Öğretmen Adaylarının Bilimin Doğası Hakkındaki Görüşlerinin İncelenmesi

Mevcut çalışma Fen Bilgisi Öğretmen adaylarının Bilimin doğası ile ilgili görüşlerini araştırmayı amaçlamaktadır. Çalışmada Nitel araştırma yöntemlerinden fenomonoljik araştırma yöntemi kullanılmıştır. Katılımcılar 15( 1 erkek, 14 kadın) adet üçüncü sınıf öğrencinden oluşmaktadır. Öğretmen adaylarının bilimin doğası görüşleri Abd-El Khalick (1998) tarafından geliştirilen VNOS-B ölçeği kullanılarak ortaya çıkartılmıştır. Bu görüşler, naif, geçişken, ve bilgili olmak üzere üç kategoride sınıflandırılmıştır. Bulgular öğretmen adaylarının büyük bir kısmının bilimin ampirik doğasına yönelik , öznel, değişebilir, çıkarımsal, ve sosyokültürel değerlerden etkilendiği konusunda bilgili oldukları ancak teori- kanun ilişkisi konusunda naif görüşe sahip olduklarını göstermektedir. Genel olarak öğretmen adaylarının bilimin doğası hakkında yeterli bilgiye sahip oldukları söylenilebilir.

Exploration of Preservice Science Teachers’ Nature of Science Understandings

Present study aims to explore Preservice Science Teachers (PST) Nature of Science (NOS) views. Qualitative research methodology guided the present study. The phenomenological approach was used to identify PSTs’ NOS understandings. Fifteen (1 male, 14 female) junior students studying in public university participated to the study. The NOS views were tested through the administration of VNOS-B survey developed by Abd-El Khalick et al., (1998). PSTs’ views were categorized as naïve, transitional, and informed. Results showed that most of the PSTs have informed views for the empirical, subjective, tentative, creative, inferential, and social cultural aspects of NOS. There was one exception: for the theory-laden aspects, most of the PSTs hold naïve views. It can be concluded that the majority of the PSTs who participated in this study hold informed views about NOS.

