Akademik Veri Yönetim Sistemi
4th World Conference on Learning, Teaching and Educational Leadership (WCLTA), Barcelona, İspanya, 27 - 29 Ekim 2013, cilt.141, ss.290-297
In this study, it was aimed to determine the views of elementary education students related to the science and technology teaching process. The research was carried out with totally 182 students studying at 3 elementary education schools providing training for students in a province in Turkey. In this research in which has survey model descriptive qualities, views of students were collected through a semi-structured form including 4 questions. The first two questions of the interview form were for teaching method, technique and strategies the students like and prefer, the third question was for the experiments conducted during the process, and the fourth question was for the individual and/or group works. The data obtained from the student views were coded, and their descriptive statistics such as percentage and frequency were calculated. According to the research result, it was determined that the elementary education students enjoyed mostly of the method and techniques performed within the scope of science lesson as experimentation, teaching through Vitamin Program (Turkish e-teaching program), presentation, problem solving, taking the subject notes to a notebook and lecture method. The most common of the method, technique and strategies the students want to be actualized during the science teaching process were experimentation, technology-aided teaching, activities out of classroom (in nature) and more joyful methods and techniques according to the order of participation. Furthermore, most of the students shared the troubles they feel from not experimenting, as they required. Whereas most of the students mentioned that they preferred working in groups during the activities and experimentations they carried out within the scope of science lesson, there were also the ones who mentioned that they preferred working individually or in groups. (C) 2014 Published by Elsevier Ltd. Open access under CC BY-NC-ND license (http://creativecommons.org/licenses/by-nc-nd/3.0/).