Hipotez test sürecinde çocukların ve yetişkinlerin bilimsel düşünme eğilimleri

Bu çalışma çocukların ve yetişkinlerin bilimsel düşünmeye olan yatkınlıklarını araştırmak amacıyla tasarlanmıştır. Çalışma batı Anadolu’da bir ilde bulunan bir ilköğretim okulunda, 6. sınıf öğrencilerinin (n:59) ve bu ilde bulunan Eğitim Fakültesi, Fen Bilgisi üçüncü sınıf birinci ve ikinci öğretim öğretmen adaylarının (n:65) katılımıyla gerçekleştirilmiştir. Veri toplama aracı olarak “Sıvıların Kaldırma Kuvveti” etkinliği içerisinde yer alan öğrencilerin kendilerini değerlendirdikleri “Bireysel Değerlendirme Testi”nden yararlanılmıştır. Veriler dört öğretim seansında (iki ilköğretim, iki üniversite) toplanmıştır. Bu çalışmanın önemli bulguları; çocukların yetişkinlere göre, daha az bilimsel bilgiyle daha nitelikli/sade akıl yürütebilmeleri, sistemli ve değişkenli düşünmeyi ve deney sırasında değişkenleri elimine etmeyi başarabilmeleri ve kavram yanılgılarına karşı fazla dirençli olmamalarıdır.

Tendency of children's and Adults' scientific thinking processes regarding to hypothesis-test procedure

The study was designed for comparing the tendency of children’s and adults` scientific reasoning. The study conducted with 6th grade elementary school students (n:59) in which their school was taken place on west part of Turkey and student teachers (n:65) enrolled in the department of Science Education in Elementary Schools. Study papers for teaching “Archimedes Principle” and “self-evaluation sheets” were used for collecting data. The data were collected sequentially with four teaching séances (two at the elementary school, two at the university). The results of the study showed that even though the children had less scientific knowledge than adults, they performed better regarding to follow scientific thinking processes, thinking with systematically and flexible, eliminating the variables and less resistance to the misconceptions.

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