___

  • American Association for the Advancement of Science (AAAS).(1993). Benchmarks for science literacy: Project 2061. New York: Oxord University Press, Inc.
  • Abd-El-Khalick, F. (2003). Socioscientific issues in pre-college science classrooms: The primacy of learners' epistemological orientations and views of nature of science. In D. L. Zeidler (Ed.), The role of moral reasoning in socioscientific issues and discourse in science education (pp. 41-61). Dordrecht, Netherlands: Kluwer Academic.
  • Abd-El-Khalick, F. (2006). Over and over and over again: college students' views of nature of science. In L. B. Flick & N. G. Lederman (Eds.). Scientific Inquiry and Nature of Science (pp. 389-425). Netherlands: Springer.
  • Abd-El-Khalick, F., Bell, R.L., & Lederman, N.G. (1998). The nature of science and instructional practice: Making the unnatural natural. Science Education, 82, 417-436.
  • Abd-El-Khalick, F., & Lederman, N. G. (2000). Improving science teachers' conceptions of nature of science: A critical review of the literature. International Journal of Science Education, 22(7), 665-701.
  • Abd‐El‐Khalick, F., Myers, J. Y., Summers, R., Brunner, J., Waight, N., Wahbeh, N., ... & Belarmino, J. (2017). A longitudinal analysis of the extent and manner of representations of nature of science in US high school biology and physics textbooks. Journal of Research in Science Teaching, 54(1), 82-120.
  • Akerson, V. L., & Volrich, M. L. (2006). Teaching nature of science explicitly in a first‐grade internship setting. Journal of Research in Science Teaching, 43(4), 377-394.
  • Akerson, V. L., Pongsanon, K., Rogers, M. A. P., Carter, I., & Galindo, E. (2017). Exploring the use of lesson study to develop elementary preservice teachers’ pedagogical content knowledge for teaching nature of science. International Journal of Science and Mathematics Education, 15(2), 293-312.
  • Akerson, V. L., Pongsanon, K., Weiland, I. S., & Nargund-Joshi, V. (2014). Developing a professional identity as an elementary teacher of nature of science: A self-study of becoming an elementary teacher. International Journal of Science Education, 36(12), 2055-2082.
  • Bartholomew, H., Osborne, J., & Ratcliffe, M. (2004). Teaching students “ideas‐about‐science”: Five dimensions of effective practice. Science Education, 88(5), 655-682.
  • Bell, R. (2001). Implicit instruction in technology integration and the nature of science: There's no such thing as a free lunch. Contemporary Issues in Technology and Teacher Education, 1(4), 465-471.
  • Bell, R.L. & Lederman, N.G. (2003). Understandings of the nature of science and decision making on science and technology based issues. Science Education, 87, 352-377.
  • Bilican, K., Cakiroglu, J., & Oztekin, C. (2015). How contextualized learning settings enhance meaningful nature of science understanding. Science Education International, 26(4), 463-487.
  • Bilican, K., Ozdem-Yilmaz, Y., & Oztekin, C. (2014). Tracking the Footprints of Nature of Science in the Path of Learning How to teach it. Eurasia Journal of Mathematics, Science & Technology Education, 10(6), 595-608.
  • Bybee, R. W. (1997). Achieving scientific literacy: From purposed to practices. Portsmouth, NH: Heinemann.
  • Chiappetta, E. L., & Fillman, D. A. (2007). Analysis of five high school biology textbooks used in the United States for inclusion of the nature of science. International Journal of Science Education, 29(15), 1847-1868.
  • Çetinkaya-Aydın, G., & Çakıroğlu, J. (2017). Learner characteristics and understanding nature of science. Science & Education, 26(7-9), 919-951.
  • Dogan, N., & Abd‐El‐Khalick, F. (2008). Turkish grade 10 students' and science teachers' conceptions of nature of science: A national study. Journal of Research in Science Teaching, 45(10), 1083-1112.
  • Fowler, S.R., Zeidler, D.L., & Sadler, T.D. (2009). Moral sensitivity in the context of socioscientific issues in high school science students. International Journal of Science Teacher Education, 31(2), 279-296.
  • Holbrook, J., & Rannikmae, M. (2007). The nature of science education for enhancing scientific literacy. International Journal of Science Education, 29(11), 1347-1362.
  • Irez, S. (2009). Nature of science as depicted in Turkish biology textbooks. Science Education, 93(3), 422-447.
  • Khishfe, R. (2017). Consistency of nature of science views across scientific and socio-scientific contexts. International Journal of Science Education, 39(4), 403-432.
  • Khishfe, R. (2012). Nature of science and decision-making. International Journal of Science Education, 34(1), 67-100.
  • Lederman, N. G. (2007). Nature of science: Past, present, and future. In S. K. Abell & N. G. Lederman (Eds.), Handbook of research on science education (pp.831-879). Mahwah, NJ: Erlbaum
