Bilimin Doğasına Yönelik Görüşlerde Öğrenci Özelliklerinin Rolü

Bu çalışmada, ortaokul öğrencilerinin bilimin doğasına yönelik görüşleri, kesitsel ve ilişkisel araştırma deseni kullanılarak, cinsiyet, sınıf düzeyi ve öğrenme ortamı algılarına göre incelenmiştir. Çalışmaya 7. (n=286) ve 8. (n=322) sınıflara devam etmekte olan toplam 608 ortaokul öğrencisi (319 kız ve 289 erkek) katılmıştır. Öğrencilerin bilimin doğasına yönelik görüşleri Bilimin Doğasına Yönelik Görüş Ölçeği kullanılarak Yaratıcılık/Gerekçelendirme, Değişebilirlik, Nesnel olmayış ve Teori yüklülük/Kültürel etki alt boyutlarında incelenmiştir. Öte yandan, öğrenme ortamına yönelik algılar, Bu Sınıfta Neler Oluyor Ölçeği uygulanarak Öğrenci uyumu, Öğretmen desteği, Katılım, Araştırma, Görev uyumu, İşbirliği ve Eşitlik olmak üzere toplam 7 alt boyutta ele alınmıştır. Sonuçlar, cinsiyet ve sınıf düzeyinin, bilimin doğasına görüşlerde bir fark oluşturmadığını göstermiştir. Fakat öğrenme ortamı algısına yönelik tüm alt boyutlar ile değişebilirlik alt boyutu hariç, bilimin doğasına yönelik tüm alt boyutlar arasında ilişki olduğu bulunmuştur. Sonuçlar, ilgili alanyazın göz önüne alınarak tartışılmış ve sınıf içi uygulamalar ile ileriki çalışmalar için olası doğurgular belirtilmiştir.

The Role of Student Related Characteristics in Nature of Science Views

The present study investigated middle school students’ views on the nature of science (NOS) in relation to gender, grade level, and learning environment perceptions adopting a cross-sectional and correlational research design. A total of 608 middle school students (319 girls and 289 boys) attending Grade 7 (n = 286) and Grade 8 (n = 322) participated in the study. Students’ NOS views were examined in terms of Theory-laden /Cultural impacts, Changing/tentative nature, Non-objective nature, and Creative nature/Justification tenets using Students’ Views of Nature of Science Instrument. Learning environment perceptions, on the other hand, were assessed using What is Happening in This Class Questionnaire, in these seven dimensions: Student cohesiveness, Teacher support, Involvement, Investigation, Task orientation, Cooperation, and Equity. According to the results, there were no gender or grade level differences with respect to students’ NOS views. Findings also demonstrated that all dimensions of learning environment perceptions were related to the students’ views on all NOS tenets except for changing/tentative nature. Results were discussed considering relevant literature and implications for future research and classroom practices were outlined.

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