BibTex RIS Kaynak Göster

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Yıl 2013, Cilt: 9 Sayı: 2, 258 - 274, 09.04.2013

Mahmut Polat , Mehmet Taşar

Öz

An Alternative Method For Assessing Views About The Nature of Science: Vignettes The aim of this study is to determine the effectiveness of the short stories (vignette) for assessing the pre service science teachers' views about the nature of science. For this purpose, the validity and reliability studies of vignettes and rubrics used in the research are given. The research comprised two stages: the pilot and the authentic application. The piloting was carried out in 2009 spring term with the participation of 90 pre service science teachers who had taken History and Nature of Science course while the main study included 79 pre service teachers in 2010 spring term. At the end of the analyses positive results were obtained as to the validity and reliability of vignettes. It was understood that vignettes can be used as a method of determining opinions on the nature of science.

Anahtar Kelimeler

Nature of Science Measurement- Assessment Vignettes Validity Reliability.

Kaynakça

  • Abd-El-Khalick, F. & Lederman, N. G. (2000). Improving science teachers’ conceptions of nature of science a critical review of the literature. Journal of Science Education, 22(7), 665-701.
  • Abd-El-Khalick, F. (2001). Embedding nature of science instruction in preservice elementary science courses: Abandoning scientism, but…Journal of Science Teacher Education, 12(3), 215-2
  • Abd-El-Khalick, F., Waters, M., Le, A. P. (2008). Representations of Nature of Science in High School Chemistry Textbooks over the Past Four Decades. Journal of Research In Science Teaching. 45(7), 835–855.
  • Aikenhead, G. S. (1988). An Analysis of Four Ways of a Assessing Student Beliefs About STS Topics. Journal of Research in Science Teaching. 25(8). 607- 629.
  • Aikenhead, G. S., and Ryan, A. G. (1992). The development of a new instrument: "Views on science - technology - society"(VOSTS). Science Education, 76(5), 477- 491.
  • American Association for the Advancement Of Science (AAAS). (1993). Benchmarks for science literacy: A Project 2061 report. New York: Oxford University Press.
  • Bell, R. L. (2008). Teaching the Nature of Science through Process Skills. Boston: Allyn and Bacon. Bodur, Y. (2003). Preservice teachers’ leariıng of multiculturalism in a teacher education program. Unpublished doctoral dissertation, The Florida State University, Tallahassee, FL.
  • Büyüköztürk, Ş., Bökeoğlu, Ö. Ç., ve Köklü, N. (2009). Sosyal bilimler için istatistik. Ankara: Pegema Akademi Yayınları.
  • Case, S.L. (1997). Implementation of cooperative learning: Teacher beliefs and attitudes. Unpublished doctoral dissertation, University of California - Santa Barbara, Santa Barbara, CA.
  • Chan, K.S. (2000). The impacts of infusing the interactive historical vignettes into 10th grade high school science instruction in Taiwan on Student understanding of the nature of science and science achievement. Unpublished doctoral dissertation, The University of Texas at Austin, Austin, TX.
  • Haidar, A. H. (1999). Emirates pre-service and in-science teachers’ views about the nature of science. International Journal of Science Education, 21(8), 807-822.
  • Harlan, S.L. (1996). Exploring early childhood education students' beliefs about art education. Unpublished doctoral dissertation, Rutgers, The State University of New Jersey, New Brunswick, NJ.
  • Jeffries, C. & Maeder, D. W. (2005). Using Vignettes To Build and Assess Teacher Understanding of Instructional Strategies. The Professional Educator, 27(1- 2), 17- 28.
  • Lederman, N. G., and O'Malley, M. (1990). Students' perceptions of tentativeness in science: Development, use, and sources of change. Science Education, 74(2), 225-239.
  • Lederman, N. G. (1992). Students' and teachers' conceptions of the nature of science: A review of the research. Journal of Research in Science Teaching, 29(4), 331-359.
  • Lederman, N. G., Wade, P., and Bell, R. L. (2000). Assessing Understanding of the Nature of Science: A Historical Perspective. In W. F. McComas (Ed.), The Nature of Science in Science Education (pp 331- 350). Dordrecht, Boston, London: Kluwer Academic Publishers.
  • Lederman, N. G., Abd-El-Khalick, F., Bell, R. L., and Schwartz, R. S. (2002). Views of nature of science questionnaire: Toward a valid and meaningful assessments of learners’ conceptions of nature of science. Journal of Research in Science Teaching, 39(6), 497- 521.
  • Milli Eğitim Bakanlığı. (2005). İlkögretim 6. ve 7. ve 8. Sınıf Fen ve Teknoloji Dersi Ögretim Programları. Ankara: Milli Eğitim Bakanlığı Talim ve Terbiye Kurulu Başkanlığı.
  • McComas, W. F., Clough, M. P. ve Almazroa, H. (2000). The role and the character of the nature of science. Bulunduğu eser: W. F. McComas (ed), The Nature of Science in Science Education: Rationales and Strategies (331-350). Dordrecht, Kluwer Academic Publishers.
  • National Research Council. (1996). National Science Education Standards. Washington, D.C: National Academy Press.
  • National Science Teachers Association. (1982). Science- Technology- Society: Science education for the 1980s. Washington, DC: Author.
  • Özçelik, D. A. (1997). Test Hazırlama Kılavuzu. Genişletilmiş Üçüncü Baskı, ÖSYM Eğitim Yayınları, Ankara.
  • Özgelen, S. (2010). Exploring The Development Of Pre-Service Science Teachers’ Views On Nature Of Science In Inquiry-Based Laboratory Instruction. Unpublished doctoral dissertation, Middle East Technical University, Ankara.
  • Roach, L.E. (1993). Use of the history of science in a nonscience majors course: Does it affect students understanding of the nature of science? Unpublished doctoral dissertation, Louisiana State University, Baton Rouge.
  • Rubba, P. A., Andersen, H. O. (1978). Development of an instrument to assess secondary school students` understanding of the nature of scientific knowledge. Science Education, 62(4), 4494
  • Taşar, M. F. (2006). Probing preservice teachers’ understandings of scientific konowledge by using a vignette in conjuction with a paper and pencil test. Eurasia Journal of Mathematics, Science and Technology Education, 2(1), 53- 70.