  • Lederman, N. G. (1999). Teachers' understanding of the nature of science and classroom practice: Factors that facilitate or impede the relationship. Journal of Research in Science Teaching, 36(8), 916-929.
  • Lederman, N. G. (1992). Students' and teachers' conceptions of the nature of science: A review of the research. Journal of research in science teaching, 29(4), 331-359.
  • Lederman, N. G., Schwartz, R. S., Abd‐El‐Khalick, F., & Bell, R. L. (2001). Pre‐service teachers’ understanding and teaching of nature of science: An intervention study. Canadian Journal of Math, Science & Technology Education, 1(2), 135-160.
  • Lederman, N., Abd-El-Khalick, F., Bell, R., & Schwartz, R. (2002). Views of nature of science questionnaire: toward valid and meaningful assessment of learners’ conceptions of nature of science. Journal of Research in Science Teaching, 39(6). 497-521. Lederman, N. G., Antink, A., & Bartos, S. (2014). Nature of science, scientific inquiry, and socio-scientific issues arising from genetics: A pathway to developing a scientifically literate citizenry, Science & Education, 23, 285– 302
  • Lederman, N. G., Wade, P. D., & Bell, R. L. (1998). Assessing the nature of science: What is the nature of our assessments? Science and Education, 7(6), 595–615.
  • Lederman, N. G., & Zeidler, D. L. (1987). Science teachers’ conceptions of the nature of science: Do they really influence teaching behavior?. Science Education, 71, 721–734.
  • Lucas, K. B., & Roth, W.-M. (1996). The nature of scientific knowledge and student learning: Two longitudinal case studies. Research in Science Education, 26(1), 103 – 127.
  • Ministry of National Education (MONE).(2005). llkogretim fen ve teknoloji ders ogretim programi (6, 7 ve 8. siniflar). Ankara: Talim ve Terbiye Kurulu Başkanlığı.
  • Ministry of National Education (MONE). (2013). İlköğretim kurumları fen bilimleri dersi (3, 4, 5, 6, 7 ve 8. sınıflar) ogretim programi. Ankara: Talim ve Terbiye Kurulu Başkanlığı.
  • Ministry of National Education (MONE). (2017). Fen bilimleri dersi (Ilkokul ve ortaokul 3, 4, 5, 6, 7 ve 8. sınıflar) ogretim programi. Ankara: Talim ve Terbiye Kurulu Başkanlığı.
  • Matkins, J. J., & Bell, R. L. (2007). Awakening the scientist inside: Global climate change and the nature of science in an elementary science methods course. Journal of Science Teacher Education, 18(2), 137-163.
  • McComas, W. F., Almazroa, H., & Clough, M. P. (1998). The nature of science in science education: An introduction. Science & Education, 7(6), 511-532.National Research Council. (2000). How people learn: Brain, mind, experience, and school: Expanded edition. National Academies Press.
  • Nott, M., & Wellington, J. (1996). Probing teachers’ views of the nature of science: How should we do it and where should we be looking. In F. Finley, D. Allchian, D. Rheef, & S. Fifield (Eds.), Proceedings of the Third International History, Philosophy, and Science Teaching Conference (pp. 684–872). Minneapolis, MN: University of Minnesota.
  • Norris, S. P., & Phillips, L. M. (2003). How literacy in its fundamental sense is central to scientific literacy. Science Education, 87, 224-240.
  • Patton, M. Q. (1990). Qualitative evaluation and research methods. SAGE Publications, inc.
  • Patton, M. Q. (2002). Designing qualitative studies. Qualitative research and evaluation methods, 3, 230-246.
  • Park, H., Nielsen, W., & Woodruff, E. (2014). Students’ conceptions of the nature of science: perspectives from Canadian and Korean middle school students. Science & Education, 23(5), 1169-1196.
  • Sadler, T. D., Chambers, F. W., & Zeidler, D.L. (2004) Student conceptualizations of the nature of science in response to a socioscientific issue, International Journal of Science Education, 26(4), 387-409.
  • Schwartz, R. S. (2007). Beyond Evolution: A thematic approach to teaching NOS in an undergraduate biology course. In Proceedings of the international conference of the National Association for Research in Science Teaching, New Orleans, LA. April (pp. 15-18).
  • Tyler, R. (2007). Re-imagining science education: Engaging students in science for Australia’s future. Australia: ACER Press, Australian Council for Educational Research, Camberwell, Victoria.
  • Yang, I., Han, K., Choi, H., Oh, C., & Cho, H. (2005). Investigation of the relationships between beginning elementary teachers’ beliefs about the nature of science, and science teaching and learning context. Journal of Korean Elementary Science Education, 24(4), 399-416.
  • Zeidler, D. L., Walker, K. A., Ackett, W. A. & Simmons, M. L. (2002). Tangled up in views: Beliefs in the nature of science and responses to socioscientific dilemmas. Science Education, 86, 343–367.
Pamukkale Üniversitesi Eğitim Fakültesi Dergisi-Cover
  • ISSN: 1301-0085
  • Yayın Aralığı: Yılda 3 Sayı
  • Başlangıç: 1996
  • Yayıncı: -