Fen Bilimleri Öğretmen Adaylarının Bilimin Doğasıyla İlgili Görüşleri ve Karar Verme Becerisi Arasındaki İlişki
Öz
Fen bilimleri dersinin önemli amaçlarından biri öğrencilerin bilimin doğasını uygun bir şekilde
anlamalarını sağlamaktır. Ancak, bilimin doğasıyla ilgili çok sayıda
söylenceler mevcuttur. Bu tür söylencelerin okullarda verilen fen eğitiminin
bir sonucu olabileceği bilinmektedir. Ayrıca, bilimin doğasıyla ilgili
geleneksel görüşlerin yaygın olduğu bolca rapor edilmesine rağmen bilimin
doğasıyla ilgili görüşlere sahip olmanın başarıyı ya da daha iyi karar verici
olmayı sağlayıp sağlamadığına dair kesin kanıtlar yoktur. Bu bağlamda, fen
bilimleri öğretmen adaylarının bilimin doğası ile ilgili görüşleri incelenmiş;
bu görüşlerinin karar verme becerileriyle ilişkisi açıklanmıştır. Çalışma
kesitsel anket çalışması olup, Bilimin Doğası Görüş Anketi (BDGA) ve Basit
Elektrik Devreleri Tanı Testi (BEDTT) kullanılarak 63Fen Bilimleri öğretmen adayından
veri toplanmıştır. Sonuç olarak, öğretmen adaylarının (1) bilimin tanımı ve
bilim insanının karakteristik özellikleriyle ilgili kabul edilebilir ve
gerçekçi görüşlere, (2) bilimsel bilginin sosyal yapısıyla ilgili yetersiz ve
kabul edilebilir görüşlere ve (3) bilimsel bilginin karakteristik
özellikleriyle ilgili olarak yetersiz ve gerçekçi görüşlere sahip oldukları
görülmüştür. Ayrıca fen bilimleri öğretmen adaylarının bilimin doğasıyla ilgili
görüşleriyle karar verme becerileri arasında anlamlı bir ilişki gözlenmiştir.
Anahtar Kelimeler
Bilimin doğası hakkında görüşler basit elektrik devreleri tanı testi karar verme becerisi fen bilimleri öğretmen adayları
Kaynakça
- Aikenhead, G.S., Fleming, R.W., ve Ryan, A.G. (1987). High school graduates’ beliefs about science-technology- society. I. Methods and issues in monitoring student views 1. Science Education, 71(2), 145-161. doi: 10.1002/sce.3730710203
- Aikenhead, G. S., Ryan, A. G., ve Fleming, R. W. (1989). Views on science-technology-society (form CDN. mc. 5). Saskatoon, Canada: Department of Curriculum Studies, University of Saskatchewan.
- American Association for the Advancement of Science (AAAS) (1990). Science for all Americans. New York: Oxford University Press.
- American Association for the Advancement of Science (AAAS) (1993). Benchmarks for science literacy: A Project 2061 report. New York: Oxford University Press.
- Arı, Ü. (2010). Fen bilgisi öğretmen adaylarının ve sınıf öğretmen adaylarının bilimin doğası hakkındaki görüşlerinin incelenmesi. (Yayımlanmamış Yüksek Lisans Tezi) Fırat Üniversitesi, İlköğretim Bölümü, Fen Bilgisi Eğitimi Ana Bilim Dalı, Elazığ.
- Bell, R. L. (2008). Teaching the Nature of Science through Process Skills. Boston: Allyn and Bacon.
- Bell, R. L. ve Lederman, N. G. (2003). Understandings of the nature of science and decisio making on science and technology based issues. Science Education, 87, 352 – 377. doi: 10.1002/sce.10063
- Bradford, C. S., Rubba, P. A., ve Harkness, W. L. (1995). Views about science—technology—society interactions held by college students in general education physics and sts courses. Science Education, 79(4), 355-373. doi: 10.1002/sce.3730790402
- Broadhurst, N. A. (1970). A study of selected learning outcomes of graduating high school studentsin South Australian schools. Science Education, 54(1), 17–21. doi:10.1002/sce.3730540106
- Cotham, J.C., (1982), Philosophic insight into theory development andChemical Education.J.Chemical Education , 59(4), 294-295. doi: 10.1021/ed059p294
- Crocker, L. ve Algina, J. (1986). Introduction to classical and modern test theory.Orlando, FL: Holt, Rinehart and Winston, Inc.
- Çelikdemir, M. (2006). Examining middle school students’ understanding of the nature of science. (Unpublished Master’s Thesis) Middle East Technical University, The Graduate School of Natural and Applied Sciences: Ankara.
