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Geliştirilen FTT Kursunun Sınıf Öğretmenlerinin Fen Bilimleri Öğretimine Etkisi

Year 2021, , 103 - 127, 18.06.2021
https://doi.org/10.35675/befdergi.733502

Abstract

Fen-Teknoloji-Toplum [FTT] yaklaşımın amacı okullardaki fen eğitimini bilimsel sunumların ötesine taşıyarak öğrencilere toplumsal ve çevresel problemleri çözmenin bir metodu olarak fen ve teknolojinin rolünü gösteren bir yaklaşımdır. Bu çalışmada, sınıf öğretmenlerinin FTT yaklaşımına dayalı fen bilimleri öğretimi yapabilmeleri için gerekli olan bilgi ve beceriyi kazanmalarını amaçlayan bir HİE kurs programı geliştirilmiş, uygulanmış ve kursa katılımcı sınıf öğretmenlerinin öğretim uygulamaları üzerine etkililiği araştırılmıştır. Araştırmanın çalışma grubunu Rize ilinde görev yapan sınıf öğretmenleri arasından gönüllük esasın dayalı olarak seçilen 15 sınıf öğretmeni oluşturmaktadır. Araştırma yöntemi olarak Özel Durum araştırma yöntemin kullanıldığı çalışmada, veriler; anket, gözlem ve doküman analizi incelemesi yolu ile toplanmıştır. Elde edilen bulgulara göre geliştirilen kursun sınıf öğretmenlerinin FTT arasındaki ilişkiyi kavramalarına ve sınıflarda FTT yaklaşımına dayalı fen öğretimi yapma bilgi ve becerisi kazanmasına önemli etkisi olduğu ortaya çıkmıştır. Bu durumda FTT yaklaşımına dayalı kurs programına benzer çalışmaların diğer branş öğretmen ve öğretmen adayları için düzenlemesinin faydalı olabileceği düşünülmektedir.

