Argümantasyon Temelli Açık Düşündürücü ve Açık Düşündürücü Bilimin Doğası Öğretiminin Öğretmen Adaylarının Yazılı Argümanlarına Yansıması

Bu çalışmada, açık düşündürücü bilimin doğası (ADBD) ve argümantasyon destekli açık düşündürücü bilimin doğası (ADADBD) öğretiminin fen bilimleri öğretmen adaylarının bilimin doğasına ilişkin yazılı argümanlarının yapısına ve kavramsal anlamalarına yansımaları incelenmiştir. Öğretmen adaylarının ADBD ve ADADBD öğretiminin bilimin doğasına yönelik yazılı argümanlarının yapısına ve kavramsal anlamalarına yansımaları açık uçlu VNOS-C (Lederman, Abd-El-Khalick, Bell, & Schwartz, 2002) anketi ile değerlendirilmiştir. Çalışmanın katılımcıları 70 kişiden (iki deney grubundan) oluşmaktadır. Birinci gruba ADADBD etkinlikleriyle bilimin doğası özellikleri kazandırılırken, diğer gruba ADBD etkinlikleriyle bilimin doğası özellikleri bir dönem (3 ay) süresince kazandırılmaya çalışılmıştır. Bu gruplar bir devlet üniversitesinde var olan fen bilgisi eğitimi bölümündeki iki şubenin rastgele deney gruplarına atanmasıyla belirlenmiştir. Çalışmanın sonuçları ADBD uygulanan grubun uygulama öncesinde argüman kurmada zorlandıkları uygulama sonrasında ise zayıf kanıt ve veriler geliştirerek uygulama öncesine göre az da olsa bir gelişim gösterdikleri bulunmuştur. Çalışmanın bir diğer sonucu ise ADADBD uygulanan grubun uygulama öncesinde çok zayıf argümanlar oluşturduğu görülürken uygulama sonrasında çoğunluğun güçlü kanıt ve bilimsel veriler ile daha güçlü argümanlar kurduğu bulunmuştur. Ayrıca az sayıda da olsa bilimin, bilimsel bilginin sosyal ve kültürel değerlerden etkilenmesi ve hayal gücü ve yaratıcılığın bilimsel bilginin oluşmasındaki rolüne yönelik sorulara ilişkin zayıf destekleyicilerin ADADBD grubunda kullanıldığı görülmüştür. ADADBD uygulanan grubun, ADBD uygulanan gruba göre bilimin doğası özellikleri hakkında daha güçlü argümanlar kurduğu sonucuna ulaşılmıştır.

Anahtar Kelimeler:

Argümantasyon, açık düşündürücü, bilimin doğası, yazılı argümantasyon

Reflection of Explicit-Reflective Argumentation Based and Explicit-Reflective Nature of Science Teaching on Prospective Science Teachers’ Written Arguments

In this study, it was investigate that the reflection of explicit-reflective nature of science (NOS) teaching and explicit-reflective argumentation based NOS teaching on prospective science teachers’ written arguments about NOS. The reflection of different teaching methods about NOS on prospective science teachers’ written arguments was assessed by using open-ended VNOS-C questionnaire (Lederman, Abd-El-Khalick, Bell, & Schwartz, 2002). Sample of the study was composed of 70 prospective science teachers and two experiment groups. It was tried to bring NOS aspects to prospective science teachers, when first experiment group was enrolled in explicit-reflective argumentation based NOS teaching, other experimental group was participated in explicit-reflective NOS teaching during a semester. These experimental groups was decided to randomly assigned as first and second experimental groups from intact groups at department of science education in a public university. Prospective science teachers’ views about NOS were evaluated by using VNOS-C as before and after implementation. Findings of the study showed that second experimental group participating explicit-reflective teaching about NOS had difficulties in constructing arguments before implementation but they showed development in constructing argument and constructing a low quality of scientific data and evidence after implementation. Another finding of the study showed that when explicit-reflective argumentation based NOS teaching experimental group constructed low level of arguments before implementation, most of the participants constructed high level of arguments by using sound evidence and scientific data after implementation. Also, it was seen that a small number of prospective science teachers in this group used weak backing to questions about socially and culturally embedded NOS and creativity NOS aspects. As a result it was found that prospective science teachers get educated via argumentation based NOS teaching constructed more sound arguments about NOS than ones get educated via explicit-reflective based NOS teaching about NOS.

Keywords:

Argumentation, explicit-reflective, nature of science, written argumentation,

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