsl.v4i1.25441

Refbacks

  • There are currently no refbacks.




Copyright (c) 2020 Merve Bahar ALACA, Havva YAMAN, Sibel ER NAS

Creative Commons License
This work is licensed under a Creative Commons Attribution-ShareAlike 4.0 International License.


Published by Universitas Pendidikan Indonesia
in collaboration with the Indonesian Society of Science Educators
2021