Science Teachers’ Views on Nature of Scientific Inquiry

Year 2021, Volume: 2021 February, Volume 10, 69 - 84, 05.02.2021

Günkut Mesci , Eda Erdaş Kartal

https://doi.org/10.14686/buefad.797246

Cited By: 9

Abstract

The aim of this study is to examine in-service science teachers’ views on nature of scientific inquiry and the possible reasons that led to these views. This study was designed as a multi-case study. 22 middle school science teachers who are currently working in various national education schools in Turkey, voluntarily participated in this study. The data were collected online through the open-ended VASI questionnaire and the follow-up semi-structured interviews, and were holistically analyzed with content analysis. According to the analysis, it was seen that the teachers who participated in this study generally had naive and mix views about the nature of scientific inquiry. It has been observed that these opinions of teachers vary depending on their education level, the courses they took in undergraduate and graduate terms, and the quality of education in in-service training. For example, the teachers who continue their master's and doctorate education in science education have quite an informed view. With this study, it is recommended to give importance to scientific inquiry in teacher training programs and in-service courses, and to encourage teachers to pursue graduate education in the field of science education.

Keywords

nature of scientific inquiry, scientific literacy, middle school science teachers

Fen Bilimleri Öğretmenlerinin Bilimsel Sorgulamanın Doğası Görüşleri

Abstract

Bu çalışmanın amacı fen bilgisi öğretmenlerinin bilimsel sorgulamanın doğası ile ilgili görüşlerini ve bu görüşlere neden olan olası sebepleri incelemektir. Bu çalışma çoklu durum çalışması olarak dizayn edilmiştir. Çalışmaya Türkiye’nin farklı şehirlerindeki devlet okullarında çalışan 22 ortaokul fen bilimleri öğretmeni gönüllü olarak katılmıştır. Açık uçlu VASI ölçeği ve onu takip eden yarı yapılandırılmış mülakatlar yoluyla online toplanan veriler, bütünsel olarak içerik analizi ile analiz edilmiştir. Analiz sonuçlarına göre, bu çalışmaya katılan öğretmenlerin genellikle bilimsel sorgulama ile ilgili naif ve geçiş görüşlere sahip oldukları görülmüştür. Bazı temalarda nispeten daha gelişmiş görüşe sahip olan öğretmenler özellikle lisans üstü eğitim almalarına göre önemli ölçüde farklılaşmışlardır. Özellikle fen eğitiminde yüksek lisans ve doktora eğitimine devam eden öğretmenlerin görüşlerinin oldukça gelişmiş olduğu görülmüştür. Öğretmenlerin bu görüşlerinin eğitim seviyelerine, lisans ve lisans üstü donemde aldıkları derslere ve hizmet içi eğitimlerdeki eğitimin kalitesine bağlı olarak değiştiği görülmüştür. Bu çalışma ile birlikte, öğretmen eğitiminde ve hizmet içi kurslarında bilimsel sorgulamaya önem verilmesi ve öğretmenlerin fen eğitimi alanında lisans üstü eğitim almaları için teşvik edilmesi önerilmektedir.

Keywords

Bilimsel sorgulamanın doğası, bilim okuryazarlığı, ortaokul fen bilimleri öğretmenleri

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