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Fen Öğretmen Adaylarının Sosyo-Bilimsel Konular Hakkındaki Düşünceleri

Year 2017, Volume: 18 Issue: 2, 448 - 475, 29.12.2017
https://doi.org/10.12984/egeefd.295597

Abstract

Bu çalışmanın amacı fen dersi öğretmen adaylarının fen-teknoloji-toplum-çevre bağlantısı bağlamında sosyo-bilimsel sorunlar hakkındaki görüşlerini ortaya koymak ve cinsiyet açısından farklılıkları araştırmaktır. Bu amaçla tarama modeli kullanılmıştır. Yüz otuz beş fen bilgisi öğretmen adayı uygunluk örneklemine göre seçilmiş ve altı tanesi açık uçlu bir tane de derecelendirilmiş ölçekli soru sorularak elde edilen veriler frekans analizi ile değerlendirilmiştir. Sonuç olarak öğretmen adaylarının sosyo-bilimsel konular hakkında yeterli bilgi düzeyinde olmadıklarını ortaya konmuştur, lakin bu konuların nasıl öğretilebileceği konusunda ise tam tersine olması gereken niteliklere yani yöntem ve/ya tekniklerin kullanımına sahiptirler. Ayrıca sosyo-bilimsel konularla ilgili bilgi ve görüşlerinde en etkili olan kaynak üniversitedeki derslerden fizik, kimya, biyoloji dersleri olurken, medyadan sosyal medya ve görsel medya, sosyal hayat açısından ise arkadaşlar ve aile bilgi kaynağı olarak ön plana çıkmaktadır. Sosyo-bilimsel sorunlar arasında toplumda çok konuşulmayan sorunlara örneğin genetik kopyalamalar, nükleer silahlanma, obezite vb. bireyler ilgisiz kalmaktadır.

