Reflection of Explicit-Reflective Argumentation Based and Explicit-Reflective Nature of Science Teaching on Prospective Science Teachers’ Written Arguments

Year 2017, Volume: 46 Issue: 1, 39 - 84, 27.04.2017

Emrah Hiğde Hilal Aktamış

https://doi.org/10.14812/cuefd.309431

Cited By: 1

Abstract

In
this study, it was investigate that the reflection of explicit-reflective
nature of science (NOS) teaching and explicit-reflective argumentation based
NOS teaching on prospective science teachers’ written arguments about NOS.  The reflection of different teaching methods
about NOS on prospective science teachers’ written arguments was assessed by
using open-ended VNOS-C questionnaire (Lederman, Abd-El-Khalick, Bell, & Schwartz, 2002). Sample of the study was composed of 70
prospective science teachers and two experiment groups. It was tried to bring
NOS aspects to prospective science teachers, when first experiment group was
enrolled in explicit-reflective argumentation based NOS teaching, other
experimental group was participated in explicit-reflective NOS teaching during
a semester. These experimental groups was decided to randomly assigned as first
and second experimental groups from intact groups at department of science
education in a public university. Prospective science teachers’ views about NOS
were evaluated by using VNOS-C as before and after implementation. Findings of
the study showed that second experimental group participating
explicit-reflective teaching about NOS had difficulties in constructing
arguments before implementation but they showed development in constructing
argument and constructing a low quality of scientific data and evidence after
implementation. Another finding of the study showed that when
explicit-reflective argumentation based NOS teaching experimental group
constructed low level of arguments before implementation, most of the
participants constructed high level of arguments by using sound evidence and
scientific data after implementation. Also, it was seen that a small number of
prospective science teachers in this group used weak backing to questions about
socially and culturally embedded NOS and creativity NOS aspects. As a result it
was found that prospective science teachers get educated via argumentation
based NOS teaching constructed more sound arguments about NOS than ones get
educated via explicit-reflective based NOS teaching about NOS.

Keywords

Argumentation, explicit-reflective, nature of science, written argumentation

Argümantasyon Temelli Açık Düşündürücü ve Açık Düşündürücü Bilimin Doğası Öğretiminin Öğretmen Adaylarının Yazılı Argümanlarına Yansıması

Abstract

Bu çalışmada, açık düşündürücü
bilimin doğası (ADBD) ve argümantasyon destekli açık düşündürücü bilimin doğası
(ADADBD) öğretiminin fen bilimleri öğretmen adaylarının bilimin doğasına
ilişkin yazılı argümanlarının yapısına ve kavramsal anlamalarına yansımaları
incelenmiştir. Öğretmen adaylarının ADBD ve ADADBD öğretiminin bilimin doğasına
yönelik yazılı argümanlarının yapısına ve kavramsal anlamalarına yansımaları
açık uçlu VNOS-C (Lederman, Abd-El-Khalick, Bell, & Schwartz, 2002) anketi
ile değerlendirilmiştir. Çalışmanın katılımcıları 70 kişiden (iki deney
grubundan) oluşmaktadır. Birinci gruba ADADBD etkinlikleriyle bilimin doğası
özellikleri kazandırılırken, diğer gruba ADBD etkinlikleriyle bilimin doğası
özellikleri bir dönem (3 ay) süresince kazandırılmaya çalışılmıştır. Bu gruplar
bir devlet üniversitesinde var olan fen bilgisi eğitimi bölümündeki iki şubenin
rastgele deney gruplarına atanmasıyla belirlenmiştir. Çalışmanın sonuçları ADBD
uygulanan grubun uygulama öncesinde argüman kurmada zorlandıkları uygulama
sonrasında ise zayıf kanıt ve veriler geliştirerek uygulama öncesine göre az da
olsa bir gelişim gösterdikleri bulunmuştur. Çalışmanın bir diğer sonucu ise
ADADBD uygulanan grubun uygulama öncesinde çok zayıf argümanlar oluşturduğu
görülürken uygulama sonrasında çoğunluğun güçlü kanıt ve bilimsel veriler ile
daha güçlü argümanlar kurduğu bulunmuştur. Ayrıca az sayıda da olsa bilimin,
bilimsel bilginin sosyal ve kültürel değerlerden etkilenmesi ve hayal gücü ve
yaratıcılığın bilimsel bilginin oluşmasındaki rolüne yönelik sorulara ilişkin
zayıf destekleyicilerin ADADBD grubunda kullanıldığı görülmüştür. ADADBD
uygulanan grubun, ADBD uygulanan gruba göre bilimin doğası özellikleri hakkında
daha güçlü argümanlar kurduğu sonucuna ulaşılmıştır.

Keywords

Argümantasyon, açık düşündürücü, bilimin doğası, yazılı argümantasyon

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