Assessing Pre-Service Teachers' Understandings Of The Nature Of Scientific Knowledge Via Media Reports

Yıl 2014, Cilt: 4 Sayı: 1, 137 - 144, 24.03.2014

Nagihan İmer Çetin Esra Macaroğlu Akgül

Öz

This study aims to examine the usability of media reports as an alternative technique to assess how pre-service teachers' understandings on the characteristics of scientific knowledge differ in a presented media reports. Fifty pre-service mathematics teachers, who were enrolled in department of teaching mathematics at the secondary level, participated in this research study. Media reports were used to assess participants' understandings of the nature of scientific knowledge. Data were analyzed by open coding and the codes were categorized to determine conceptual constructs. Analysis of qualitative data gathered via media reports revealed that pre-service teachers hold inadequate understanding about the nature of scientific knowledge.

Anahtar Kelimeler

Nature of Science, Media Reports, Pre-service Teachers, nature of scientific knowledge

Öğretmen Adaylarının Bilimsel Bilginin Doğası Hakkındaki Anlayışlarının Medya Haberleri Aracılığıyla Değerlendirilmesi

Öz

Bu çalışmanın amacı medya haberlerinin öğretmen adaylarının bilimsel bilgi hakkındaki anlayışlarını değerlendirmede alternatif bir ölçme aracı olarak kullanılabilirliğini incelemektir. Çalışmanın örneklem grubunu 50 matematik öğretmen adayı oluşturmuştur. Katılımcıların bilimsel bilginin doğası hakkındaki görüşlerini değerlendirmek için medya haberleri kullanılmıştır. Çalışmadan elde edilen veriler kodlanmış veelde edilen kodlar kategorize edilerek kavramsal yapılara ulaşılmıştır. Medya raporlardan elde edilen nitelverilerin analizleri, öğretmen adaylarının bilimsel bilginin doğası hakkında yetersiz görüşe sahip olduklarını ortaya koymuştur.

Anahtar Kelimeler

Bilimin doğası, medya haberleri, öğretmen adayları, bilimsel bilginin doğası.