References

  • Aikenhead, G., Fleming, R. ve Ryan, A. (1989). High-school Graduates’ Beliefs about Science-Technology-Society. Methods and Issues in Monitoring Students Views, Science Education, 71, 145-161.
  • Aikenhead, G. S. (2005). Research into STS science education. Educacion Quimica, 16,
  • Aikenhead, G. (2006). Science education for everyday life: Evidence-based practice (pp.21-55). New York, NY, Teachers College Press 384- 397
  • Amirshokoohi, A. (2010). Elementary Pre-service Teachers’ Environmental Literacy and Views Toward Science, Technology, and Society (STS) Issues. Science Educator, 19(1), 56-62.
  • Amirshokoohi, A. (2016). Impact of STS issue oriented instruction on pre-service elementary teachers’ views and perceptions of science, technology and society. International Journal of Environmental and Science Education, 11(4), 359-387.
  • Autieri, S., M., Amirshokoohi, A. ve Kazempour, M. (2016). The science-technology-society framework for achieving scientific literacy: an overview of the existing literatüre, European Journal of Science and Mathematics Education, 4 ( 1), 75‐89
  • Bennett, J., Campbell, B., Hogarth, S. ve Lubben, F. (2005). A systematic review of the effects of context-based and STS paroaches in science teaching. In C. Kasanda, L. Muhammed, S. Akpo and E. Ngololo (Eds): Proceedings of the 13th Annual Conference of the Southern African Association for Research in Mathematics, Science and Technology Education, (pp. 53-58).Windhoak, Namibia.
  • Chowdhury, M., A. (2016).The Integration of Science-Technology- Society/Science-Technology-SocietyEnvironment and Socio-Scientific-Issues for Effective Science Education and Science Teaching, Electronic Journal of Science Education, 20 (5),19-38
  • Devi, M., G. ve Aznam, N. (2019).The effect of science-technology-society (STS) model on scientific literacy and scientific attitude of students on the subject of buffer, IOP Conf. Series: Journal of Physics: Conf. Series 1156 (2019) 012027 IOP Publishing doi:10.1088/1742-6596/1156/1/012027
  • Ecevit, T., Yalaki, Y. ve Kingir, S. (2018). Improving elementary school teacher candidates’ views of nature of science through intensive education. Journal of Education in Science, Environment and Health, 4(2), 155-171. DOI:10.21891/jeseh.432524
  • Firmino E., S., Sampaio C., G., Nojosa A., C., B., Saldanha G., C., B., Guerra M., H., F., S., Vasconcelos A, K., P. ve Barroso M., C., S. (2019). STSE Approach in High School Chemistry: A Brief Review in National Literature; Acta Scientiae, Canoas, 21(3), 196-212.
  • Halwany, S., Zouda, M., Pouliot, C. ve Bencze, L. (2017). Supporting pre-service teachers to teach for citizenship in the context of STSE Issues. In Bencze, L. (Ed.), Science and technology education promoting wellbeing for individuals, societies and environments: Cultural studies of science education, (pp. 405-427). New York, NY: Springer DOI: 10.1007/978-3-319-55505-8_18
  • Keser, Ö. F. (2003). Fizik eğitimine yönelik bütünleştirici öğrenme ortamı ve tasarımı. Yayımlanmamış doktora tezi, KTÜ, Fen Bilimleri Enstitüsü, Trabzon Kousa, P., Aksela,M. & Savec, F., V. (2018). Pre-servıce teachers´ belıefs about the benefıts and challenges of STSE based school-ındustry collaboratıon and practıces ın scıence educatıon. Journal of Baltic Science Education, 17 ( 6). 1034-1045
  • Lederman, N.G., 1992. Students and teachers conceptions of the nature of science. Journal of Research in Science Teaching, 29,4, 351-359.
  • Mansour, N. (2010). Science teachers´ perspectives on science-technology-society (STS) in science education. Eurasian Journal of Physical and Chemical Education, 2 (2), 123-157.
  • Meyer, J., D. ve R.K. James. (2002). STS For Pre-Service Teachers: Does It Translate In The Classroom? Paper presented at the Annual Meeting of the National Association for Research in Science Teaching, Philadelphia, PA.
  • National Research Council [NRC] (2012). A framework for k-12 science education practices, crosscutting concepts, and core ideas. Washing ton D.C.: The National Academies Press
  • National Research Council [NRC] (2013). A framework for K-12 science education: Practices, crosscutting concepts, and core ideas. Washington, DC: The National Academies Press.
  • Nuutinen, H., S., Kärkkäinen, S. ve Keinonen T. (2011). Primary school pupils’ perceptions of water in the context of STS study approach, International Journal of Environmental & Science Education, 3, (3), 321-339
  • Öztürk Akar, E. ve Doğan, D. (2013). Turkish preservice teachers’ views of sciencetechnology-society: Influence of a History of Science course. Journal of Baltic Science Education, 12(6), 793-802
  • Pimvichai, J., Yuenyong, C. ve Buaraphan, K. (2019). Development of grade 10 students’ scientific argumentation through the science-technology-society learning unit on work and energy. Journal of Technology and Science Education, 9(3), 428-441. https://doi.org/10.3926/jotse.527
  • Primastuti, M. ve Atun S. (2018). Science Technology Society (STS) learning approach: an effort to improve students’ learning outcomes, IOP Conf. Series: Journal of Physics: Conf. Series 1097 (2018) 012062 doi :10.1088/1742-6596/1097/1/012062
  • Rubba, P. A., Schoneweg, B. C., ve Harkness, W. L., (1996). A new scoring procedure for the views on Science, Technology, Society instrument, International Journal of Science Education, 18, 387-400.
  • Smitha, E. T. ve Aruna, P. K (2014) . Effect of Science Technology Society Approach on Achievement Motivation in Biology of Secondary School Students of Kasaragod District, IOSR Journal Of Humanities And Social Science, 19(4). 54-58
  • Şenel, T., (2008). Fen ve Teknoloji Öğretmenleri İçin Alternatif Ölçme ve Değerlendirme Tekniklerine Yönelik Bir Hizmet-İçi Eğitim Kurs Programı Geliştirilmesi ve Etkililiğinin Araştırılması, Yüksek Lisans Tezi, KTÜ, Fen Bilimleri Enstitüsü, Trabzon.
  • van Eijck, M. ve Roth, W., M. (2013). Imagination of Science in Education: From epics to novelization. Springer Netherlands.
  • Vazquez-Alonso, A., Garcia-Carmona, A., Manassero-Mas, M. A. ve Bennassar-Roig, A. (2013). Spanish secondary-school science teachers’ beliefs about Science-Technology-Society (STS) issues. Science & Education, 22(5), 1191-1218
  • Yalaki, Y., (2014). Türkiye’de fen, teknoloji, toplum, çevre (FTTÇ) eğitimi ne durumda? Cito Eğitim: Kuram ve Uygulama, 26, 27-36.
  • Yalın, H. İ., Hedges, L. ve Özdemir, S. (1996). Hizmet içi eğitim program geliştirme el kitabı. Milli Eğitim Basımevi, Ankara.
  • Yager; R., (2009). Comparing Science Learning Among 4th-, 5th-, and 6th-Grade Students: STS Versus Textbook-Based Instruction, Journal of Elementary Science Education, 21 (2), 15-24.
  • Yener, D., Aksüt P., Kiras B. ve Yener Y. (2018) Fen Bilgisi Öğretmen Adaylarının Bilim Gezisi ve Fen-Teknoloji-Toplum-Çevre Konusundaki GörüĢleri: “Müzede Bilim” Örneği, Başkent Unıversıty Journal of Educatıon, 5(2), 212-224
  • Wongsila, S. ve Yuenyong, C. (2019). Enhancing Grade 12 Students’ Critical Thinking and Problem-Solving Ability in Learning of the STS Genetics and DNA Technology Unit. Journal for the Education of Gifted Young Scientists, 7(2), 215-235. DOI: http://dx.doi.org/10.17478/jegys.549005
Year 2021, , 103 - 127, 18.06.2021
https://doi.org/10.35675/befdergi.733502

