Science Preservice Teachers’ Views on Nature of Science and Technology
-
Anahtar Kelimeler:
-
Science Preservice Teachers’ Views on Nature of Science and Technology
The aim of the study is to examine the opinions of preservice science teachers concerning the nature of science and to determine whether or not the preservice teachers’ opinions differ according to their academic level. A total of 242 preservice science teachers, who studied in the Education Faculty of Inonu University, Turkey, during the 2013-2014 academic year took part in the study. In order to evaluate the opinions of the preservice teachers, eight questions from the Questionnaire of Opinions for Technology and The Nature of Science were used. The original questionnaire is comprised of 20 questions chosen from a larger questionnaire called Opinions Concerning Science, Technology and Society, developed by Aikenhead, Fleming, and Ryan (1989) empirically, and consists of eight categories and 114 multiple-choice questions, and was translated and then adapted into Turkish by specialists in the field. The data obtained were analyzed by means of SPSS 21.0 Statistics program. In analysis of the data, the frequency and percentages were checked and x-square test applied. At the end of the research, it was detected that candidate Science teachers hold a realistic point of view as to the changeability of scientific knowledge, an acceptable point of view as to the definition of science, the interaction of science and technology, and the effect of science and technology on solving social problems. On the other hand, they have an insufficient point of view as to the epistemological condition of hypotheses, theories, laws, and scientific knowledge. According to the academic level factor, it was detected that there was an effect of science and technology on solving social problems, and a dramatic difference as to the epistemological condition of hypotheses, theories, laws, and scientific knowledge. However, there was no dramatic difference seen in terms of the questions on the definition of science, the interaction between science and technology, the changeability of scientific knowledge, and the epistemological condition of scientific knowledge.
Keywords:
Nature of science, Science preservice teachers, Opinions on nature of science and technology, View on science technology society VOSTS,
___
- Abd-El-Khalick, F. (2006). Over and over again: college students’ views of nature of science. In L. B. Flick & N. G. Lederman (Eds.), Scientific Inquiry and Nature of Science: Implications for Teaching, Learning and Teacher Education (pp. 389-425). Netherlands: Springer.
- Aikenhead, G. S. (1987). High school graduates’ beliefs about science-technology-society. III. characteristics and limitations of scientific knowledge. Science Education, 71(4), 607-629.
- Aikenhead, G. S. (1988). An analysis of four ways of assessing student beliefs about STS topics. Journal of Research in Science Teaching, 25(8), 607-629.
- Aikenhead, G., Fleming R. W., & Ryan, A. G. (1989). CDN 5 form of VOSTS. Retrieved on June 25, 2013 from http://www.usask.ca/education/people/aikenhead/vosts.pdf.
- Aikenhead, G. S., & Ryan A. G. (1992). The development of a new instrument: “Views on science-technology-society” (VOSTS). Science Education, 76(5), 477-491.
- Arı, Ü. (2010). Fen bilgisi öğretmen adaylarının ve sınıf öğretmen adaylarının bilimin doğası hakkındaki görüşlerinin incelenmesi (Unpublished Master’s thesis). Fırat Üniversitesi Fen Bilimleri Enstitüsü, Elazığ.
- Aslan, O. (2009). Fen ve teknoloji öğretmenlerinin bilimin doğası hakkındaki görüşleri ve bu görüşlerin sınıf uygulamalarına yansımaları (Unpublished Doctoral dissertation). Gazi Üniversitesi Eğitim Bilimleri Enstitüsü, Ankara.
- Aslan, O., & Taşar, M. F. (2013). Fen öğretmenlerinin bilimin doğası görüşleri ve öğretimleri nasıldır? Bir sınıf içi araştırması. Eğitim ve Bilim, 38(167), 66-80.
- Beşli, B. (2008). Fen bilgisi öğretmen adaylarının bilim tarihinden kesitler incelemelerinin bilimin doğası hakkındaki görüşlerine etkisi (Unpublished Master’s thesis). Abant İzzet Baysal Üniversitesi Sosyal Bilimleri Enstitüsü, Bolu.
- Büyüköztürk, Ş., Çakmak, E., Akgün, Ö., Karadeniz, Ş., & Demirel, F. (2013). Bilimsel araştırma yöntemleri (13th ed.). Ankara: Pegem Akademi Yayıncılık.
- Dikmentepe, E., & Yakar, Z. (2016). Preservice science teachers’ views on science-technologysociety. International Journal of Higher Education, 5(2), 183-195.
- Doğan Bora, N. (2005). Türkiye genelinde ortaöğretim fen branşı öğretmen ve öğrencilerinin bilimin doğası üzerine görüşlerinin araştırılması (Unpublished Doctoral dissertation). Gazi Üniversitesi Eğitim Bilimleri Enstitüsü, Ankara.
- Doğan, N., Çakıroğlu, J., Bilican, K., Çavuş, S., & Arslan, O. (2011). Öğretmenlerin bilimin doğası hakkındaki görüşlerinin geliştirilmesi: hizmet eğitim programının etkisi. Hacettepe Üniversitesi Eğitim Fakültesi Dergisi (Hacettepe University Journal of Education), 40, 127-139.
- Duschl, R. A., & Grandy, R. (2013). Two views about explicitly teaching nature of science. Science Education, 22(9), 2109-2139.
- Erdoğan, R. (2004). Investigation of the preservice science teachers’ views on nature of science (Unpublished Master’s thesis). Middle East Technical University, Graduate School of Natural and Applied Sciences, Ankara.
- Ersay, E. (2014). Investigating pre-service early childhood teachers’ views on science technology and society issues in Turkey. Procedia - Social and Behavioral Sciences, 191, 1397-1402.
- Haidar, A. H. (1999). Emirates pre-service and in-service teachers’ views about the nature of science. International Journal of Science Education, 21(8), 807-822.
- Kenar, Z. (2008). Fen bilgisi öğretmen adaylarının bilimin doğası hakkındaki görüşleri (Unpublished Master’s thesis). Balıkesir Üniversitesi Fen Bilimleri Enstitüsü, Balıkesir.
- Başlangıç: 2011
- Yayıncı: Kürşad YILMAZ