Bağlamın Anlamı ve Nitelikleri ve Öğrencilerin Fen Eğitiminde Bağlam Tercihleri

Year 2020, Volume: 5 Issue: 1, 53 - 70, 31.03.2020

Rıdvan Elmas

https://doi.org/10.37995/jotcsc.687460

Cited By: 6

Abstract

Bu çalışmanın amacı bağlam temelli fen eğitimi yaklaşımına uygun bağlam temelli fen dersi tasarımı yaparken kullanılan bağlam kavramını tanımlamak ve bu kavramın bağlam temelli fen eğitiminde kullanımını ile ilgili nitelikleri belirlemektir. Çalışma bir alan taraması çalışmasıdır. Bu çalışma kapsamında konu ile ilgili olan makaleler veri tabanlarından taranmış ve ilgili makaleler üzerinden bir sentez yapılmaya çalışılmıştır. Bağlam kelimesi birçok çalışmada ve alanda farklı şekillerde tanımlanmaktadır. Bu sebeple oluşan karmaşayı bu çalışma fen eğitimi için ortadan kaldırmayı hedeflemektedir. Yapılan fen eğitimi araştırmaların da bağlama gereken önemin verilmediğini belirten çalışmalar mevcuttur. Ayrıca bağlam kullanımı ile ilgili olan nitelikler belirlenerek bundan sonra bağlam temelli ya da benzer yaklaşımları kullanarak hazırlanan çalışmalar için bağlam kullanımının kolaylaştırılması hedeflenmektedir. Ayrıca öğrencilerin bağlam seçimini etkileyen kriterler de belirlenmiştir.

Keywords

Bağlam, Bağlamın Özellikleri, Bağlam Seçimi, Bağlam-temelli Fen Eğitimi, Fen Eğitimi

The Meaning and Characteristics of Context and Students’ Context Preferences in Science Education

Abstract

This study aims to define the “context” used in designing science lessons for the context-based education approach and determining the attributes related to the use of this concept. This study is an extensive literature review. Articles associated with context-based education have been scanned from databases, and synthesis has been made over related ones. The word context is described in different ways in many fields. This study aims to eliminate this confusion in terms of science education. Studies state that the importance of context has not been emphasized enough. Also, it is intended to identify the attributes related to the use of context and to facilitate the explanation of context for the studies prepared using the context-based education approach. Besides, the criteria that affect the context preferences of the students were determined. The affective factors were more effective than cognitive factors in students‟ context preferences.  

Keywords

Context, Attributes of the Context, context preferences, context-based science education, contextual questions

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