Kaynakça

• Abd-El-Khalick, F. & Lederman, N. G. (2000). The influence of history of science courses on students' views of nature of science. Journal of Research in Science Teaching, 37, 1057-1095.
• Aikenhead, G., Ryan, A., & Desautels, J. (1989). Monitoring students views on Science-TechnologySociety issues: The development of multiple choice items. Paper presented at the annual meeting of the National Association for Research in Science Teaching, 34, 39-55.
• Aktamış, H. (2012). How prospective mathematics teachers view the nature of science. Procedia - Social and Behavioral Sciences, 31, 690-694
• Bell, R.L., & Lederman, N.G. (2003). Understandings of the nature of science and decision making in science and technology based issues. Science Education, 87 (3), 352-377.
• Biological Sciences Curriculum Study (BSCS). 2008. Scientists in Science Education. Colorado Springs: BSCS. Retrieved from (http://science.education.nih.gov/sise)
• Bogdan, R.C. & Biklen, S.K. (1992). Qualitative research for education: an introduction to theory and methods, 2d ed. Boston, MA: Allyn & Bacon.
• Cakmakci, G. & Yalaki, Y. (2012). Promoting student teachers’ ideas about nature of science through popular media. Trondheim, Norway: S-TEAM/NTNU.
• Carey, S., & Smith, C. (1993). On understanding the nature of scientific knowledge. Educational Psychologist, 28 (3), 235-251.
• Clough, M. P. (2007). Teaching the Nature of Science to Secondary and Post-Secondary Students: Questions Rather Than Tenets. Journal of Science Education, 8(2), 31-40.
• Cobern, W. W. and Loving, C. C. (2001), Defining “science” in a multicultural world: Implications for science education. Science Education, 85 (1), 50–67.
• Dogan-Bora, N. (2005). Investigating science teachers' and high school students' views on the nature of science in Turkey. PhD Thesis, Ankara: Gazi University. Ankara, Turkey.
• Erdoğan, M. N. & Köseoğlu, F. (2012). Analysis of High School Physics, Chemistry and Biology Curriculums in terms of Scientific Literacy Themes. Educational Sciences: Theory & Practice (ESTP), 12 (4), 2889-2904.
• Golabek, C. & Amrane-Cooper, L.,(2011). Trainee teachers’ perceptions of the Nature of Science and implications for pre-service teacher training in England. Research in Secondary Teacher Education, 1 (2), 9–13.
• Hazen, R. (2002). Why should you be scientifically literate? New Frontiers: ActionBioscience.org.
• Holbrook, J. & Rannikmae, M. (2007). Nature of Science Education for Enhancing Scientific Literacy. International Journal of Science Education, 29 (11) 1347-1362.
• Howe, E.M. (2009). Henry David Thoreau, forest succession, and the nature of science: A Method for curriculum cevelopment. The American Biology Teacher 71(7), 397-404.
• Kılıç, K., Sungur, S. Çakıroglu, J. & Tekkaya, C. (2005). Ninth grade students’ understanding of the nature of scientific knowledge. Hacettepe University Journal of Education Faculty, 28, 127-133.
• Kucuk, M. (2008). Improving Preservice Elementary Teachers' Views of the Nature of Science Using Explicit-Reflective Teaching in a Science, Technology and Society Course. Australian Journal of Teacher Education, 33(2).
• 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., & Zeidler, D. L. (1987) science teachers’ conceptions of the nature of science: Do they really influence teaching behavior? Science Education, 71(5), 721-734.
• Liang L., Chen S., Chen X., Kaya O., Adams A., Macklin M. & Ebenezer, J. (2009). Preservice teachers’ views about Nature of Scientific knowledge development: An international collaborative study. International Journal of Science and Mathematics Education, 7, 987–1012
• Liu, S. & Lederman N. (2007). Exploring prospective teacher’s worldview and conceptions of the Nature of Science. International Journal of science Education, 29 (10), 1281–1307
• Martin-Diaz, M. (2006).Educational background, teaching experience and teachers’ view on the Inclusion of the Nature of Science in the Science curriculum.International Journal of science Education, 28 (10) 1161–1180.
• Millar, R., & Osborne, J. F. (Eds.). (1998). Beyond 2000: Science Education for the Future. London: King's College London.
• National Research Council. (1996). National science education standards . Washington, D.C.: Author.
• Özdemir, G. (2007). The effects of the nature of science beliefs on science teaching and learning. Uludağ Üniversitesi Eğitim Fakültesi Dergisi, 20 (2), 355-372.
• Palmquist, B. C., & Finley, F. N. (1997). Pre-service teaches’ views of the nature of science during a postbaccalaureate science-teaching program. Journal of Research in Science Teaching, 34(6), 595-615. Roberts, P. (1995). Defining Literacy: Paradise, Nightmare or Red Herring, British Journal of Educational Studies, 43 (4), 412-430.
• Roberts, D. A. 2007. Scientific literacy/science literacy. In Handbook of research on science education, eds. S. Abell and N. G. Lederman, 729-780. Mahwah, NJ: Lawrence Erlabaum Associates.
• Ryder, J. (2001). Identifying science understanding for functional scientific literacy. Studies in Science Education, 35, 1-44.
• Tairab, H. H. (2001). How do Pre-service and In-service Science Teachers View the Nature of Science and Technology?. Research in Science & Technological Education, 19 (2), 235-250.
• Tasar, M.F. (2005). Probing preservice teachers' understandings of scientific knowledge by using a vignette in conjunction with a paper and pencil test. Eurasia Journal of Mathematics, Science & Technology Education, 2(1), 53-70.
• Yıldırım, C. (2008). Bilim Tarihi, Remzi Kitabevi, 11. Edition, Istanbul, Turkey.