Fen Bilimleri Öğretmenlerinin Hidroelektrik Santrallerle İlgili Karar Verme Stratejileri

Year 2024, , 47 - 67, 31.08.2024

Meral Özturna Şengül Atasoy

https://doi.org/10.52597/buje.1270595

Abstract

Bu araştırmada, fen bilimleri öğretmenlerinin karar verme stratejileri bağlamında; sosyobilimsel konular (SBK) hakkındaki görüşlerini, Hidroelektrik Santraller (HES) ile ilgili informal muhakeme modlarını, karar verme ve argümantasyon düzeylerini belirlemek amaçlanmıştır. Araştırma Artvin ve Rize illerinde görev yapmakta olan 15 fen bilimleri öğretmeni ile yürütülmüştür. Temel nitel araştırma deseninin benimsendiği araştırmada; görüşmeler yoluyla elde edilen veriler betimsel ve içerik analizlerine tabi tutulmuştur. Öğretmenlerin çoğunun SBK’den haberdar olmadıkları ve bilgi eksikliğinin olduğu, nehir tipi HES ile ilgili farklı muhakeme yollarına başvurdukları, karar verme ve argümantasyon bakımından düşük düzeyde ve yüksek düzeyde becerilere sahip oldukları belirlenmiştir. Öğretmenlerinin SBK’de argümantasyon düzeylerinin ve karar verme yetkinliklerinin düşük olması, sınıf içi argümantasyon deneyimlerinin olmaması veya yetersiz olmasından kaynaklanabilir. Fen bilimleri öğretmenlerinin SBK karar verme stratejilerini geliştirmek için sınıf içi SBK argümantasyon deneyimlerinin sağlanması, izlenmesi ve uygulamalara ilişkin profesyonel gelişimlerinin takip edilmesi gerekir.

Keywords

Sosyobilimsel konular, karar verme, hidroelektrik santraller, informal muhakeme modları, argümantasyon

Science Teachers’ Decision-Making Strategies Regarding Hydroelectric Power Plants

Abstract

In this study, it was aimed to determine science teachers' views on socioscientific issues (SSI), informal reasoning modes, decision-making and argumentation levels related to Hydroelectric Power Plants (HPP) in the context of decision-making strategies. The study was conducted with 15 science teachers working in Artvin and Rize provinces. In the study in which basic qualitative research design was adopted, the data obtained through interviews were subjected to descriptive and content analyses. It was determined that most of the teachers were not aware of SSI and had a lack of knowledge, they used different ways of reasoning about river-type HPP, and they had low and high level skills in terms of decision-making and argumentation. The low level of argumentation and decision-making competences of science teachers in SSI may be due to the lack or inadequacy of their in-class argumentation experiences. In order to improve science teachers' SBK decision-making strategies, in-class SSI argumentation experiences should be provided, monitored and their professional development regarding the practices should be followed.

Keywords

socioscientific issues, decision making, hydroelectric power plants, informal reasoning modes, argumentation

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