Prospective Science Teachers’ Levels of Understanding Science after Experiencing Explicit-Reflective Instruction: Hermeneutical Perspective

Abstract

In this study, we aimed to investigate how prospective science teachers, who participated in a series of explicit-reflective activities for NOS teaching, understood "science in a social and cultural context" in the context of a biographical documentary film. We adopted a phenomenological approach. The data were analyzed descriptively by considering the aspects of nature of science and the levels of understanding as defined in Dilthey's hermeneutic approach. In this way, we determined participants’ levels of hermeneutic understanding regarding the nature of science. The findings show that the participants regarded science within the framework of aspects of the consensus view blended with somewhat authentic interpretations and at a basic level of understanding from the point of view of hermeneutics. This finding highlights the importance of integrating the hermeneutic approach into the teaching process in understanding science.

Keywords

• Explicit-reflective method,hermeneutic,history of science,nature of science,prospective science teachers

Açık-Düşündürücü Öğretim Deneyimi Sonrası Fen Bilimleri Öğretmen Adaylarının Bilimi Anlama Düzeyleri: Hermenötik Bakış

Öz

öğretmen adaylarının bilim tarihinden uyarlanmış biyografik ve belgesel bir film üzerinden “sosyal ve kültürel bir bağlamda bilim” tasvirini nasıl yorumladıklarının belirlenmesi amaçlanmıştır. Fenomenoloji deseniyle yürütülen çalışmada nitel toplanan veriler literatürde uzlaşı görüşü olarak ifade edilen yaklaşımın bilim doğası unsurları ve Diltley’in hermenötik yaklaşımında tanımlanan anlama düzeyleri dikkate alınarak betimsel analize tabi tutulmuştur. Bu şekilde öğretmen adaylarının bilimin doğasının uzlaşımsal unsurlarına yönelik hermenötik anlama/anlamlandırma düzeyleri belirlenmiştir. Elde edilen bulgular, daha önce almış oldukları açık-düşündürücü öğretimin muhtemel etkisi ile öğretmen adaylarını uzlaşılmış bilimin doğası unsurlarının çizdiği çerçeve içinde kalan ve belli bir özgünlüğe sahip yorumlar ile hermenötik açıdan temel düzeyde bir anlama ile bilimi değerlendirdikleri görülmüştür.  Bu bulgu bir insan etkinliği ve sosyal bir görüngü olan bilimi anlamada hermenötik yaklaşımın öğretim sürecine entegrasyonun önemine dikkat çekmektedir. 

Anahtar Kelimeler

• Bilimin doğası,bilim tarihi,açık-düşündürcü yöntem,en bilimleri öğretmen adayları

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