Abstract

References

  • Aikenhead, G., Fleming, R. ve Ryan, A. (1989). High-school Graduates’ Beliefs about Science-Technology-Society. Methods and Issues in Monitoring Students Views, Science Education, 71, 145-161.
  • Aikenhead, G. S. (2005). Research into STS science education. Educacion Quimica, 16,
  • Aikenhead, G. (2006). Science education for everyday life: Evidence-based practice (pp.21-55). New York, NY, Teachers College Press 384- 397
  • Amirshokoohi, A. (2010). Elementary Pre-service Teachers’ Environmental Literacy and Views Toward Science, Technology, and Society (STS) Issues. Science Educator, 19(1), 56-62.
  • Amirshokoohi, A. (2016). Impact of STS issue oriented instruction on pre-service elementary teachers’ views and perceptions of science, technology and society. International Journal of Environmental and Science Education, 11(4), 359-387.
  • Autieri, S., M., Amirshokoohi, A. ve Kazempour, M. (2016). The science-technology-society framework for achieving scientific literacy: an overview of the existing literatüre, European Journal of Science and Mathematics Education, 4 ( 1), 75‐89
  • Bennett, J., Campbell, B., Hogarth, S. ve Lubben, F. (2005). A systematic review of the effects of context-based and STS paroaches in science teaching. In C. Kasanda, L. Muhammed, S. Akpo and E. Ngololo (Eds): Proceedings of the 13th Annual Conference of the Southern African Association for Research in Mathematics, Science and Technology Education, (pp. 53-58).Windhoak, Namibia.
  • Chowdhury, M., A. (2016).The Integration of Science-Technology- Society/Science-Technology-SocietyEnvironment and Socio-Scientific-Issues for Effective Science Education and Science Teaching, Electronic Journal of Science Education, 20 (5),19-38
  • Devi, M., G. ve Aznam, N. (2019).The effect of science-technology-society (STS) model on scientific literacy and scientific attitude of students on the subject of buffer, IOP Conf. Series: Journal of Physics: Conf. Series 1156 (2019) 012027 IOP Publishing doi:10.1088/1742-6596/1156/1/012027
  • Ecevit, T., Yalaki, Y. ve Kingir, S. (2018). Improving elementary school teacher candidates’ views of nature of science through intensive education. Journal of Education in Science, Environment and Health, 4(2), 155-171. DOI:10.21891/jeseh.432524
  • Firmino E., S., Sampaio C., G., Nojosa A., C., B., Saldanha G., C., B., Guerra M., H., F., S., Vasconcelos A, K., P. ve Barroso M., C., S. (2019). STSE Approach in High School Chemistry: A Brief Review in National Literature; Acta Scientiae, Canoas, 21(3), 196-212.
  • Halwany, S., Zouda, M., Pouliot, C. ve Bencze, L. (2017). Supporting pre-service teachers to teach for citizenship in the context of STSE Issues. In Bencze, L. (Ed.), Science and technology education promoting wellbeing for individuals, societies and environments: Cultural studies of science education, (pp. 405-427). New York, NY: Springer DOI: 10.1007/978-3-319-55505-8_18
  • Keser, Ö. F. (2003). Fizik eğitimine yönelik bütünleştirici öğrenme ortamı ve tasarımı. Yayımlanmamış doktora tezi, KTÜ, Fen Bilimleri Enstitüsü, Trabzon Kousa, P., Aksela,M. & Savec, F., V. (2018). Pre-servıce teachers´ belıefs about the benefıts and challenges of STSE based school-ındustry collaboratıon and practıces ın scıence educatıon. Journal of Baltic Science Education, 17 ( 6). 1034-1045
  • Lederman, N.G., 1992. Students and teachers conceptions of the nature of science. Journal of Research in Science Teaching, 29,4, 351-359.
  • Mansour, N. (2010). Science teachers´ perspectives on science-technology-society (STS) in science education. Eurasian Journal of Physical and Chemical Education, 2 (2), 123-157.
  • Meyer, J., D. ve R.K. James. (2002). STS For Pre-Service Teachers: Does It Translate In The Classroom? Paper presented at the Annual Meeting of the National Association for Research in Science Teaching, Philadelphia, PA.
