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Sınıf öğretmeni adaylarının sosyobilimsel konulara yönelik tutum ve görüşlerinin incelenmesi

Year 2022, Volume: 25 Issue: 47, 21 - 39, 30.06.2022
https://doi.org/10.31795/baunsobed.1005775

Abstract

Bu araştırmada sınıf öğretmeni adaylarının sosyobilimsel konulara yönelik tutum ve görüşlerini incelemek amaçlanmıştır. Araştırmada tarama modeli kullanılmıştır. Araştırma verileri Sosyobilimsel Konulara Yönelik Tutum Ölçeği ve fen derslerinde sosyobilimsel konulara yer vermenin önemine ilişkin görüşleri belirlemek amacıyla açık uçlu bir anket sorusu yoluyla elde edilmiştir. Araştırmaya Kütahya Dumlupınar Üniversitesi Eğitim Fakültesi Sınıf Öğretmenliği Bölümü öğrencilerinden oluşan 163 kişi katılmıştır. Elde edilen verilerin analizinde yüzde, aritmetik ortalama, frekans, gruplar arası karşılaştırmalar için ilişkisiz örneklemler t-testi ve tek yönlü varyans analizi (ANOVA) teknikleri kullanılmıştır. Araştırmanın açık uçlu anket sorusunu analiz etmek için de tematik analiz tekniği kullanılmıştır. Araştırma sonucunda öğretmen adaylarının sosyobilimsel konulardan hoşlanma durumlarının orta düzeyde olduğu belirlenmiştir. Ayrıca araştırmanın sosyobilimsel konulara yönelik tutumları arasında ise sınıf, sosyobilimsel konularla ilgili medya kaynaklarını takip etme, sosyobilimsel konularla ilgili ek kaynakları okuma sıklığı değişkenleri açısından anlamlı fark olduğu belirlenmiştir. Katılımcıların görüşlerinin analizi sonucunda ortaya çıkan bilişsel beceriler kazandırmak, Fen-Teknoloji-Toplum arasındaki karşılıklı bağı öğretmek, duyuşsal gelişimi desteklemek ve sosyal beceriler geliştirmek alanyazında bilim okuryazarı birey özellikleri ile ilişkilendirildiği için bilim okuryazarı birey yetiştirmek ana tema olarak belirlenmiştir.

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Examination of attitudes and opinions of primary school teacher candidates towards socioscientific issues

Year 2022, Volume: 25 Issue: 47, 21 - 39, 30.06.2022
https://doi.org/10.31795/baunsobed.1005775

Abstract

The purpose of this study was to examine the attitudes and views of primary school teacher candidates towards socioscientific issues. This research utilized the scanning model and used the Attitude Scale towards Socioscientific Issues as well as an open-ended questionnaire to obtain data on views about how socioscientific issues should be dealt with in science lessons. The research was conducted by 163 students at Kütahya Dumlupinar University, Faculty of Education, Department of Primary School Education. In addition to percentage, arithmetic mean, frequency and unrelated samples t-tests for correlation between different groups, a one-way analysis of variance (ANOVA) was implemented for data analysis. The open-ended questionnaire of the study was analyzed using thematic analysis. Based on the findings of the research, it was determined that teacher candidates enjoyed socioscientific subjects to a moderate extent. Moreover, it was found that there was a significant difference between opinions about socioscientific issues among research participants in terms of grade, following media resources related to socioscientific issues, and reading additional resources about socioscientific issues. As a result of the analysis of the participants' opinions, the main theme was determined to be raising science-literate individuals, because gaining cognitive skills, teaching the mutual connection between Science-Technology-Society, supporting effective development, and developing social skills are all associated with the characteristics of science-literate individuals in the literature.

