Fen ve Teknoloji Dersi Öğretim Programları ve Kitapları Bilim Tarihinden Ne Kadar ve Nasıl Yararlanıyor?

Bilim tarihi, fen ve teknoloji dersinin öncelikli hedefi olan fen okuryazarE bireyler yetiFmek için kullanElabilecek önemli araçlardan biridir. Bu çalEFmada, 2005 fen ve teknoloji dersi programE ve ders kitaplarEnda bilim tarihinden ne kadar ve nasEl yararlanEldE EnE tespit etmek amaçlanmEFtEr. ÇalEFmada içerik analizi yapElmEFtEr. çerik analizi için, öncelikle kitaplarda bulunan anlatEmlarEn bilim tarihiyle iliFkili olanlarEn belirlenmesi ve anlatEmlarEn bilim tarihinden nasEl yararlanEldE Ena karar verilmesi için kodlama sistemleri oluFturulmuFtur. Daha sonra bu kodlamalara göre program ve kitaplar incelenmiFtir. ncelemeler sonucunda, program ve ders kitaplarEnda, bilim tarihine yer verildi i görülmüFtür. Ancak, bu durumunun sEnErlE oldu u tespit edilmiFtir. Program ve kitaplarda, bilimin kavramsal yönü üzerinde daha çok duruldu u, ancak bunun da sEnErlE düzeyde kaldE E, süreçsel ve ba lamsal yönlerinin ihmal edildi i görülmüFtür

Anahtar Kelimeler:

Bilim tarihi, fen ve teknoloji dersi, fen ve teknoloji programE, fen ve teknoloji ders kitaplarE

How much and how science and technology curriculums and textbooks benefits from history of science?

History of science is an important tool that can be used to raise science and technology literate people which are a main goal of science and technology lesson. In this study, it’s aimed to determine how much and how 2005 science and technology curriculum and textbooks have benefit from history of science. Content analysis have been used. For the content analysis, firstly, coding systems have been made to determine which expressions are about history of science and how they are used. Then, in the base of these codings, curriculum and text books were investigated. At the end of the study, it was found that both curriculum and textbooks have used history of science but this wasnot sufficient. It was seen that curriculum and text books benefit from history of science to emphasize on conceptual understanding but this was usually at limited level and procedural and contextual understandings have been neglected.

Keywords:

History of science, science and technology lesson, science and technology curriculum, science and technology textbooks,

