Bilimin Doğası Hakkında Paradigma Değişimleri ve Öğretimi ile İlgili Yeni Anlayışlar
Türkiye dahil pek çok ülkenin fen müfredatlarının odaklandığı bilim okuryazarlığının temel ve kritik bir bileşeni bilimin doğası ile ilgili anlayışlardır. Özellikle son 50 yılda bilim ve bilimin doğası ile ilgili paradigma değişimleri yaşanmış ve birçok çalışma öğrenci ve öğretmenlerin bilimin doğası hakkındaki yeni anlayışları kazanmasına odaklanmıştır. Bu makale yaşanan paradigma değişimlerini yansıtan bilimin doğası anlayışlarını ve bu anlayışların öğretimi ile ilgili yaklaşımları yorumsal bir bakış açısıyla ortaya koyan bir derleme çalışmasıdır. Literatür incelemesi ve yazarların deneyimlerine dayanarak bilimin doğası hakkındaki yeni anlayışların öğretimi için en uygun stratejilerin açık-düşündürücü bilimsel argümantasyon ve açık-düşündürücü sorgulayıcı-araştırma stratejileri olabileceği önUnderstandings about nature of science (NOS) are essential and critical components of scientific literacy which is the focus of science curriculums of many countries including Turkey. Paradigm changes about science and NOS have been occurred especially in the last 50 years and many studies have focused on improving students\' and teachers\' understandings about NOS. This paper is an interpretive review of NOS understandings that reflect paradigm changes and new teaching approaches. Based on literature review and authors\' experiences it is argued that explicit-reflective scientific argumentation and explicit-reflective inquiry strategies are most favorable strategies for teaching new NOS understandings. Bilimin Doğası, Bilimin Doğası Öğretimi, Fen Eğitimi, Bilimsel Argümantasyon, Bilimsel Sorgulayıcı-AraştırmaNature of Science, Teaching Nature of Science, Science Education, Scientific Argumentation, Scientific Inquiry Tam Metin Arşiv Yıl :2014 Cilt :34 No:2Yıl :2014 Cilt :34 No:1Yıl :2013 Cilt :33 No:3Yıl :2013 Cilt :33 No:2Yıl :2013 Cilt :33 No:1Yıl :2012 Cilt :32 No:3Yıl :2012 Cilt :32 No:2Yıl :2012 Cilt :32 No:1Yıl :2011 Cilt :31 No:3Yıl :2011 Cilt :31 No:2Yıl :2011 Cilt :31 No:1Yıl :2010 Cilt :30 No:3Yıl :2010 Cilt :30 No:2Yıl :2010 Cilt :30 No:1Yıl :2009 Cilt :29 No:3Yıl :2009 Cilt :29 No:2Yıl :2009 Cilt :29 No:1Yıl :2008 Cilt :28 No:3Yıl :2008 Cilt :28 No:2Yıl :2008 Cilt :28 No:1Yıl :2007 Cilt :27 No:3Yıl :2007 Cilt :27 No:2Yıl :2007 Cilt :27 No:1Yıl :2006 Cilt :26 No:3Yıl :2006 Cilt :26 No:2Yıl :2006 Cilt :26 No:1Yıl :2005 Cilt :25 No:3Yıl :2005 Cilt :25 No:2Yıl :2005 Cilt :25 No:1Yıl :2004 Cilt :24 No:3Yıl :2004 Cilt :24 No:2Yıl :2004 Cilt :24 No:1Yıl :2003 Cilt :23 No:3Yıl :2003 Cilt :23 No:2Yıl :2003 Cilt :23 No:1Yıl :2002 Cilt :22 No:3Yıl :2002 Cilt :22 No:2Yıl :2002 Cilt :22 No:1Yıl :2001 Cilt :21 No:3Yıl :2001 Cilt :21 No:2Yıl :2001 Cilt :21 No:1
Anahtar Kelimeler:
Bilimin Doğası, Bilimin Doğası Öğretimi, Fen Eğitimi, Bilimsel Argümantasyon, Bilimsel Sorgulayıcı-Araştırma
Paradigm Changes about Nature of Science and New Teaching Aproaches
Understandings about nature of science (NOS) are essential and critical components of scientific literacy which is the focus of science curriculums of many countries including Turkey. Paradigm changes about science and NOS have been occurred especially in the last 50 years and many studies have focused on improving students\' and teachers\' understandings about NOS. This paper is an interpretive review of NOS understandings that reflect paradigm changes and new teaching approaches. Based on literature review and authors\' experiences it is argued that explicit-reflective scientific argumentation and explicit-reflective inquiry strategies are most favorable strategies for teaching new NOS understandings.
Keywords:
Nature of Science, Teaching Nature of Science, Science Education, Scientific Argumentation, Scientific Inquiry,
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- ISSN: 1301-9058
- Yayın Aralığı: Yılda 3 Sayı
- Başlangıç: 1985
- Yayıncı: Gazi Üniversitesi