Sosyobilimsel Bağlamların Çevre Eğitiminde Öğrenci Failliğinin Desteklenmesinde Kullanılması

Bu çalışma sosyobilimsel odaklı bir çevre bilimi dersinin öğrencilerin failliğinin arttırılması hedeflenerek yapılandırılmasını incelemektedir. Öğrenci failliği (eylemliliği) bu çalışma kapsamında öğrencilerin ilgileri doğrultusunda bilinçli eylemler gerçekleştirmesi ya da bireylerin bir sonraki aşamada ne olacağını seçme yetisi olarak tanımlanmıştır. Çalışmanın katılımcılarını 31 lise öğrencisi ve çevre bilimi dersini birlikte öğreten bir fen bilgisi ve bir sosyal bilgiler öğretmeni oluşturmaktadır. İç içe geçmiş tek durum deseninin kullanıldığı bu çalışmada toplanan veriler sınıf-içi gözlemler, yarı-yapılandırılmış görüşmeler ve katılımcı öğretmen ve öğrencilerle sınıf ortamında gerçekleşen doğal konuşmalardan oluşmaktadır. Nitel verilerin analizi ise sırasıyla açık kodlama ve içerik analizi yöntemleriyle gerçekleştirilmiştir. Bu çalışmanın bulguları öğretmenlerin sosyobilimsel konuların çok yönlü ve disiplinlerarası doğasını kullanarak öğrencilerini, kişisel ilgilerine göre seçtikleri yollarda ilerlemeleri noktasında cesaretlendirdiklerini göstermektedir. Bunun sonucunda öğrencilerin çevre kalitesini arttırmayı hedefleyen projeler yoluyla yaşadıkları toplumda fark yaratmak noktasında daha motive ve cesaretli oldukları görülmüştür

Anahtar Kelimeler:

öğrenci failliği, sosyobilimsel konular, çevre bilimi

Use of Socioscientific Contexts for Promoting Student Agency in Environmental Science Classrooms

This study investigated how a socioscientific issues (SSI) based environmental science class can be structured for promoting the agency of the students. This study utilizes the definition of agency that is purposeful actions taken by a student in their own interest or the power of the individual to choose what happens next. Using a qualitative approach, this study employed a descriptive type of case study research design. 31 high school students and a science and a social studies teacher coteaching an environmental science class were the participants. The data collected in this study included classroom observations, semi-structured interviews, and informal conversations with the participant teachers and students in the classroom environment. The data analysis were done through open coding and thematic analysis respectively. The findings of this study indicated that teachers used the multifaceted and interdisciplinary nature of the socioscientific issue to empower their students to select their path based on their personal interests. As a result, the students were more motivated and encouraged to make differences in the society they lived in by using the community-based projects for improving the quality of the environment surrounding them.

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