References

  • Abd-El-Khalick, F. (2001). Embedding nature of science instruction in preservice elementary science courses: Abandoning scientism, but ... Journal of Science Teacher Education, 12, 215–233.
  • Abd-El-Khalick, F., Bell, R.L., & Lederman, N.G. (1998). The nature of science and instructional practice: Making the unnatural natural. Science Education, 82, 417–436.
  • Abd-El Khalick, F., & Lederman, N. G. (2000). The influence of History of science courses on students’ views of nature of science. Journal of Research in Science Teaching, 37, 295-317.
  • Alaçam, Akşit, C. (2011). Sınıf Öğretmeni Adaylarının Sosyobilimsel Konularla ve Bu Konuların Öğretimiyle İlgili Görüşleri. (Yayımlanmamış Yüksek Lisans Tezi) Ege Üniversitesi / Sosyal Bilimleri Enstitüsü, İzmir.
  • Albe, V. (2007). Students’ Positions And Considerations Of Scientific Evidence About A Controversial Socioscientific Issue. Science & Education, 17 (8-9), 805-827.
  • Albe, V. (2008). When Scientific Knowledge, Daily Life Experience, Epistemological and Social Considerations Intersect: Students’ Argumentation in Group Discussions on a Socio-scientific Issue. Research in Science Education, 38 (1), 67-90.
  • Bacanak, A. (2002). Fen Bilgisi Öğretmen Adaylarının Fen Okuryazarlıkları İle Fen-Teknoloji-Toplum Dersinin Uygulanışını Değerlendirmeye Yönelik Bir Çalışma. (Yayımlanmamış yüksek lisans tezi) KTÜ/Fen Bilimleri Enstitüsü, Trabzon.
  • Çepni, S., Ayvacı, H. Ş., Bacanak, A. (2006). Fen Eğitimine Yeni Bir Bakış: Fen-Teknoloji-Toplum. Ankara: Pegema.
  • Çepni, S., Bacanak, A., Küçük, M. (2003). Fen Eğitiminin Amaçlarında Değişen Değerler: Fen Teknoloji–Toplum. Değerler Eğitimi Dergisi, 1 (4), 7– 29.
  • Forbes, C. T. & Davis, E. A. (2008). Exploring Preservice Elementary Teachers’ Critique and Adaptation of Science Curriculum Materials in Respect To Socioscientific Issues. Science & Education, 17, 829-854.
  • Gray, D.S., Bryce, T. (2006). Socio-Scientific İssues in Science Education: İmplications for the Professional Development of Teachers. Cambridge Journal of Education, 36 (2), 171-192.
  • Hurd, P. D. (1991). Closing the education gaps between science, technology, and society. Theory into Practice, 30(1), 251-259.
  • King, P. M., Kitchener, K. S. (2004). Reflective Judgment: Theory and Research on the Development of Epistemic Assumptions Through Adulthood. Educational Psychologist, 39 (1), 5–18.
  • Kolsto, S. D. (2001). Scientific Literacy For Citizenship: Tools For Dealing With The Science Dimension Of Controversial Socioscientific Issues. Science Education, (85), 291–310.
  • Kolsto, S. D., Bungum, B., Arnesen, E., Isnes, A., Kristensen, T., Mathiassen, K., Mestad, I., Quale, A., Tonning, A. S. V.& Ulvık, M. (2006). Science Students’ Critical Examination of Scientific Information Related to SSI. Science Education, 90, 632-655.
  • Köseoğlu, F., Tümay, H., & Budak, E. (2008). Bilimin Doğası Hakkında Paradigma Değişimleri ve Öğretimi ile İlgili Yeni Anlayışlar. GÜ, Gazi Eğitim Fakültesi Dergisi, 28(2), 221-237.
  • Lederman, N. (1986). Students' and teachers' understanding of the nature of science: A reassessment. School Science and Mathematics, 86(2), 91-99.
  • Lederman, N.G. (1999). Teachers’ Understanding of the Nature of Science and Classroom Practice: Factors That Facilitate or Impede the Relationship. Journal Of Research In Science Teaching, 36(8), 916–929.
  • Lee, H., Abd-El-Khalick, F., Choi, K. (2006). Korean Science Teachers' Perceptions of the Introduction of Socio-Scientific Issues into the Science Curriculum. Canadian Journal of Science, Mathematics and Technology Education, 6 (2), 97-117.
  • Lester, B. T., Ma, L. ,Okhee, L., Lambert, J. (2006). Social Activism in Elementary Science Education: A Science, Technology and Society Approach to Teach Global Warming. International Journal Of Science Education, 28 (4), 315-339.
  • Lee, H., Witz, G. K. (2008). Science Teachers' Inspiration for Teaching Socio- Scientific Issues: Disconnection with Reform Efforts. International Journal of Science Education, 1–30.
  • MEB (2013). İlköğretim Kurumları (İlkokullar ve Ortaokullar) Fen Bilimleri Dersi (3, 4, 5, 6, 7 ve 8. sınıflar) Öğretim Programı.
  • Osborne, J., Erduran, S., Simon, S. (2004). Enhancing The Quality of Argumentation in School Science. Journal of Research in Science Teaching, 41, 994-1020.
  • Pedersen, J., & Türkmen, H. (2005). Pre-service Teachers’ Knowledge and Perceptions of Social Issues. STS Today, 17 (2), 2-12.
  • Pedretti, E. (1999). Decision Making and STS Education: Exploring Scientific Knowledge and Social Responsibility in Schools and Science Centers through an Issue-Based Approach. Journal of School Science and Mathematics, 99 (4), 174–181.
  • Ratcliffe, M., Grace, M. (2003). Science Education For Citizenship: Teaching Socio-Scientific Issues. Berkshire: McGraw-Hill.
  • Sadler, T.D. (2004). Informal Reasoning Regarding Socio-Scientific Issues: A Critical Review of Research. Journal of Research in Science Teaching, 41, 513– 536.
  • Sadler, T. D. & Donnelly, L. A. (2006). Socioscientific Argumentation: The Effects Of Content Knowledge And Morality. International Journal of Science Education, 28 (12), 1463–1488.
  • Sadler, T. D., & Klosterman, M.L. (2008). Exploring the Sociopolitical Dimensions of Global Warming. Science Activities: Classroom Projects and Curriculum Ideas, 45(4), 9-13.
  • Sadler, T. D., Zeidler, D. L. (2009). Scientific Literacy, PISA, and Socioscientific Discourse Assessment for Progressive Aims of Science Education. Journal of Research In Science Teaching, 46 (8), 909–921
  • Siegel, H. ( 1989). The rationality of science, critical thinking and science education. Synthese, 80 (1), 9-42.
  • Solomon, J. (1993). Teaching Science, Technology and Society. Open Universy Press.
  • Solomon J. & Aikenhead G. (1994). STS Education: International Perspectives on Reform, Teachers College Press, New York.
Year 2017, Volume: 18 Issue: 2, 448 - 475, 29.12.2017
https://doi.org/10.12984/egeefd.295597