  • National Research Council [NRC] (2012). A framework for k-12 science education practices, crosscutting concepts, and core ideas. Washing ton D.C.: The National Academies Press
  • National Research Council [NRC] (2013). A framework for K-12 science education: Practices, crosscutting concepts, and core ideas. Washington, DC: The National Academies Press.
  • Nuutinen, H., S., Kärkkäinen, S. ve Keinonen T. (2011). Primary school pupils’ perceptions of water in the context of STS study approach, International Journal of Environmental & Science Education, 3, (3), 321-339
  • Öztürk Akar, E. ve Doğan, D. (2013). Turkish preservice teachers’ views of sciencetechnology-society: Influence of a History of Science course. Journal of Baltic Science Education, 12(6), 793-802
  • Pimvichai, J., Yuenyong, C. ve Buaraphan, K. (2019). Development of grade 10 students’ scientific argumentation through the science-technology-society learning unit on work and energy. Journal of Technology and Science Education, 9(3), 428-441. https://doi.org/10.3926/jotse.527
  • Primastuti, M. ve Atun S. (2018). Science Technology Society (STS) learning approach: an effort to improve students’ learning outcomes, IOP Conf. Series: Journal of Physics: Conf. Series 1097 (2018) 012062 doi :10.1088/1742-6596/1097/1/012062
  • Rubba, P. A., Schoneweg, B. C., ve Harkness, W. L., (1996). A new scoring procedure for the views on Science, Technology, Society instrument, International Journal of Science Education, 18, 387-400.
  • Smitha, E. T. ve Aruna, P. K (2014) . Effect of Science Technology Society Approach on Achievement Motivation in Biology of Secondary School Students of Kasaragod District, IOSR Journal Of Humanities And Social Science, 19(4). 54-58
  • Şenel, T., (2008). Fen ve Teknoloji Öğretmenleri İçin Alternatif Ölçme ve Değerlendirme Tekniklerine Yönelik Bir Hizmet-İçi Eğitim Kurs Programı Geliştirilmesi ve Etkililiğinin Araştırılması, Yüksek Lisans Tezi, KTÜ, Fen Bilimleri Enstitüsü, Trabzon.
  • van Eijck, M. ve Roth, W., M. (2013). Imagination of Science in Education: From epics to novelization. Springer Netherlands.
  • Vazquez-Alonso, A., Garcia-Carmona, A., Manassero-Mas, M. A. ve Bennassar-Roig, A. (2013). Spanish secondary-school science teachers’ beliefs about Science-Technology-Society (STS) issues. Science & Education, 22(5), 1191-1218
  • Yalaki, Y., (2014). Türkiye’de fen, teknoloji, toplum, çevre (FTTÇ) eğitimi ne durumda? Cito Eğitim: Kuram ve Uygulama, 26, 27-36.
  • Yalın, H. İ., Hedges, L. ve Özdemir, S. (1996). Hizmet içi eğitim program geliştirme el kitabı. Milli Eğitim Basımevi, Ankara.
  • Yager; R., (2009). Comparing Science Learning Among 4th-, 5th-, and 6th-Grade Students: STS Versus Textbook-Based Instruction, Journal of Elementary Science Education, 21 (2), 15-24.
  • Yener, D., Aksüt P., Kiras B. ve Yener Y. (2018) Fen Bilgisi Öğretmen Adaylarının Bilim Gezisi ve Fen-Teknoloji-Toplum-Çevre Konusundaki GörüĢleri: “Müzede Bilim” Örneği, Başkent Unıversıty Journal of Educatıon, 5(2), 212-224
  • Wongsila, S. ve Yuenyong, C. (2019). Enhancing Grade 12 Students’ Critical Thinking and Problem-Solving Ability in Learning of the STS Genetics and DNA Technology Unit. Journal for the Education of Gifted Young Scientists, 7(2), 215-235. DOI: http://dx.doi.org/10.17478/jegys.549005
There are 32 citations in total.

Details

Primary Language Turkish
Subjects Other Fields of Education
Journal Section Research Article
Authors

Sinan Çınar 0000-0002-5208-8986

Salih Çepni 0000-0003-2343-8796

Publication Date June 18, 2021
Submission Date May 7, 2020
Acceptance Date September 28, 2020
Published in Issue Year 2021

Cite

APA Çınar, S., & Çepni, S. (2021). Geliştirilen FTT Kursunun Sınıf Öğretmenlerinin Fen Bilimleri Öğretimine Etkisi. Bayburt Eğitim Fakültesi Dergisi, 16(31), 103-127. https://doi.org/10.35675/befdergi.733502