Sosyobilimsel Konular ve Öğretmenler: Türkiye’deki Tezlere Yönelik Bir Sistematik Literatür İncelemesi

Year 2021, Volume: 22 Issue: 3, 1604 - 1640, 31.12.2021

Arzu Sönmez Eryaşar

Abstract

Sosyobilimsel konular günlük hayatta birçok kez karşımıza çıkan, tartışmalı ve karmaşık konulardır. Bu konular hem sosyal hem de bilimsel ikilemleri içinde barındıran, eleştirel düşünme ve muhakeme yapabilmeyi gerektiren konulardır. Bu çalışmanın amacı son 10 yıl içerisinde Türkiye’de sosyobilimsel konulara yönelik öğretmenlerle ve öğretmen adaylarıyla yapılmış olan yüksek lisans ve doktora tezlerini sistematik olarak incelemektir. Sistematik literatür incelemesinden faydalanılan bu çalışmada, belirlenen özel kriterler doğrultusunda 2010-2020 yılları içerisinde Türkiye’de yayınlanmış olan, öğretmen ve öğretmen adayları ile gerçekleştirilmiş sosyobilimsel konulara yönelik 49 adet yüksek lisans ve doktora tezi incelenmiştir. Çalışmaların büyük çoğunluğunun yüksek lisans seviyesinde ve öğretmen adaylarıyla gerçekleştiği görülmüştür. Sosyobilimsel konuların öğretimine yönelik görüşler, özyeterlik çalışmaları ve argümantasyon tabanlı öğrenme ile ilgili yapılan çalışmaların çoğunlukta olduğu tespit edilmiştir. En fazla içerik analizi ve betimsel analiz yöntemleriyle analiz yapıldığı ve en fazla kullanılan ölçme aracının görüşme formu olduğu belirlenmiştir. Öğretmenlerin çoğunlukla bu konuların öğretimine yönelik yeterli bilgi ve öz yeterliğe sahip olmadığı bu nedenle de sınıf içerisine bu konuları taşımadıkları görülmüştür. Öğretmenlere bu konuların öğretimine yönelik hizmet içi eğitimlerin verilmesi, öğretmen adaylarına da etkili eğitimlerin verilmesi önerilebilir.

Keywords

sosyobilimsel konular, öğretmen eğitimi, öğretmenler, öğretmen adayları

Socioscientific Issues and Teachers: A Literature Review for Theses in Turkey

Abstract

Socioscientific issues are controversial and complex issues that we encounter many times in daily life. These issues are hosts in both social and scientific dilemmas are issues that require to make critical thinking and reasoning. The aim of this study in the last 10 years, master's and doctoral dissertations made with teachers and for teachers socioscientific issues in Turkey is to examine systematically. In this study imposed on a systematic literature review, in determining the specific criteria in accordance of 2010-2020, which was published in Turkey, teachers and teacher candidates was carried out with for socioscientific issues 49 master's and doctoral dissertations are examined. It has been observed that most of the studies were conducted at the graduate level and with teacher candidates. It has been observed that the majority of studies on the teaching of socioscientific issues, self-efficacy studies and argumentation-based learning are. It was determined that the analysis was mostly made by content analysis and descriptive analysis methods and the most used measurement tool was the interview form. It has been observed that teachers mostly do not have sufficient knowledge and self-efficacy for teaching these subjects, therefore they do not carry these subjects into the classroom. It can be suggested to provide teachers with in-service training for teaching these subjects and effective training for teacher candidates.

Keywords

socioscientific issues, Teacher education, Teachers, preservice teachers

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