Öğretmen Adaylarının Bilimin Doğası Öğretimine Yönelik Anlayışlarının Değerlendirilmesi*

Bu çalışmanın amacı, fen bilgisi öğretmen adaylarının bilimin doğası öğretimine ilişkin anlayışlarını değerlendirmektir. Ayrıca farklı öğretim yöntemlerine odaklanmanın bu konuda oluşturabileceği farklılıklar incelenmiştir. Araştırmaya bir devlet üniversitesinin 3. sınıfında okuyan 41 fen bilgisi öğretmen adayı katılmıştır. Çoklu durum çalışması olarak tasarlanan araştırma, bilimin doğası ve bilim tarihi dersi kapsamında gerçekleştirilmiştir. Ders kapsamında öğretmen adaylarına bilimin doğası, öğretiminin önemi, öğretim programındaki yeri, ortak bilgi yapılandırma modeli ve bağlam temelli öğretim yaklaşımı konularında eğitim verilmiştir. Veri toplama aracı olarak bilimin doğası öğretimi hakkındaki açık uçlu sorular, yarı yapılandırılmış görüşmeler ve günlükler kullanılmıştır. Verilerin analizinde betimsel analiz kullanılmış ve beş boyutta çözümlenmiştir. Bu boyutlar; bilimin doğası içeriğinin öğretimi, bilimin doğası öğretiminin kazandırdıkları, bilimin doğası öğretiminin içeriği, öğretmenin-öğrencinin rolü ve görüş belirtmedi olarak ele alınmıştır. Araştırma sonuçları öğretmen adaylarının bilimin doğası öğretimine yönelik anlayışlarının yeterli olduğunu göstermiştir. Öğretmen adaylarının farklı öğretim yöntemlerine odaklanmaları bilimin doğası öğretimine yönelik anlayışlarında ilgili boyutlar açısından önemli bir farklılaşmaya neden olmadığı belirlenmiştir

The Evaluation of Preservice Teachers' Understanding of Teaching Nature of Science

The aim of this study was to evaluate the pre-service science teachers’ (PST) understanding of teaching nature of science (NOS). In addition, the differences that can be created on this subject by focusing on different teaching methods are also examined. The research was carried out with the participation of 41 PSTs that are in the 3rd grade of a public university. The research designed as a multi-case study was conducted within the scope in the nature of science and history of science course. Within the scope of the course, the PSTs were trained on the NOS, the importance of teaching NOS, its place in the curriculum, the common knowledge structuring model and context-based teaching approach. Data resources included open-ended questions about teaching NOS, semi-structured interviews and participant journals. Descriptive analysis was used to analyze the data and it was solved in five dimensions. These dimensions were the teaching NOS content, the value of teaching NOS, the content of NOS teaching, teacher-student role and no comment. Research results showed that PSTs' understanding of teaching NOS is adequate. It has been determined that focusing on different teaching methods of PSTs does not cause a significant differentiation their understanding of teaching NOS in terms of related dimensions

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