Abstract

References

  • Abd-El-Khalick, F. (2001). Embedding nature of science instruction in preservice elementary science courses: Abandoning scientism, but ... Journal of Science Teacher Education, 12, 215–233.
  • Abd-El-Khalick, F., Bell, R.L., & Lederman, N.G. (1998). The nature of science and instructional practice: Making the unnatural natural. Science Education, 82, 417–436.
  • Abd-El Khalick, F., & Lederman, N. G. (2000). The influence of History of science courses on students’ views of nature of science. Journal of Research in Science Teaching, 37, 295-317.
  • Alaçam, Akşit, C. (2011). Sınıf Öğretmeni Adaylarının Sosyobilimsel Konularla ve Bu Konuların Öğretimiyle İlgili Görüşleri. (Yayımlanmamış Yüksek Lisans Tezi) Ege Üniversitesi / Sosyal Bilimleri Enstitüsü, İzmir.
  • Albe, V. (2007). Students’ Positions And Considerations Of Scientific Evidence About A Controversial Socioscientific Issue. Science & Education, 17 (8-9), 805-827.
  • Albe, V. (2008). When Scientific Knowledge, Daily Life Experience, Epistemological and Social Considerations Intersect: Students’ Argumentation in Group Discussions on a Socio-scientific Issue. Research in Science Education, 38 (1), 67-90.
  • Bacanak, A. (2002). Fen Bilgisi Öğretmen Adaylarının Fen Okuryazarlıkları İle Fen-Teknoloji-Toplum Dersinin Uygulanışını Değerlendirmeye Yönelik Bir Çalışma. (Yayımlanmamış yüksek lisans tezi) KTÜ/Fen Bilimleri Enstitüsü, Trabzon.
  • Çepni, S., Ayvacı, H. Ş., Bacanak, A. (2006). Fen Eğitimine Yeni Bir Bakış: Fen-Teknoloji-Toplum. Ankara: Pegema.
  • Çepni, S., Bacanak, A., Küçük, M. (2003). Fen Eğitiminin Amaçlarında Değişen Değerler: Fen Teknoloji–Toplum. Değerler Eğitimi Dergisi, 1 (4), 7– 29.
  • Forbes, C. T. & Davis, E. A. (2008). Exploring Preservice Elementary Teachers’ Critique and Adaptation of Science Curriculum Materials in Respect To Socioscientific Issues. Science & Education, 17, 829-854.
  • Gray, D.S., Bryce, T. (2006). Socio-Scientific İssues in Science Education: İmplications for the Professional Development of Teachers. Cambridge Journal of Education, 36 (2), 171-192.
  • Hurd, P. D. (1991). Closing the education gaps between science, technology, and society. Theory into Practice, 30(1), 251-259.
  • King, P. M., Kitchener, K. S. (2004). Reflective Judgment: Theory and Research on the Development of Epistemic Assumptions Through Adulthood. Educational Psychologist, 39 (1), 5–18.
  • Kolsto, S. D. (2001). Scientific Literacy For Citizenship: Tools For Dealing With The Science Dimension Of Controversial Socioscientific Issues. Science Education, (85), 291–310.
  • Kolsto, S. D., Bungum, B., Arnesen, E., Isnes, A., Kristensen, T., Mathiassen, K., Mestad, I., Quale, A., Tonning, A. S. V.& Ulvık, M. (2006). Science Students’ Critical Examination of Scientific Information Related to SSI. Science Education, 90, 632-655.
  • Köseoğlu, F., Tümay, H., & Budak, E. (2008). Bilimin Doğası Hakkında Paradigma Değişimleri ve Öğretimi ile İlgili Yeni Anlayışlar. GÜ, Gazi Eğitim Fakültesi Dergisi, 28(2), 221-237.
  • Lederman, N. (1986). Students' and teachers' understanding of the nature of science: A reassessment. School Science and Mathematics, 86(2), 91-99.
