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What Did We Do Between 1998-2012 In Turkey? A Review Of The Research On Nature Of Science

Year 2016, Volume: 24 Issue: 1, 17 - 36, 15.07.2016

Abstract

During the past two decades, a significant body of research has focused on students’ understandings of the nature of science (NOS). That is for sure that the studies regarding the nature of science, which is one of the most important elements of scientific literacy that is determined as the main focus of the science education at all levels, should and will continue. However, understanding of our starting point, what we have done, what we have succeeded, and where we have failed is essential for the studies and attempts on this subject to be more effective and meaningful. In this regard, this study aimed at examining the subjects, samples, methods, and findings of the 134 studies conducted in Turkey between 1998 and 2012 through document analysis. Although there is many studies in this field, the results indicate that, students of all grades, preservice and inservice teachers have not attained the desired understanding of NOS

References

  • Abd-El-Khalick, F. & Lederman, N.G. (2000a). Improving science teachers’ conceptions of the nature of science: a critical review of the literature, International Journal of Science Education, 22 (7), 665-701.
  • Akerson, V. L. & Hanuscin, D. (2007). Teachingnature of sciencethroughınquiry: Results of a 3-year
  • Professional developmentprogram.Journal of Research in ScienceTeaching, 44(5), 653–680. Akerson, V.L.; Cullen, T.A. & Hanson, D.L. (2009). Fostering a community of practicethrough a
  • Professional devolopment program toimproveelementaryteachers’ views of nature of science- andteachingpractice. .Journal of Research in ScienceTeaching, 46(10), 1090-1113.
  • American Association for the Advancement of Science [AAAS] (1990). Science for All Americans. New
  • York: Oxford University Press. Internet address: http://project2061.aaas.org/tools/sfaaol/sfaatoc.htm
  • Aslan, O. (2009). Science and technology teachers’ views on nature of science and the reflexions of these views on classroom activities. PhD Thesis, Gazi University, Turkey.
  • Balki, N., Çoban, A. K. ve Aktaş, M. (2003). İlköğretim Öğrencilerinin Bilim ve Bilim İnsanına
  • Yönelik Düşünceleri. Uludağ Üniversitesi Eğitim Fakültesi Dergisi, 27(1), 11-17. Bell, R. L., & Lederman, N.G. (2003). Understandings of the nature of science and decision making on science and technology based issues. Science Education, 87, 352– 377.
  • Burton, E.P. (2013). Student work products as a teaching tool for nature of science pedagogical knowledge: A professional development project with in-service secondary science teachers. Te- aching and Teacher Education, 29, 156-166.
  • Bora, N.D. (2005). A research on the view points of science teachers and students on the nature of science in Turkey, PhD Thesis, Gazi University, Turkey.
  • Capps, D.K. & Crawford, B.A. (2013). Inquiry-Based Professional Development: What does it take to support teachers in learning about inquiry and nature of science? International Journal of
  • Science Education. http://dx.doi.org/10.1080/09500693.2012.760209
  • Cheng M.M.H; Chan, K.W.; Tang, S.Y.F. & Cheng, A.Y.N. (2009).Pre-service teacher education students’ epistemological beliefs and their conceptions of teaching. Teaching and Teacher Education 25, 319–327.
  • Deng, F., Chen, D., Tsai, C. C. & Chai, C. S. (2011). Students’ views of the nature of science: A criti- cal review of research. Science Education, 95, 961-999, DOI 10.1002/sce.20460.
  • Doğan, N., Çakıroğlu, J., Çavuş, S., Bilican, K. & Arslan, O. (2011). Developing science teachers’ nature of science views: the effect of in-service teacher education program. Hacettepe University
  • Journal of Education, 40,127-139
  • Eichinger, D. C., Abell, S. K., & Dagher, Z. R. (1997). Developing a graduate level science education course on the nature of science. Science & Education, 6, 417– 429.
