BİLİMİN DOĞASI ÖĞRETİMİNDE İLK ADIM: YENİ TOPLUM ETKİNLİĞİ VE UYGULANIŞI ÜZERİNE TARTIŞMALAR

Abstract

Bu çalışmanın temel amacı bilimin doğasının çeşitli boyutlarını derslerine açık-düşündürücü yaklaşım kullanarak entegre etmeyi planlayan, bu boyutları öğrenme kazanımlarından biri olarak düşünen fen alanı öğretmenlerinin özellikle dönem başında uygulayabilecekleri bir etkinliği bilimin doğasının hangi boyutlarının üzerinde durulabileceğini gösterecek şekilde tanıtmaktır. Kendi kurallarına göre yaşayan yeni bir toplumun bilim insanları tarafından keşfedilmesini içeren “Yeni Toplum” etkinliği bilimin doğası öğretim sürecine dahil olan ve hizmet içi-hizmet öncesi öğretmenlerden oluşan altı farklı grup üzerinde uygulanmıştır. Uygulamalardan elde edilen video kayıtları, gözlem notları, süreçte kullanılan etkinlik kağıtları, ve katılımcıların etkinlik ve süreç hakkındaki görüşleri araştırmacılar tarafından bilimin doğasının hangi yönlerinin nasıl öğretilebileceği açısından ele alınarak analiz edilmiştir. Farklı uygulamalardan elde edilen veriler bize Yeni Toplum etkinliğinin “Bilim İnsanının Yaratıcılığı, Öznelliği ve Bilimde Takım Çalışması”, “Teori-Kanun-Olgu”, “Bilimsel Metot ve Bilimde Şans Faktörü”, “Gözlem ve Çıkarım”, ve “Bilimsel Bilginin Değişebilirliği” boyutlarını açık-düşündürücü bir şekilde tartışmak için uygun sosyal bir ortam hazırladığını göstermiştir.

Keywords

• Bilimin Doğası,giriş etkinliği,açık düşündürücü yaklaşım,sosyal ortam

The First Step in Nature of Science Teaching: New Society Activity and Arguments on Its Implemantation

Abstract

The fundemantal purpose of this study introduce a beginning of semester activity for science teachers oriented to integrate several aspects of nature of science to their teaching. Six different groups of in-service and pre-service teachers, involved in a nature of science instructional sequence, were the participants and The “New Society” activity entailing the discovery of a new society living with its own rules was implemented in the first class of these different instructional sequences. Data sources including video records, field notes, activity sheets, and participants’ reflections on activity and the process of discovery were analyzed bearing in mind that how nature of science aspects can be communicated. Analysis of data showed that “New Society” activity created a social context for leading explicit-reflective discussions on “Creativity and Subjectivity of Scientist and Team Work in Science”, “Theory-Law-Fact, “Scientific Method and the Role of Chance, “Observation and Inference” and “Tentativeness of Scientific Knowledge”

Keywords

• Nature of Science,beginning of semester activity,explicit-reflective approach,social context

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