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Asia-Pacific Forum on Science Learning and Teaching, Volume 18, Issue 2, Article 11 (Dec., 2017) |
Phenomenology which is one of the qualitative research methodologies was used in this study in order to determine the perceptions and awareness levels of discrepant events of science teachers with different professional experiences. The results based on the findings of the research were discussed by taking into consideration the interview questions in the light of the theoretical bases regarding the discrepant events, since there were no practical studies.
When teaching a science concept or principle, it is important that the teacher awakens the curiosity of the students. The discrepancy in the use of discrepant events is a method by which students can take advantage of the curiosity of students by attracting attention and forcing them to seek a solution to "mystery". When the motivation of the students is high, learning conditions are suitable (Chin, 1992). Discrepant events are confronted as situations that attract students' interests and attentions, which constitutes a cognitive imbalance situation that is contrary to previous experiences that are believed to be true (Misiti, 2000; Weller, 2008). When assessed in this direction, many of the teachers (T1, T4, T7, T8, T9 and T10) gave examples of discrepant events in the form of an activity, experiment or demonstration that students did not encounter before in science lessons and contrary to the experiences of students. Among teachers, T1, T2, T3, T7, T8 and T9 explained the reasons for the fact that the examples they give are considered as discrepant events as because it is an activity that students do not encounter in their previous science lessons and daily life. T4 and T5, on the other hand, think the reason for the fact that the examples they give are considered as discrepant events is that students learn scientific explanations of the events they experience in daily life in the lesson. However, this explanation is not sufficient reason for the fact that the given example is of a discrepant event. Another teacher (T6) regards the given example as a discrepant event according to the reactions of the students. As a matter of fact, according to the relevant literature, this is also true (González-Espada et al., 2010). T4, although he gives suitable for example for the discrepant event, justification of it is not correct. On the other hand, although T5 and T6 can not present correct examples toward discrepant events, they correctly explained why the examples they give are discrepant events. Teachers' awareness is high in terms of explaining the class level to be applied and their relationship with the subject specifying which unit / theme or class level the discrepant events instances they gave. Many of the teachers were able to explain which scientific concept or processes in the subject are related to discrepant events the teachers gave. Teachers explained the reasons for using discrepant events in their lessons as to attract the attention of the students and to ensure that the subject is effective and lasting. In addition, there are teachers who point out that the relevant activity is included in the curriculum, and that discrepant events are one of the new methods and techniques. When teachers were generally asked the reason of using discrepant events in their class, they stated similar reasons. They stated that it is used for application and for acquiring life skills. The methods by which teachers use discrepant events in class are evaluated according to the learning cycle approach developed by Karplus and Thier (1967). Obtained findings are the fact that the teachers who give examples of discrepant events are not familiar with the application steps in the class, and at the same time the teachers who do not give the appropriate examples to the discrepant events are moving towards the application steps. In summary, it can be reached that teachers do not have sufficient knowledge and skills to present discrepant events in the class. In case teachers use discrepant events in science lessons, they expect asking questions and wondering, being surprised, and removing misconceptions they have from students.
Besides, the expectations of T6 and T7, the problems arising from the failure of the student to prepare for the lesson, and the effect on the friends of a student who shares a situation which pleases him can not be considered within the scope of discrepant events. According to the teachers, in a course taught with discrepant events, students’ skills including the ability to think and research at a high level usually develop. In addition, appealing more sense organs of students and acquiring the skills toward this is inevitable. The advantages of a course with discrepant events can be listed as; permanence, learning the reasons for events in daily life students face, curiosity, interest arouse etc. The disadvantages are the lack of time, the possibility of developing misunderstandings other than the reactions expected from the students, classroom management, dangerous situations in some experiments, the student concentrate on the discrepant events and can't establish relationship with topic etc. According to the findings, many of the science teachers in the research are familiar with the discrepant events used in science lessons. However, some teachers seem to have experienced some problems in terms of their application to the class. From this point of view, compliance of lecture performances with data obtained from the interviews with the teacher and the application direction of the discrepant events require focusing on classroom observational data.
According to the classroom observations made with five teachers who volunteered to present an amazing event to their students at the school, only T3 presented discrepant events in accordance with the application steps. In the interviews, T3 didn't give a proper example to the discrepant events and he also didn't pay attention to the steps of using discrepant events in the class. According to interviews and observations data, it is obtained that T2 and T5 are not familiar with the discrepant events used in science education. T8 presented a discrepant event to the students by paying partly attention to the application steps of the discrepant events. Even though T8 gave the correct example to discrepant events in the interviews, he didn’t properly address to the application process. T9 didn't give a correct example to the discrepant events during the course, it is also seen that his lecture is insufficient in terms of application steps. As a matter of fact, T9 in the interviews gave a correct example in accordance with discrepant event, but it was determined that he has deficiencies in the implementation steps. As a result, science teachers have no underestimated level of awareness to discrepant events. However, it appears that teachers do not have the expected level of knowledge and skill about what class level of discrepant events should be applied or how to apply it to class. When literature is reviewed it can be said that even though several studies give examples to discrepant events or describe in science courses what they are (e.g., Baddock & Bucat, 2008; Chin, 1992; Espada et al., 2010; Longfield, 2009; Mancuso, 2010; Willis, 1999; Wright & Govindarajan, 1992; Wright, & Govindarajan, 1995) as far as we know, there was no study which investigate science teachers’ views related to topic.
In order for teachers to develop knowledge, attitudes and experiences about discrepant events, which is an important element of the educational process, it may be advisable to organize seminars for science teachers working in the field practiced by researchers on discrepant events. It is also advisable to add discrepant events both theoretically and practically to the content of the lessons given in teacher education. It may be advisable to incorporate the course content about discrepant events into primary and secondary education curricula both theoretically and practically. Since the number of the studies, especially in Turkey, about measuring awareness, knowledge and skills toward discrepant events are inadequate, researchers should conduct studies by using quantitative and mixed methods. Additionally, in this study, phenomenology, one of the qualitative research designs, was applied. Researchers could extend the design by using longitudinal researches. Even though the study was conducted with science teachers, researchers can, learn awareness at first and then they can use discrepant events method to teach courses.
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