PDF

___

Appelget, J., Matthews, C. E., Hildreth, D. P., & Daniel M. L. (2002). Teaching The History of Science to Students with Learning Disabilities. Intervention in School and Clinic, 37(5): 298-303.
Brackenridge, J. B. (1989). Education in Science, History of Science and The Textbook-Necessary vs. Sufficient Conditions. Interchange, 20(2), 71-80.
Brown, R. A. (1991). Humanizing Physics Through Its History. School Science and Mathematics, 91(8), 357361.
Brush, S. G. (1989). History of Science and Science Education. Interchange, 20(2),60-70.
Bybee, R. W., Powell, J. C., Ellis, J. D., Giese, J. R., Parisi L., & Singleton, L. (1991). Integrating The History and Nature of Science and Technology in Science and Social Studies Curriculum. Science Education, 75(1): 143-155.
Erdem, A. R. (2005). Üniversitelerimizin Bilim Tarihimizdeki Yeri. Üniversite ve Toplum Dergisi, 5(1). Online: http://www.universite-toplum.org/text.php3?id=235 adresinden 02.05.2008 tarihinde indirilmiFtir.
Gallagher, J. J. (1991). Prospective and Praticing Secondary School Science Teachers’ Knowledge and Beliefs About The Philosophy of Science. Science Education, 75(1), 121-133.
Hvolbek, R. H. (1993). Teaching The History of Science. Social Education, 57, 384-387.
lkö retim 4.-5. SEnEflar Fen ve Teknoloji Dersi Ö retim ProgramE. (2005). Milli E itim BakanlE E, Talim Terbiye Kurulu BaFkanlE E, Ankara.
lkö retim 6.-8. SEnEflar Fen ve Teknoloji Dersi Ö retim ProgramE. (2005). Milli E itim BakanlE E, Talim Terbiye Kurulu BaFkanlE E, Ankara.
Jensen, M. S. & Finley F. N. (1995). Teaching Evolution Using Arguments in A Conceptual Change Strategy. Science Education, 79(2), 147-166.
Justi, R., & Gilbert, J. K. (1999). History and Philosophy of Science Through Models: The Case of Chemical Kinetics. Science and Education, 8: 287-307.
Justi, R. & Gilbert, J. K.(2000). History and Philosophy of Science Through Models: Some Challenges in The Case of ‘The Atom’. International Journal of Science Education, 22(9): 993- 1009.
Lin, H-S., Hung, J-Y & Hung, S-C. (2002). Using the History of Science To Promote Students’ Problem-Solving Ability. International Journal of Science Education, 24(5), 453–464.
Lonsbury, J.G. & Ellis, J.D., (2002). Science History as a Means to Teach Nature of Science Concepts: Using the Development of Understanding Related to Mechanisms of Inheritance. Electronic Journal of Science Education 7(2). Online: http://wolfweb.unr.edu/homepage/crowther/ejse/lonsbury.pdf adresinden 02.02.2008 tarihinde alEnmEFtEr.
Maienschein, J. (2000). Why Study History for Science? Biology and Philosophy 15: 339–348.
Matthews, M. R. (1989). A Role For History and Philosophy in Science Teaching. Interchange, 20(2): 3-15.
Matthews, M. R. (1994). Science Teaching: The Role of History and Philosophy of Science. New York: Routledge.
Matthwes, M. R. (2000). Time for science education. How teaching the history and philosophy of pendulum motion can contribute to science literacy. New York: Kluwer Academic/Plenum Publishers.
Monk, M., & Osborne J. (1997). Placing the History and Philosophy of Science on the Curriculum: A Model for the Development of Pedagogy. Science Education, 81: 405–424.
Narguizian, P. J. (2002). The History of Science in Secondary Biology Textbooks in the United States: A Content Analysis. University of Southern California, California, YayEmlanmamEF Doktora Tezi.
OrtaF, . (2005). Neden Bilim Tarihi Özel SayEsE ÇEkarEldE. Üniversite ve Toplum Dergisi, 5 (1) : 1-2. Online: http://www.universite-toplum.org/text.php3?id=211 tarihinden 02.05.2008 tarihinde alEnmEFtEr
Ronan, C. A. (2003). Bilim Tarihi. Dünya Kültürlerinde Bilimin Tarihi ve Geli8mesi. Ankara: Tübitak YayEnlarE.
Rutherford, F. J. (2001). Fostering the History of Science in American Science Education. Science & Education, 10: 569–580.
Sequeira, M. & Leite, L. (1991). Alternative Conceptions and History of Science in Physics Teacher Education. Science Education, 75(1), 45-56.
Snir, J. (1991). Sink or Float-What Do the Experts think? The Historical Development of Explanations for Floatation. Sceince education, 75(5): 595-609.
Tunç, T., Karademir Z. S., Agalday, M., MerdeFe, H., Talo, H., Koçako lu, M. & Kaya, S. (2007). :lkö
Tunç, T., Agalday M., Akçam, H. K., Çeltikli Altuno lu, Ü., Ba cE, N., Bakar, E., BaFda , G., nal, A., pek, ., KeleF, Ö., Gürsoy Köro lu, N. & Yörük, N (2007). :lkö
Tunç, T., Ba cE, N., Yörük, N., Gürsoy Köro lu, N., Çeltikli Altuno lu, Ü., BaFda , G., KeleF, Ö., pek, . & Bakar, E. (2007). :lkö
Wandersee, J. H. (1985). Can The History of Science Help Science Educators Anticipate Students’ Misconceptions?. Journal of Research in Science Teaching, 23(7): 581-597.
Wang, H. (1998). Science in Historical Perspectives: A Content Analysis of The History of Science in Secondary School Physics Education. California: University of Southern California. YayEmlanmamEF Doktora Tezi.
Watts, M. D. & Zylbersztajn, A. (1981). A Survey of Some Children’s Ideas About Force. Physics Education, 16: 360-365.
YEldErEm, C. (2006). Bilim Tarihi. stanbul: Remzi Kitabevi.
YElmaz, F., Atalay, H. B., Özgül, E., KeleF, Ö., Gürer Kavas, B., Cen, N., Özgiresun, A. & Cahin, S. (2006). :lkö
Zito, F. A. (2002). Maxwell, Hertz and Marconi, Using the History of Science and Technology in Science Education. New York Universty, YayEmlanmamEF Doktora Tezi.