  • Kılınç, E. (2010). Ortaöğretim öğrencilerinin bilimin doğası hakkındaki bilgi yapılarının kavram haritası yöntemiyle incelenmesi. Yayımlanmamış Yüksek Lisans Tezi, Gazi Üniversitesi Eğitim
  • Bilimleri Enstitüsü, Ankara. Küçük, M. (2006). A study on teaching the nature of science to 7th grade students, PhD Thesis, Ka- radeniz Teknik University, Turkey.
  • Lederman NG. (1992). Students’ andteachers’ conceptions of thenature ofscience: a review of there- search. J ResSci Teach.29:331–59.
  • Lederman, J.S.; Lederman, N.G. ; Kim, B.S. & Ko, E.K. (2012). Teaching and learning of nature of science and scientific ınquiry: building capacity through systematic research-based Professional development. Advances in Nature of Science Research. 125-152.
  • Lumpe, A.; Czerniak, C.; Haney, J. & Beltyukova, S. (2012). Beliefs about teaching science: the relationship between elementary teachers’ participation in Professional development and student achievement. International Journal of Science Education. 34 (2), 153-166.
  • MEB, Talim ve Terbiye Kurulu Başkanlığı (2004). İlköğretim Fen ve Teknoloji Dersi, 4-8. Sınıflar
  • Öğretim Programı, Ankara. MEB, Talim ve Terbiye Kurulu Başkanlığı (2013). İlköğretim Fen Bilimleri Dersi, 3-8. Sınıflar
  • Öğretim Programı, Ankara. Merill, R. & Butts, D. (1969). Vitalizing the role of the teacher. In D. Butts (ed.) Designs for Progress in Science Education (Washington, DC: National Science Teachers Association) pp. 35-42.
  • Posnanski, T.J. (2010). Developing understanding of the nature of science within a Professional de- velopment program for inservice elementary teachers: Project nature of elementary science teac- hing. Journal of Science Teacher Education, 21(5), 589-621.
  • Ramsey, G. & Howe, R.W. (1969). An analysis of research on instructional procedures in secondary school science. The Science Teacher, 36(4), 62-70.
  • Tasar, M.F. (2003). Teaching history and the nature of science in science teacher education programs.
  • Pamukkale University Journal of Education Faculty, 1(13), 30-42. Terzi, A.R. (2005). A research on scientific epistemological beliefs of university students. Journal of Social Science, 298-311.
  • Trent, J. (1965). The attainment of the concept “understanding science” using contrasting physics courses. Journal of Research in Science Teaching,3(3),224-229.
  • Troxel, V.A. (1968). Analysis of instructional outcomes of students involved with three sources in high school chemistry. Washington, DC: U.S. Department of Health, Education, and Welfare, Office of Education.
  • Wilson, L. (1954). A study of opinions related to the nature of science and its purpose in society.
  • Science Education, 38(2), 159- 164. Yakmacı, B. (1998). Science (Biology, Chemistry and Physics) Teacher’s Views on the Nature of Sci- ence as a Dimension of Scientific Literacy, Master Thesis, Boğaziçi University, Turkey.
  • Ek-1. Bilimin Doğasıyla İlgili 1998-2012 Yılları Arasında Türkiye’de Yapılan Tezler Yıl Yazar Yakmacı, B.
  • Anlama Ölçeği (Can, 2008), VNOS-C, Bir Bilim İnsanı Çiz Testi
  • VNOS- E, Görüşme, Fen Dersine Karşı Tutum Ölçeği Erenoğlu, C. İlköğretim Öğrencisi Örneklem Öğretmen Adayı Veri Toplama Araçları ADT (Astronomy Diagnostic Test), NSKS, Astronomi Özyeterlik İnancı Ölçeği (Riggs and Enochs, 1990)
  • VOSTS-TR, Kavram haritaları VNOS-C, Bilimsel Okuryazarlığın Doğası Testi, Hücre Alan Bilgisi Testi, Görüşme, Kişisel Bilgi Formu VANS, VNOS-C, Görüşme, Gözlem, Dökümanlar VNOS-C, VOSTS-TR, Demografik Anket VNOS-B, Yansıtıcı Notlar, Görüşme Bilimin Doğası Ölçeği (VNOS-E ve Araştırmacı) VNOS-C, Dökümanlar, Görüşme, Yansıtıcı notlar, Bilimsel Bilgiye Yönelik Tutum Ölçeği (Küçük, 2006). Dökümanlar
  • Allport Vernon Lindzey’in Değerler Testi, STAS-II, Öğrencilerin Genel Not Ortalamaları Bilimin Doğası Hakkında Görüşler Testi, Görüşme, Kişisel Bilgiler Anketi Toz, N. Öğretmen Ek-2. Bilimin Doğasıyla İlgili 1998-2012 Yılları Arasında Türkiye’de Yapılan Makaleler Yıl Yazar

Bilimin Doğasıyla İlgili 1998-2012 Yılları Arasında Türkiye’de Yapılan Çalışmaların Değerlendirmesi