  • Lederman, N.G. (1999). Teachers’ Understanding of the Nature of Science and Classroom Practice: Factors That Facilitate or Impede the Relationship. Journal Of Research In Science Teaching, 36(8), 916–929.
  • Lee, H., Abd-El-Khalick, F., Choi, K. (2006). Korean Science Teachers' Perceptions of the Introduction of Socio-Scientific Issues into the Science Curriculum. Canadian Journal of Science, Mathematics and Technology Education, 6 (2), 97-117.
  • Lester, B. T., Ma, L. ,Okhee, L., Lambert, J. (2006). Social Activism in Elementary Science Education: A Science, Technology and Society Approach to Teach Global Warming. International Journal Of Science Education, 28 (4), 315-339.
  • Lee, H., Witz, G. K. (2008). Science Teachers' Inspiration for Teaching Socio- Scientific Issues: Disconnection with Reform Efforts. International Journal of Science Education, 1–30.
  • MEB (2013). İlköğretim Kurumları (İlkokullar ve Ortaokullar) Fen Bilimleri Dersi (3, 4, 5, 6, 7 ve 8. sınıflar) Öğretim Programı.
  • Osborne, J., Erduran, S., Simon, S. (2004). Enhancing The Quality of Argumentation in School Science. Journal of Research in Science Teaching, 41, 994-1020.
  • Pedersen, J., & Türkmen, H. (2005). Pre-service Teachers’ Knowledge and Perceptions of Social Issues. STS Today, 17 (2), 2-12.
  • Pedretti, E. (1999). Decision Making and STS Education: Exploring Scientific Knowledge and Social Responsibility in Schools and Science Centers through an Issue-Based Approach. Journal of School Science and Mathematics, 99 (4), 174–181.
  • Ratcliffe, M., Grace, M. (2003). Science Education For Citizenship: Teaching Socio-Scientific Issues. Berkshire: McGraw-Hill.
  • Sadler, T.D. (2004). Informal Reasoning Regarding Socio-Scientific Issues: A Critical Review of Research. Journal of Research in Science Teaching, 41, 513– 536.
  • Sadler, T. D. & Donnelly, L. A. (2006). Socioscientific Argumentation: The Effects Of Content Knowledge And Morality. International Journal of Science Education, 28 (12), 1463–1488.
  • Sadler, T. D., & Klosterman, M.L. (2008). Exploring the Sociopolitical Dimensions of Global Warming. Science Activities: Classroom Projects and Curriculum Ideas, 45(4), 9-13.
  • Sadler, T. D., Zeidler, D. L. (2009). Scientific Literacy, PISA, and Socioscientific Discourse Assessment for Progressive Aims of Science Education. Journal of Research In Science Teaching, 46 (8), 909–921
  • Siegel, H. ( 1989). The rationality of science, critical thinking and science education. Synthese, 80 (1), 9-42.
  • Solomon, J. (1993). Teaching Science, Technology and Society. Open Universy Press.
  • Solomon J. & Aikenhead G. (1994). STS Education: International Perspectives on Reform, Teachers College Press, New York.
There are 33 citations in total.

Details

Journal Section Articles
Authors

Hakan Türkmen

Esin Pekmez

Murat Saglam

Publication Date December 29, 2017
Published in Issue Year 2017 Volume: 18 Issue: 2

Cite

APA Türkmen, H., Pekmez, E., & Saglam, M. (2017). Fen Öğretmen Adaylarının Sosyo-Bilimsel Konular Hakkındaki Düşünceleri. Ege Eğitim Dergisi, 18(2), 448-475. https://doi.org/10.12984/egeefd.295597

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