References

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  • Büyüköztürk, Ş., Çokluk, Ö. ve Köklü, N. (2012). Sosyal bilimler için istatistik. Pegem Akademi Yayıncılık.
  • Cansız, N. (2014). Fen bilgisi öğretmen adaylarının sosyobilimsel konularda muhakeme yeteneklerinin geliştirilmesi. [Doktora tezi], Orta Doğu Teknik Üniversitesi Sosyal Bilimler Enstitüsü.
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  • Christenson, N., Gericke, N. & Rundgren, S. C. (2016). Science and Language Teachers’ Assessment of Upper Secondary Students’ Socioscientific Argumentation. International Journal of Science and Mathematics Education, 15(8), 1403-1422. https://doi.org/10.1007/s10763-016-9746-6
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  • Dawson, V. (2015). Western Australian high school students’ understandings about the socioscientific ıssue of climate change, International Journal of Science Education, 37(7), 1024-1043. https://doi.org/10.1080/09500693.2015.1015181
  • Dawson, V. M. (2011). A case study of the impact of introducing socio-scientific issues into a reproduction unit in a catholic girls’ school. T. D. Sadler (Ed.). Socio-scientific Issues in the Classroom (313-345). Springer Dordect. https://doi.org/10.1007/978-94-007-1159-4_18
  • Dawson, V. & Venville, G. (2013). Introducing high school biology students to argumentation about socioscientific issues. Canadian Journal of Science, Mathematics and Technology Education, 13(4), 356-372. https://doi.org/10.1080/14926156.2013.845322
  • Driver, R., Newton, P. & Osborne, J. (2000). Establishing the norms of scientific argumentation in classrooms. Science Education, 84, 287-312. https://doi.org/10.1002/(SICI)1098
  • Eggert, S. & Bögeholz, S. (2009). Students‘ use of decision-making strategies with regard to socioscientific issues: An application of the Rasch partial credit model. Science Education, 94(2), 230-258. https://doi.org/10.1002/sce.20358
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  • Foong, C. C. & Daniel, E. G. S. (2013). Students’ argumentation skills across two socio-scientific issues in a Confucian classroom: Is transfer possible? International Journal of Science Education, 35(14), 2331-2355. https://doi.org/10.1080/09500693.2012.697209
  • Gibson, W. J. & Brown, A. (2009). Working with qualitative data. London, Thousand Oaks: Sage.
  • Goloğlu, S. (2009). Fen eğitiminde sosyo-bilimsel aktivitelerle karar verme becerilerinin geliştirilmesi: dengeli beslenme. [Yüksek lisans tezi], Marmara Üniversitesi Eğitim Bilimleri Enstitüsü.
  • Gülhan, F. (2012). Sosyo-bilimsel konularda bilimsel tartışmanın 8. sınıf öğrencilerinin fen okuryazarlığı, bilimsel tartışmaya eğilim, karar verme becerileri ve bilim-toplum sorunlarına duyarlılıklarına etkisinin araştırılması. [Yüksek lisans tezi], Marmara Üniversitesi Eğitim Bilimleri Enstitüsü.
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  • Kara, Y. (2012). Pre-service biology teachers’ perceptions on the instruction of socio-scientific issues in the curriculum. European Journal of Teacher Education, 35(1), 111-129. https://doi.org/10.1080/02619768.2011.633999
  • Karahan, E. & Roehrig, G. (2017). Secondary school students’ understanding of science and their socioscientific reasoning. Research in Science Education, 47(4), 755-782. https://doi.org/10.1007/s11165-016-9527-9
  • Karasar, N. (2008). Bilimsel araştırma yöntemi: kavramlar, ilkeler, teknikler (18. Bs.). Nobel Yayın Dağıtım.
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There are 65 citations in total.

Details

Primary Language Turkish
Subjects Other Fields of Education
Journal Section Educational Sciences
Authors

Hicran Özkul 0000-0002-1248-1628

Publication Date June 30, 2022
Submission Date October 7, 2021
Acceptance Date March 8, 2022
Published in Issue Year 2022 Volume: 25 Issue: 47

Cite

APA Özkul, H. (2022). Sınıf öğretmeni adaylarının sosyobilimsel konulara yönelik tutum ve görüşlerinin incelenmesi. Balıkesir Üniversitesi Sosyal Bilimler Enstitüsü Dergisi, 25(47), 21-39. https://doi.org/10.31795/baunsobed.1005775

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