Year 2016, Volume: 24 Issue: 1, 17 - 36, 15.07.2016

Abstract

Bilimin doğasının fen konularına entegre edilerek fen öğretim programlarında yer alması ve mutlaka öğretilmesi gerektiği 20. yüzyılın başlarından itibaren fen eğitimcilerinin önem verdikleri bir konudur. Şüphesiz ki fen eğitiminde temel amaç olarak belirlenen bilim okuryazarlığının en önemli bileşenlerinden birisi olan bilimin doğası öğretimi konusundaki çalışmalar devam etmelidir ve edecektir. Ancak nereden başladığımızı, neler yaptığımızı, neleri başarıp hangi noktalarda yetersiz kaldığımızı anlamak bu alanda yapılacak çalışmaların ve girişimlerin daha verimli ve anlamlı olması için son derece önemlidir. Bu çalışmada Türkiye’de 1998-2012 yılları arasında yapılan 134 çalışmanın dokuman analizi yöntemiyle konu, örneklem, metot ve sonuçlarının incelenmesi amaçlanmıştır. Bu alanda çok sayıda çalışma yapılmasına rağmen; öğrenci, öğretmen adayı ve öğretmenlerin bilimin doğası hakkında hala yetersiz bilgi düzeylerine ve kavram yanılgılarına sahip olduklarının rapor edildiği gözlemlenmiştir.

