Creating links between students’ personal and global understandings of nature of science through research apprenticeships

Bilimin doğası ile ilgili genel görüşe göre profesyonel bilim uygulamaları hakkında üst düzeyde anlayış geliştirme geleneksel okul düzeninde fen eğitiminin açık ve anlaşılır bir hedefi olmalıdır (Lederman, 1992; Lederman, 2007). Bu bakış açısı öğrencilerin tek bir bilimin doğası anlayışına sahip olmasını ifade etmektedir. Bazılarına göre ise okullardaki fen sınıflarının kültürü bir bilim laboratuvarından o kadar farklıdır ki öğrenciler apayrı iki farklı bilimin doğası görüşüne sahip olabilirler (Hogan, 2000; Sandoval, 2005). Biz ise lise düzeyinde bilimsel çalışmalara asistanlık yapma deneyiminin bu öğrencilere bilimin doğasını doğrudan öğrenebilecekleri bir bilim laboratuvarının parçası olma imkanı sağlayacağına inanıyoruz. Bu deneyim öğrencilerin kişisel bilimin doğası anlayışları ile evrensel bilimin doğası anlayışı arasındaki farklılığı giderebilir. Bu deneyimin öğrenme, öğretme ve bilimin doğasını değerlendirme açısından etkileri tartışıldı ve bir araştırma gündemi önerildi.

Araştırma çıraklığı aracılığıyla öğrencilerin bireysel ve evrensel bilimin doğası anlayışları arasında bağlantılar oluşturma

The standard view of Nature of Science (NOS) is that the development of sophisticated understandings of professional science practice can and should be an explicit goal of science education in traditional school settings (Lederman, 1992; Lederman, 2007). This perspective implies that students have one working conception of NOS. Others suggest that the culture of the science classroom is so different from the culture of a working science lab that students may hold two distinct views of NOS (Hogan, 2000; Sandoval, 2005). We believe that secondary students experiences in scientific research apprenticeships have the potential to allow these learners to become members of a working science lab where they truly experience an authentic form of science. These experiences may bridge the gap between students’ personal and global understandings of NOS. Implications for the teaching, learning, and assessment of NOS in these contexts is discussed and a research agenda is proposed.

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