Fen Bilimleri Öğretmen Adaylarının İnformal Muhakeme Biçimleri ve Sosyobilimsel Muhakeme Yeterlikleri: Hidrolik Kırılma ve Doğal Koruma Alanlarının Yönetimi Senaryoları

Bu çalışmanın amacı, fen bilimleri öğretmen adaylarının hidrolik kırılma ve doğal koruma alanlarının yönetimi konularına ilişkin informal muhakeme biçimlerini ve sosyobilimsel muhakeme yeterliklerini araştırmaktır. Betimsel araştırma yönteminin kullanıldığı bu çalışmada, hem nitel hem de nicel veriler elde edilmiştir. Katılımcılar farklı öğrenim düzeylerinden 46 fen bilimleri öğretmen adayıdır. Veriler, Açık Uçlu İnformal Muhakeme Anketi ve İki Aşamalı Sosyobilimsel Muhakeme Testi kullanılarak elde edilmiştir. Sonuçlara göre, katılımcılar, farklı iki senaryo bağlamında farklı informal muhakeme biçimleri geliştirmişler, hidrolik kırılma senaryosu bağlamında sosyal, ekoloji, ekonomi, bilim ve/veya teknoloji, risk ve politik odaklı argümanlar geliştirirken, doğal koruma alanlarının yönetimi senaryosu bağlamında sosyal, ekoloji, ekonomi ve risk odaklı argümanlar geliştirmişlerdir. Her iki senaryoda da en yüksek ortalamaya sahip olan informal muhakeme biçimi ekoloji odaklı argümanlar olmuştur. Sosyobilimsel muhakeme yeterliklerine ilişkin olarak, hidrolik kırılma senaryosu bağlamında en yüksek yeterlik karmaşıklık boyutunda elde edilirken, doğal koruma alanlarının yönetimi senaryosu için en yüksek yeterlik çoklu perspektifler boyutunda elde edilmiştir. Her iki senaryo bağlamında da en düşük yeterlik sürmekte olan araştırmalara tabi olmak boyutunda elde edilmiştir. Her iki senaryo birlikte düşünüldüğünde katılımcıların yalnızca çoklu perspektifler boyutunda orta düzey yeterliğe ulaştığı, diğer tüm boyutlarda düşük düzey yeterlik gösterdikleri görülmüştür. Bulgular doğrultusunda öğretmen eğitimi literatürü ve sınıf içi uygulamalara yönelik öneriler yapılmıştır.

Anahtar Kelimeler:

Sosyobilimsel konular, informal muhakeme, sosyobilimsel muhakeme, fen bilimleri öğretmen adayı

Preservice Science Teachers’ Informal Reasoning Modes And Socioscientific Reasoning Competencies: Hydraulic Fracking And Land Management Scenarios

The purpose of this study was to examine preservice science teachers’ informal reasoning modes and socioscientific reasoning competencies regarding hydraulic fracking and land management issues. In this descriptive research, both qualitative and quantitative data were obtained. Participants of the study were 46 preservice science teachers from different grade levels. Data were obtained by using Open-Ended Informal Reasoning Questionnaire and The Quantitative Assessment of SSR. Findings of the study revealed that the participants generated different reasoning modes for both scenarios. For hydraulic fracking issue, the participants generated social, ecology, economy, science and/or technology, risk and political oriented arguments while they generated social, ecology, economy and risk oriented arguments for the land management issue. For both scenarios, the most frequent reasoning mode was the ecology oriented arguments. Regarding socioscientific reasoning competencies, the participants scored highest on the complexity dimension for hydraulic fracking issue and on the multiple perspectives for land management issue. Moreover, the participants scored lowest on the inquiry dimension for both scenario. Considering the two scenarios, the participants displayed low level of competency for all the dimensions except for the multiple perspectives dimension. They displayed moderate level of competency for multiple perspectives dimension. Implications for teacher education and practice were provided.

Keywords:

Socioscientific ıssues, informal reasoning, socioscientific reasoning, preservice science teacher,

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