Öğretmen Adaylarının Bilimin Doğasına Yönelik Anlayışları İle Öğrenim Gördükleri Alanlar Arasındaki İlişki

Year 2015, Volume: 23 Issue: 2, 755 - 772, 15.05.2015

Suat Çelik Faik Özgür Karataş

Abstract

Bu çalışmanın amacı fen ve matematik öğretmen adaylarının bilimin doğasına yönelik anlayışlarını ve bu anlayışlarla öğrenim gördükleri alanlar arasında bir ilişkinin bulunup bulunmadığını irdelemektir. Buna yönelik olarak, “bilimin doğası anlayışları testi” hem fen hem de eğitim fakültelerinin kimya, fizik, biyoloji ve matematik bölümlerinin son sınıflarında öğrenim gören toplam 220 öğretmen adayına uygulanmıştır. Test sonuçları, bilimin doğasının yedi boyutu dikkate alınarak geliştirilen kodlama sistemine göre betimsel olarak analiz edilmiştir. Öğretmen adaylarının anlayışları ile öğrenim gördükleri alanlar arasındaki ilişkiyi incelemek için Ki-kare testi kullanılmıştır. Bilimsel bilginin nesnel doğası ve bilimde hayal gücü ve yaratıcılık boyutları hariç, öğretmen adaylarının yalnızca %50’sinden daha azının bilimin doğasının diğer boyutları ile ilgili olarak geçerli anlayışlara sahip oldukları tespit edilmiştir. Ayrıca, bilimin doğasının yedi boyutunun beşinde öğretmen adaylarının anlayışları ve öğrenim gördükleri alanlar arasında bir ilişki bulunduğu da görülmüştür. Çalışmada, fen eğitimi ve daha sonra yapılacak çalışmalara yönelik çeşitli önerilerde bulunulmuştur.

Keywords

bilimin doğası, fen ve matematik öğretmen adayları

Relationship Between Pre-Service Teachers’ Views Of Nature Of Science And Their Study Subjects

Abstract

The aim of this study was to investigate pre-service science and mathematics teachers’ views of the nature of science and to find out any relationships between their views and their study subjects. For this aim the Views on the Nature of Science (VNOS) questionnaire was administered to 220 pre-service science and mathematics teachers from departments of chemistry, physics, biology and mathematics in both Faculty of Education and Faculty of Science. The participants’ responses to VNOS questionnaire were analyzed by employing a coding theme based on seven aspects of the nature of science. Chi-Square test was implemented to analyze data to check the relationship between the pre-service teachers’ views of NOS and their study subjects. It was found that less than 50% of the participants’ views of certain aspects of NOS are considered as “informed,” except subjectivity nature of scientific knowledge and role of creativity and imagination in science. A relationship was found between the participants’ views of NOS and their study subjects for five out of seven aspects of NOS. Implications for science teacher education and for future studies are discussed.

Keywords

nature of science, pre-service science and mathematics teachers

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