- Driver, R., Leach, J., Millar, R., ve Scott, P. (1996). Young people’s images of science. Buckingham, UK: Open University Press.
- Erdoğan, R. (2004). Investigation of the preservice science teachers’ views on nature of science. (Unpublished Master’s Thesis) Middle East Technical University, Department of Secondary Science and Mathmatics Education, Ankara.
- Fraenkel, J. R., ve Wallen, N. E. (1996). How to design and evaluate research in education. McGraw-Hill.
- Griffiths, A. K., ve Barry, M. (1993). High school students’ views about the NOS. School Science and Mathematics, 93(1), 35-37. doi: 10.1111/j.1949-8594.1993.tb12189.x
- Kahyaoğlu, E. (2004). Investigation Of The Preservice Science Teachers’ Views on Science Technology And Society Issues. Unpublished Doctoral Thesis.Middle East Technical University, The Graduate School of Natural and Applied Sciences: Ankara.
- Khishfe, R. (2008). The development of seventh graders' views of nature of science. Journal of Research in Science Teaching, 45(4), 470-496. doi: 10.1002/tea.20230
- Korth, W. (1969). Test every senior project: Understanding the social aspects of science. Paper presented at the 42nd Annual Meeting of the National Association for Research in Science Teaching.
- Lederman, N. G. (1992). Students’ and teachers’ conceptions of the nature of science: A review of the research. Journal of Research in Science Teaching, 29(4), 331–359. doi: 10.1002/tea.3660290404
- Lederman, N. G. (2007). Nature of science: Past, present, and future. Handbook of research on science education, 2, 831-879. http://www.csss-science.org/downloads/NOS_Lederman_2006.pdf adresinden alınmıştır.
- Lee, Y. C. (2007). Developing decision-making skills for socio-scientific issues. Journal of Biological Education, 41(4), 170-177. doi: 10.1080/00219266.2007.9656093
- Lucas, K. B., ve Roth, W.M. (1996). The nature of scientific knowledge and student learning: Two longitudinal case studies. Research in Science Education, 74, 225–239. doi: 10.1007/BF02356966
- Mackay, L. D. (1971). Development of understanding about the nature of science. Journal of Research in Science Teaching, 8(1), 57–66. doi: 10.1002/tea.3660080110
- McComas, W. F. (1998). The principal elements of the nature of science: Dispelling the myths. In The nature of science in science education (pp. 53-70). Springer Netherlands.
- McComas, W. F., Clough, M. P., ve Almazroa, H. (1998). The role and character of the nature of science in science education. In The nature of science in science education (pp. 3-39). Springer Netherlands.
- McComas, W. F., ve Olson, J., K. (2000) Internatıonal Science Education Standards documments (41-52) In W.F.Mccomas (Ed.) The nature of science in scienceeducation rationales and strategies. Kluwer Academic Publishers
- Mead, M., ve Metraux, R. (1957). Image of the scientist among high school students. Science, 126,384–390.doi: 10.1126/science.126.3270.384
- National Science Teachers Association. (1982). Science-technology-society: Science education for the 1980s (An NSTA position statement). Washington, DC: Author.
- National Research Council. (1996). National science education standards. Washington, DC: NationalAcademic Press.
- Pallant, J. (2007). SPSS survival manuel: A step-by-step guide to data analysis using SPSS for windows. New York, NY: Open University Press.
- Peşman, H. (2005). Development of a three-tier test to assess ninth grade students’ misconceptions about simple electric circuits. (Unpublished Master’s Thesis)Middle East Technical University, The Graduate of Secondary Science and Mathematics Education, Ankara.
- Peşman, H. & Eryılmaz, A. (2010). Development of a three-tier test to assess misconceptions about simple electric circuits. The Journal of Educational Research, 103, 208-222. Doi: 10.1080/00220670903383002
- Rubba, P.A., ve Andersen, H. (1978). Development of an instrument to assess secondary school students’ understanding of the nature of scientific knowledge. Science Education, 62(4), 449-458. doi: 10.1002/sce.3730620404
- Ryder, J., Leach, J., ve Driver, R. (1999). Undergraduate science students’ images of science. Journal of Research in Science Teaching, 36, 201-220. doi: 10.1002/(SICI)1098-2736(199902)36:2<201::AID-TEA6>3.0.CO;2-H
- Songer, N.B. ve Linn. M.C. (1991). How do students’ views of science influence knowledge integration? Journal of Research in Science Teaching, 28, 761–784. doi: 10.1002/tea.3660280905
- Tabachnick, B. G., ve Fidell, L. S. (2007). Using multivariate statistic. Boston, MA: Pearson Education, Inc.
