Teoriden Uygulamaya Bilimsel Sorgulama ve Bilimsel Sorgulamanın Doğası

Günümüzde birçok ülkenin fen öğretim programının ana vizyonu bilim okuryazarı bireyler yetiştirmektir. Bilimsel sorgulama ve bilimin doğası bilim okuryazarlığının temel bileşenlerindendir. Bilimsel sorgulama çoğunlukla bilimin doğası ile karıştırılmakta ya da aynı kavrammış gibi ele alınmaktadır. Bilimsel sorgulama bilimsel bilginin üretildiği süreç, bilimin doğası ise bu süreç sonunda ortaya çıkan bilimsel bilginin özellikleridir. Bilimsel sorgulama beceri ve anlayış kazandırma olarak iki boyutta ele alınmaktadır. Bilimsel sorgulamanın beceri boyutu ile ele alınması tek başına bilimsel sorgulama hakkında anlayış kazanmayı garantilememektedir. Bilimsel sorgulama hakkında anlayış kazandırma, öğrencilere bilimsel sorgulama sürecinin özellikleri hakkında yani bilimsel sorgulamanın doğası hakkında anlayış kazandırmaktır. Bilimsel sorgulamanın doğası hakkında yapılan çalışmaların çoğu hem öğrencilerin hem de öğretmen ve öğretmen adaylarının bilimsel sorgulamanın doğası hakkında yetersiz görüşlere sahip olduklarını ortaya koymaktadır. Bilimsel sorgulamanın doğasının konu içeriği olarak ele alınıp içerik tabanlı veya klasik etkinliklerle açık/yansıtıcı yaklaşımlarla öğretilmesi, öğretimde bilimsel sorgulamanın sınıf içi etkinliklerde uygulanması kadar önemlidir. Bu bağlamda öğrencilerin, öğretmenlerin ve öğretmen adaylarının bilimsel sorgulamanın doğası görüşlerinin geliştirilmesi için araştırmalar yapılması önerilmektedir.

Scientific Inquiry and Nature Of Scientific İnquiry From Theory To Practice

The main objective of science education programs of many countries is to raise scientifically literate individuals. Scientific inquiry and nature of science are essential components of science literacy. Scientific inquiry is often confused with nature of science or handled as if it is the same concept. Scientific inquiry is the process by which scientific knowledge is produced, while nature of science is the characteristics of scientific knowledge that produces at the end of this process. Scientific inquiry is considered in two dimensions as gaining skill and understanding. Dealing with scientific inquiry with the skill dimension alone does not guarantee an understanding of scientific inquiry. To gain an understanding about scientific inquiry is to give students an understanding of the features of the scientific inquiry process. Most of the studies on the nature of scientific inquiry reveal that students, in-service teachers and pre-service teachers have insufficient views about the nature of scientific inquiry. Taking the nature of scientific inquiry as subject content and taught with explicit/reflective approaches with content-based or classical activities as important as applying scientific inquiry in classroom activities. In this context, it is recommended to conduct more studies to develop the nature of scientific inquiry understanding of students, in-service teachers and pre-service teachers.

Kaynakça

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Kaynak Göster

APA Erdaş Kartal, E , Mesci, G . (2021). Teoriden Uygulamaya Bilimsel Sorgulama ve Bilimsel Sorgulamanın Doğası . OPUS Uluslararası Toplum Araştırmaları Dergisi , 17 (37) , 4646-4676 . DOI: 10.26466/opus.861829