Fen Bilgisi Öğretmen Adaylarının Bilimsel Yöntem Algıları

Year 2012, Volume: 1 Issue: 2, 257 - 274, 01.12.2012

Pınar Seda Çetin

Abstract

Öğretmen adaylarının bilimsel yöntem hakkındaki görüşleri onların ileriki meslek hayatlarında neyi öğreteceklerini belirlemesi açısından son derece önemlidir. Bu çalışmanın amacı 346 öğretmen adayının bilimsel yöntem hakkındaki görüşlerini incelemek ve bu görüşlerin çalışılan alana bağlı olup olmadığını belirlemektir. Çalışmanın verileri araştırmacı tarafından geliştirilen 3 adet açık uçlu sorudan oluşan bir anket ve görüşmeler yoluyla toplanmıştır. Verilerin analizi sonucunda öğrenmen adaylarını bilimsel yöntem hakkındaki görüşleri “A, A’dır”, “deney/gözlem yapmak”, “önceden belirlenmiş basamaklar”, “bilim komitesi tarafından kullanılan yöntemler ” ve “çağdaş görüş” olmak üzere 5 kategoride açıklanmıştır. Katılımcıların %44’ünün tek bir bilimsel yöntemin varlığını kabul ettikleri görülmektedir. Ayrıca katılımcıların yarısından fazlası fizik, biyoloji ve kimya alanında bilimsel bilgi elde etmenin yönteminin farklı olduğunu belirtmiştir.Bu çalışma öğretmen adaylarının bilimin doğasının bir bileşeni olan bilimsel yöntem hakkındaki görüşlerini araştırmanın ve geliştirmenin önemini ve gerekliliğini ortaya koymuştur

Keywords

bilimin doğası, bilimsel yöntem, öğretmen adayları

Pre- service Science Teachers’ Conceptions of Scientific Method

Abstract

Pre-service teachers’ views about scientific method are important because their views affect what they teach and do in their future classrooms. The main aim of this study was to investigate 346 pre-service science teachers’ conceptions about scientific method. Moreover the context dependence of these conceptions was examined by an investigator developed survey in conjunction with follow- up interviews. Analysis of the data revealed that participants’ conceptions of scientific method can be categorized as (i) A is A, (ii) making experiment/ observation, (iii) predetermined steps, (iv) method used by scientific community, and (v) contemporary view. 44% of the participants supported existence of a single scientific method. Further, more than half of the participants believed that the way of getting reliable knowledge in physics, chemistry and biology are different. This research emphasizes the importance of considering pre-service teachers ‘conceptions of scientific method as an important component of NOS. The major implication of this work for developing the concepts of method of science in the science classroom is the need to consider the pre-service science teachers’ conceptions

Keywords

nature of science, scientific method, pre-service teachers

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