References

  • Abd-El-Khalick, F. & Lederman, N.G. (2000a). Improving science teachers’ conceptions of the nature of science: a critical review of the literature, International Journal of Science Education, 22 (7), 665-701.
  • Akerson, V. L. & Hanuscin, D. (2007). Teachingnature of sciencethroughınquiry: Results of a 3-year
  • Professional developmentprogram.Journal of Research in ScienceTeaching, 44(5), 653–680. Akerson, V.L.; Cullen, T.A. & Hanson, D.L. (2009). Fostering a community of practicethrough a
  • Professional devolopment program toimproveelementaryteachers’ views of nature of science- andteachingpractice. .Journal of Research in ScienceTeaching, 46(10), 1090-1113.
  • American Association for the Advancement of Science [AAAS] (1990). Science for All Americans. New
  • York: Oxford University Press. Internet address: http://project2061.aaas.org/tools/sfaaol/sfaatoc.htm
  • Aslan, O. (2009). Science and technology teachers’ views on nature of science and the reflexions of these views on classroom activities. PhD Thesis, Gazi University, Turkey.
  • Balki, N., Çoban, A. K. ve Aktaş, M. (2003). İlköğretim Öğrencilerinin Bilim ve Bilim İnsanına
  • Yönelik Düşünceleri. Uludağ Üniversitesi Eğitim Fakültesi Dergisi, 27(1), 11-17. Bell, R. L., & Lederman, N.G. (2003). Understandings of the nature of science and decision making on science and technology based issues. Science Education, 87, 352– 377.
  • Burton, E.P. (2013). Student work products as a teaching tool for nature of science pedagogical knowledge: A professional development project with in-service secondary science teachers. Te- aching and Teacher Education, 29, 156-166.
  • Bora, N.D. (2005). A research on the view points of science teachers and students on the nature of science in Turkey, PhD Thesis, Gazi University, Turkey.
  • Capps, D.K. & Crawford, B.A. (2013). Inquiry-Based Professional Development: What does it take to support teachers in learning about inquiry and nature of science? International Journal of
  • Science Education. http://dx.doi.org/10.1080/09500693.2012.760209
  • Cheng M.M.H; Chan, K.W.; Tang, S.Y.F. & Cheng, A.Y.N. (2009).Pre-service teacher education students’ epistemological beliefs and their conceptions of teaching. Teaching and Teacher Education 25, 319–327.
  • Deng, F., Chen, D., Tsai, C. C. & Chai, C. S. (2011). Students’ views of the nature of science: A criti- cal review of research. Science Education, 95, 961-999, DOI 10.1002/sce.20460.
  • Doğan, N., Çakıroğlu, J., Çavuş, S., Bilican, K. & Arslan, O. (2011). Developing science teachers’ nature of science views: the effect of in-service teacher education program. Hacettepe University
  • Journal of Education, 40,127-139
  • Eichinger, D. C., Abell, S. K., & Dagher, Z. R. (1997). Developing a graduate level science education course on the nature of science. Science & Education, 6, 417– 429.
  • Kılınç, E. (2010). Ortaöğretim öğrencilerinin bilimin doğası hakkındaki bilgi yapılarının kavram haritası yöntemiyle incelenmesi. Yayımlanmamış Yüksek Lisans Tezi, Gazi Üniversitesi Eğitim
  • Bilimleri Enstitüsü, Ankara. Küçük, M. (2006). A study on teaching the nature of science to 7th grade students, PhD Thesis, Ka- radeniz Teknik University, Turkey.
  • Lederman NG. (1992). Students’ andteachers’ conceptions of thenature ofscience: a review of there- search. J ResSci Teach.29:331–59.
  • Lederman, J.S.; Lederman, N.G. ; Kim, B.S. & Ko, E.K. (2012). Teaching and learning of nature of science and scientific ınquiry: building capacity through systematic research-based Professional development. Advances in Nature of Science Research. 125-152.
  • Lumpe, A.; Czerniak, C.; Haney, J. & Beltyukova, S. (2012). Beliefs about teaching science: the relationship between elementary teachers’ participation in Professional development and student achievement. International Journal of Science Education. 34 (2), 153-166.
  • MEB, Talim ve Terbiye Kurulu Başkanlığı (2004). İlköğretim Fen ve Teknoloji Dersi, 4-8. Sınıflar
  • Öğretim Programı, Ankara. MEB, Talim ve Terbiye Kurulu Başkanlığı (2013). İlköğretim Fen Bilimleri Dersi, 3-8. Sınıflar
  • Öğretim Programı, Ankara. Merill, R. & Butts, D. (1969). Vitalizing the role of the teacher. In D. Butts (ed.) Designs for Progress in Science Education (Washington, DC: National Science Teachers Association) pp. 35-42.
  • Posnanski, T.J. (2010). Developing understanding of the nature of science within a Professional de- velopment program for inservice elementary teachers: Project nature of elementary science teac- hing. Journal of Science Teacher Education, 21(5), 589-621.
  • Ramsey, G. & Howe, R.W. (1969). An analysis of research on instructional procedures in secondary school science. The Science Teacher, 36(4), 62-70.
  • Tasar, M.F. (2003). Teaching history and the nature of science in science teacher education programs.
  • Pamukkale University Journal of Education Faculty, 1(13), 30-42. Terzi, A.R. (2005). A research on scientific epistemological beliefs of university students. Journal of Social Science, 298-311.
  • Trent, J. (1965). The attainment of the concept “understanding science” using contrasting physics courses. Journal of Research in Science Teaching,3(3),224-229.
  • Troxel, V.A. (1968). Analysis of instructional outcomes of students involved with three sources in high school chemistry. Washington, DC: U.S. Department of Health, Education, and Welfare, Office of Education.
  • Wilson, L. (1954). A study of opinions related to the nature of science and its purpose in society.
  • Science Education, 38(2), 159- 164. Yakmacı, B. (1998). Science (Biology, Chemistry and Physics) Teacher’s Views on the Nature of Sci- ence as a Dimension of Scientific Literacy, Master Thesis, Boğaziçi University, Turkey.
  • Ek-1. Bilimin Doğasıyla İlgili 1998-2012 Yılları Arasında Türkiye’de Yapılan Tezler Yıl Yazar Yakmacı, B.
  • Anlama Ölçeği (Can, 2008), VNOS-C, Bir Bilim İnsanı Çiz Testi
  • VNOS- E, Görüşme, Fen Dersine Karşı Tutum Ölçeği Erenoğlu, C. İlköğretim Öğrencisi Örneklem Öğretmen Adayı Veri Toplama Araçları ADT (Astronomy Diagnostic Test), NSKS, Astronomi Özyeterlik İnancı Ölçeği (Riggs and Enochs, 1990)
  • VOSTS-TR, Kavram haritaları VNOS-C, Bilimsel Okuryazarlığın Doğası Testi, Hücre Alan Bilgisi Testi, Görüşme, Kişisel Bilgi Formu VANS, VNOS-C, Görüşme, Gözlem, Dökümanlar VNOS-C, VOSTS-TR, Demografik Anket VNOS-B, Yansıtıcı Notlar, Görüşme Bilimin Doğası Ölçeği (VNOS-E ve Araştırmacı) VNOS-C, Dökümanlar, Görüşme, Yansıtıcı notlar, Bilimsel Bilgiye Yönelik Tutum Ölçeği (Küçük, 2006). Dökümanlar
  • Allport Vernon Lindzey’in Değerler Testi, STAS-II, Öğrencilerin Genel Not Ortalamaları Bilimin Doğası Hakkında Görüşler Testi, Görüşme, Kişisel Bilgiler Anketi Toz, N. Öğretmen Ek-2. Bilimin Doğasıyla İlgili 1998-2012 Yılları Arasında Türkiye’de Yapılan Makaleler Yıl Yazar
There are 39 citations in total.

Details

Other ID JA42ST39VU
Journal Section Review Article
Authors

Eda Erdaş This is me

Nihal Doğan This is me

Serhat İrez This is me

Publication Date July 15, 2016
Published in Issue Year 2016 Volume: 24 Issue: 1

Cite

APA Erdaş, E., Doğan, N., & İrez, S. (2016). What Did We Do Between 1998-2012 In Turkey? A Review Of The Research On Nature Of Science. Kastamonu Education Journal, 24(1), 17-36.

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