- Zeidler, D. L., Walker, K. A., Ackett, W. A ve Simmons, M. L. (2002). Tangled up in views: Beliefs in the nature of science and responses to socioscientific dilemmas. Science Education, 86, 343–367. doi: 10.1002/sce.10025
Öz
One of the
significant goals of science classes is to make students to understand nature of science appropriately.
However, there are many myths related to nature of science. It is known that
those myths may be as a result of science education in schools. Although the traditional views about nature
of science are widely reported to be quite common, there is no certain evidence
whether a person who has got realistic views about nature of science is more
successful or better decision-maker. In this context, pre-service science
teachers’ views about nature of science was examined and the relationship of
their views with their decision-making skills. This research is a
cross-sectional survey study and the data was collected through the use of Views of Nature of Science Questionnaire
(VNOS) and Simple Electric Circuits
Three-Tier Test (SECTT) from64preservice science teachers. Consequently, it
has been observed that pre-service science teachers possess (1) merit and realistic views about definition of science
and characteristics of scientists, (2) naïve
and merit views about social structure
of scientific knowledge, and (3)naïve
and realistic views about
characteristics of scientific knowledge. Also, a statistically significant
relationship between pre-service science teachers’ views about nature of
science and their decision-making skills was observed.
Anahtar Kelimeler
Views about nature of science simple electric circuit diagnostic test decision-making skill pre-service science teachers
Kaynakça
- Aikenhead, G.S., Fleming, R.W., ve Ryan, A.G. (1987). High school graduates’ beliefs about science-technology- society. I. Methods and issues in monitoring student views 1. Science Education, 71(2), 145-161. doi: 10.1002/sce.3730710203
- Aikenhead, G. S., Ryan, A. G., ve Fleming, R. W. (1989). Views on science-technology-society (form CDN. mc. 5). Saskatoon, Canada: Department of Curriculum Studies, University of Saskatchewan.
- American Association for the Advancement of Science (AAAS) (1990). Science for all Americans. New York: Oxford University Press.
- American Association for the Advancement of Science (AAAS) (1993). Benchmarks for science literacy: A Project 2061 report. New York: Oxford University Press.
- Arı, Ü. (2010). Fen bilgisi öğretmen adaylarının ve sınıf öğretmen adaylarının bilimin doğası hakkındaki görüşlerinin incelenmesi. (Yayımlanmamış Yüksek Lisans Tezi) Fırat Üniversitesi, İlköğretim Bölümü, Fen Bilgisi Eğitimi Ana Bilim Dalı, Elazığ.
- Bell, R. L. (2008). Teaching the Nature of Science through Process Skills. Boston: Allyn and Bacon.
- Bell, R. L. ve Lederman, N. G. (2003). Understandings of the nature of science and decisio making on science and technology based issues. Science Education, 87, 352 – 377. doi: 10.1002/sce.10063
- Bradford, C. S., Rubba, P. A., ve Harkness, W. L. (1995). Views about science—technology—society interactions held by college students in general education physics and sts courses. Science Education, 79(4), 355-373. doi: 10.1002/sce.3730790402
- Broadhurst, N. A. (1970). A study of selected learning outcomes of graduating high school studentsin South Australian schools. Science Education, 54(1), 17–21. doi:10.1002/sce.3730540106
- Cotham, J.C., (1982), Philosophic insight into theory development andChemical Education.J.Chemical Education , 59(4), 294-295. doi: 10.1021/ed059p294
- Crocker, L. ve Algina, J. (1986). Introduction to classical and modern test theory.Orlando, FL: Holt, Rinehart and Winston, Inc.
- Çelikdemir, M. (2006). Examining middle school students’ understanding of the nature of science. (Unpublished Master’s Thesis) Middle East Technical University, The Graduate School of Natural and Applied Sciences: Ankara.
- Driver, R., Leach, J., Millar, R., ve Scott, P. (1996). Young people’s images of science. Buckingham, UK: Open University Press.
- Erdoğan, R. (2004). Investigation of the preservice science teachers’ views on nature of science. (Unpublished Master’s Thesis) Middle East Technical University, Department of Secondary Science and Mathmatics Education, Ankara.
- Fraenkel, J. R., ve Wallen, N. E. (1996). How to design and evaluate research in education. McGraw-Hill.
