ARAŞTIRMA ÇIRAKLIĞI ARACILIĞIYLA ÖĞRENCİLERİN BİREYSEL VE EVRENSEL BİLİMİN DOĞASI ANLAYIŞLARI ARASINDA BAĞLANTILAR OLUŞTURMA

Year 2010, Volume: 11 Issue: 4, 97 - 111, 01.11.2010

Stephen Burgın Troy Sadler

Abstract

Bilimin doğası ile ilgili genel görüşe göre profesyonel bilim uygulamaları hakkında üst düzeyde anlayış geliştirme geleneksel okul düzeninde fen eğitiminin açık ve anlaşılır bir hedefi olmalıdır Lederman, 1992; Lederman, 2007 . Bu bakış açısı öğrencilerin tek bir bilimin doğası anlayışına sahip olmasını ifade etmektedir. Bazılarına göre ise okullardaki fen sınıflarının kültürü bir bilim laboratuvarından o kadar farklıdır ki öğrenciler apayrı iki farklı bilimin doğası görüşüne sahip olabilirler Hogan, 2000; Sandoval, 2005 . Biz ise lise düzeyinde bilimsel çalışmalara asistanlık yapma deneyiminin bu öğrencilere bilimin doğasını doğrudan öğrenebilecekleri bir bilim laboratuvarının parçası olma imkanı sağlayacağına inanıyoruz. Bu deneyim öğrencilerin kişisel bilimin doğası anlayışları ile evrensel bilimin doğası anlayışı arasındaki farklılığı giderebilir. Bu deneyimin öğrenme, öğretme ve bilimin doğasını değerlendirme açısından etkileri tartışıldı ve bir araştırma gündemi önerildi.

Keywords

Bilimin doğası, Otantik deneyim, Araştırma asistanlığı/çıraklığı

Creating Links Between Students’ Personal and Global Understandings of Nature of Science Through Research Apprenticeships

Abstract

The standard view of Nature of Science NOS is that the development of sophisticated understandings of professional science practice can and should be an explicit goal of science education in traditional school settings Lederman, 1992; Lederman, 2007 . This perspective implies that students have one working conception of NOS. Others suggest that the culture of the science classroom is so different from the culture of a working science lab that students may hold two distinct views of NOS Hogan, 2000; Sandoval, 2005 . We believe that secondary students experiences in scientific research apprenticeships have the potential to allow these learners to become members of a working science lab where they truly experience an authentic form of science. These experiences may bridge the gap between students’ personal and global understandings of NOS. Implications for the teaching, learning, and assessment of NOS in these contexts is discussed and a research agenda is proposed

Keywords

Nature of Science, Authenticity, Research Apprenticeships

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