A Prerequisite in Science Education: Understanding Nature of Science

Abstract

In this time that scientific and technologic developments improve with amazing speed, the quality and effectiveness of science education that students received in schools has gained greater importance in order to keep up with current developments. Since 1980s, America and many European countries as the main aim of science program have determined to train each student as “scientifically literate” person who has scientific thinking skills, rather than transmitting them more scientific knowledge thorough science education. Understanding the nature of science is an essential aspect of scientific literacy (AAAS, 1993). Throughout the world in recent years, there has been great tendency regarding teachers and students’ understanding of science, and the reform acts in the area of science education emphasized enhancing teachers and students’ understanding of nature of science. In our country, new program, which is put into practice in 2004–2005 academic year, attracts attention to the nature of science. Parallels to these developments, this article argues the past and current understanding of science, the importance of nature of science in terms of effective science education and teaching of it to students in the light of research findings.

Key words: Nature of science, positive science, post-modern science, science education.

Keywords

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Fen Eğitiminde Bir Önkoşul: Bilimin Doğasını Anlama

Abstract

ÖZET
Bilimsel ve teknolojik gelişmelerin baş döndürücü hızla ilerlediği günümüzde, çağa
ayak uydurmak için okullarda öğrencilerin aldığı fen eğitiminin niteliği ve kalitesi daha
fazla önem kazanmıştır. 1980’li yıllardan beri, Amerika ve pek çok Avrupa ülkesi fen eğitimi
ile öğrencilere daha fazla bilimsel bilgi aktarmak yerine, her öğrenciyi bilimsel düşünme
becerilerine sahip “bilim/fen okur-yazarı” bireyler olarak yetiştirmeyi fen programlarında
temel hedef olarak belirlemişlerdir. Bilim okur-yazarlığının da önemli ve vazgeçilmez
parçasını öğrencilerin bilimin doğasını anlamaları oluşturmaktadır (AAAS, 1993). Son
yıllarda dünyada, öğretmenlerin ve öğrencilerin bilim anlayışı konusuna çok fazla önem
verilmekte ve fen eğitimi alanında yapılan reform hareketlerinde öğretmen ve öğrencilerin
bilimin doğası hakkındaki anlamalarını geliştirme gerekliliği vurgulanmaktadır. Ülkemizde
de 2004–2005 öğretim yılından itibaren uygulanan yeni program bilimin doğası konusunun
önemine dikkat çekmektedir. Bu gelişmelere paralel olarak, bu makalede önceki ve bugün
geçerli olan bilim anlayışı üzerinde durulacak, bilimin doğası konusunun etkili bir fen
eğitimi açısından önemi ve öğrencilere öğretimi araştırmaların ışığında tartışılacaktır.

Keywords

• Bilimin doğası, pozitif bilim, post-modern bilim, fen eğitimi

References

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