- Griffiths, A. K., ve Barry, M. (1993). High school students’ views about the NOS. School Science and Mathematics, 93(1), 35-37. doi: 10.1111/j.1949-8594.1993.tb12189.x
- Kahyaoğlu, E. (2004). Investigation Of The Preservice Science Teachers’ Views on Science Technology And Society Issues. Unpublished Doctoral Thesis.Middle East Technical University, The Graduate School of Natural and Applied Sciences: Ankara.
- Khishfe, R. (2008). The development of seventh graders' views of nature of science. Journal of Research in Science Teaching, 45(4), 470-496. doi: 10.1002/tea.20230
- Korth, W. (1969). Test every senior project: Understanding the social aspects of science. Paper presented at the 42nd Annual Meeting of the National Association for Research in Science Teaching.
- Lederman, N. G. (1992). Students’ and teachers’ conceptions of the nature of science: A review of the research. Journal of Research in Science Teaching, 29(4), 331–359. doi: 10.1002/tea.3660290404
- Lederman, N. G. (2007). Nature of science: Past, present, and future. Handbook of research on science education, 2, 831-879. http://www.csss-science.org/downloads/NOS_Lederman_2006.pdf adresinden alınmıştır.
- Lee, Y. C. (2007). Developing decision-making skills for socio-scientific issues. Journal of Biological Education, 41(4), 170-177. doi: 10.1080/00219266.2007.9656093
- Lucas, K. B., ve Roth, W.M. (1996). The nature of scientific knowledge and student learning: Two longitudinal case studies. Research in Science Education, 74, 225–239. doi: 10.1007/BF02356966
- Mackay, L. D. (1971). Development of understanding about the nature of science. Journal of Research in Science Teaching, 8(1), 57–66. doi: 10.1002/tea.3660080110
- McComas, W. F. (1998). The principal elements of the nature of science: Dispelling the myths. In The nature of science in science education (pp. 53-70). Springer Netherlands.
- McComas, W. F., Clough, M. P., ve Almazroa, H. (1998). The role and character of the nature of science in science education. In The nature of science in science education (pp. 3-39). Springer Netherlands.
- McComas, W. F., ve Olson, J., K. (2000) Internatıonal Science Education Standards documments (41-52) In W.F.Mccomas (Ed.) The nature of science in scienceeducation rationales and strategies. Kluwer Academic Publishers
- Mead, M., ve Metraux, R. (1957). Image of the scientist among high school students. Science, 126,384–390.doi: 10.1126/science.126.3270.384
- National Science Teachers Association. (1982). Science-technology-society: Science education for the 1980s (An NSTA position statement). Washington, DC: Author.
- National Research Council. (1996). National science education standards. Washington, DC: NationalAcademic Press.
- Pallant, J. (2007). SPSS survival manuel: A step-by-step guide to data analysis using SPSS for windows. New York, NY: Open University Press.
- Peşman, H. (2005). Development of a three-tier test to assess ninth grade students’ misconceptions about simple electric circuits. (Unpublished Master’s Thesis)Middle East Technical University, The Graduate of Secondary Science and Mathematics Education, Ankara.
- Peşman, H. & Eryılmaz, A. (2010). Development of a three-tier test to assess misconceptions about simple electric circuits. The Journal of Educational Research, 103, 208-222. Doi: 10.1080/00220670903383002
- Rubba, P.A., ve Andersen, H. (1978). Development of an instrument to assess secondary school students’ understanding of the nature of scientific knowledge. Science Education, 62(4), 449-458. doi: 10.1002/sce.3730620404
- Ryder, J., Leach, J., ve Driver, R. (1999). Undergraduate science students’ images of science. Journal of Research in Science Teaching, 36, 201-220. doi: 10.1002/(SICI)1098-2736(199902)36:2<201::AID-TEA6>3.0.CO;2-H
- Songer, N.B. ve Linn. M.C. (1991). How do students’ views of science influence knowledge integration? Journal of Research in Science Teaching, 28, 761–784. doi: 10.1002/tea.3660280905
- Tabachnick, B. G., ve Fidell, L. S. (2007). Using multivariate statistic. Boston, MA: Pearson Education, Inc.
- Zeidler, D. L., Walker, K. A., Ackett, W. A ve Simmons, M. L. (2002). Tangled up in views: Beliefs in the nature of science and responses to socioscientific dilemmas. Science Education, 86, 343–367. doi: 10.1002/sce.10025
Ayrıntılar
| Bölüm | Makaleler |
|---|---|
| Yazarlar | |
| Yayımlanma Tarihi | 15 Eylül 2017 |
| Yayımlandığı Sayı | Yıl 2017 Cilt: 14 Sayı: 1 |