OTANTİK BİLİMSEL UYGULAMALARA SOSYOLOJİK BİR BAKİS VE OKULLARDAKİ FEN ÖGRETİMİ

Year 2010, Volume: 11 Issue: 4, 113 - 127, 01.11.2010

Mehmet Ayar Bugrahan Yalvac

Abstract

Bu çalışma kapsamında, bilimin antropolojik ve sosyolojik açıları ile temellendirilen „otantik bilim uygulamalarını? vurgulamakta ve fen eğitimi için önerilerinden bahsetmekteyiz. Geleneksel fen eğitiminin sadece „olağan bilim? olarak öğretilmesinin problemli olduğunu belirterek „bilimsel uygulamaların? sosyolojik özelliklerini yansıtmadan öğretildigine dikkat çekmekteyiz. Bilimin antropolojik ve sosyolojik özelliklerini kısaca tartıştıktan sonra fen öğrenme ortamlarını tasarlamada ve bilimin doğasının ilkelerini öğretmede bilimin sosyal esaslarını ve „uygulama toplulukları? kavramını içermesi gerektiğini önermekteyiz. Daha sonra, yakın zamanda yapılan çalışmalarda „otantik bilim uygulamalarının? özelliklerini ele almaktayız ve araştırmacıların bu çalışmalarda „otantik bilim uygulamalarını? nasıl kullanılabilir hale getirdiklerini tetkik etmekteyiz. Son olarak ise bilimin antropolojik ve sosyolojik açılarını kullanarak „otantik bilim uygulamaları? hakkında öğrencilerin ve öğretmenlerin farkındalıklarını artırmak için önerilerde bulunmaktayız.

Keywords

Otantik bilim, bilimsel araştırma, bilimsel okuryazarlık, bilim antropolojisi, bilim sosyolojisi, bilimin doğası

A Sociological Standpoint to Authentic Scientific Practices and its Role in School Science Teaching

Abstract

In this paper we place an emphasis on authentic science practices grounded by anthropological and sociological lenses of science and discuss their implications for science teaching. We highlight the problem of typical science teaching as teaching merely about the “normal science” and ignoring the sociological characteristics of scientific practice. After briefly reviewing the sociological and anthropological perspectives of science, we propose including the social characteristics of science and the notion of communities of practice in designing science learning environments and considering them as essential components of the nature of science teaching practices. Next, we discuss the characteristics of authentic scientific practices as reported in recent studies and examine how researchers operationalized authentic science practices in their educational studies. Finally we suggest some implications for practice in augmenting students‟ and teachers‟ awareness about authentic science practices using the anthropological and sociological lenses

Keywords

Authentic science, scientific inquiry, scientific literacy, anthropology of science, sociology of science, the nature of science

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