Öğrencilerin Bilimin Doğası Anlayışları ile Üst Bilişsel Farkındalıkları Arasındaki İlişki

Year 2023, , 315 - 336, 15.10.2023

Dilara Gören , Ebru Kaya

https://doi.org/10.52597/buje.1123164

Cited By: 1

Abstract

Bilimin doğasındaki yaklaşımlardan “Yeniden Kavramsallaştırılmış̧ Aile Benzerliği Yaklaşımı’na Dayalı Bilimin Doğası’’ (RFN) (Erduran & Dagher, 2014) bilimi amaç ve değerler, bilimsel pratikler, yöntem ve yöntemsel kurallar ve bilimsel bilgi (epistemik, bilişsel), sosyal-kurumsal yönleriyle sınıflandırmıştır. Bu süreç planlama, yönetme, kontrol etme gibi üst bilişsel stratejiler tarafından etkilenmektedir. 5.sınıf öğrencilerinin üst bilişsel farkındalıkları ve RFN anlayışları arasındaki ilişkiyi incelemek amacıyla 180 5.sınıf öğrencisine “Çocuklar için Üst Bilişsel Farkındalık Ölçeği” ve “Bilimin Doğası Öğrenci Anketi” uygulanmıştır. Ardından 3 öğrenci (düşük, orta, yüksek seviye) ile görüşmeler gerçekleştirilmiştir. Nicel analizler istatistiksel olarak anlamlı pozitif yönde bir ilişkiyi nitel görüşmeler ise üst bilişsel farkındalığı düşük/yüksek olan öğrencilerin de RFN algılarının düşük/yüksek olduğunu göstermiştir. Çalışma üst bilişsel stratejiler ve RFN temelli deneysel çalışmalar için temel oluşturmaktadır.

Keywords

Bilimin Doğası, Yeniden Kavramsallaştırılmış Aile Benzerliği Yaklaşımı, Üst Bilişsel Farkındalık, 5. Sınıf Öğrencileri

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