BİLİMİN DOĞASI HAKKINDAKİ GÖRÜŞLERİN DEĞERLENDİRİLMESİNDE ALTERNATİF BİR YÖNTEM: KISA HİKÂYELER YÖNTEMİ

Yıl 2013, Cilt: 9 Sayı: 2, 258 - 274, 09.04.2013

Mahmut Polat , Mehmet Taşar

Öz

Bu çalışmanın amacı fen bilgisi öğretmen adaylarının bilimin doğası hakkındaki görüşlerini değerlendirmek için kısa hikâye yönteminin etkililiğini ortaya koymaktır. Bu amaç doğrultusunda çalışmada kullanılan kısa hikâyelerin ve onları puanlamak için kullanılan rubriklerin geçerlik, güvenirlik çalışmalarına yer verilmiştir. Çalışma, toplamda 169 öğretmen adayının katılımıyla pilot ve asıl uygulama olmak üzere iki aşamada gerçekleştirilmiştir. Pilot uygulama 2009 yılında doksan öğretmen adayıyla; asıl uygulama ise 2010 yılının bahar döneminde yetmiş dokuz öğretmen adayıyla Bilimin Doğası ve Tarihi dersinde yapılmıştır. Bilimin gelişimsellik, test edilebilirlik ve yaratıcılık boyutlarına ilişkin verileri kapsayan bu çalışmada; yapılan analizlerle kısa hikâyelerin (KH) geçerlik ve güvenirliğine ilişkin olumlu sonuçlar elde edilmiştir. KH’lerin bilimin doğası hakkındaki görüşleri saptamada bir yöntem olarak kullanılabileceği yapılan analizlerle ortaya konulmuştur.

Anahtar Kelimeler: Bilimin Doğası, Ölçme- Değerlendirme, Kısa Hikâyeler, Geçerlik- Güvenirlik.

Anahtar Kelimeler

Bilimin Doğası Ölçme- Değerlendirme Kısa Hikâyeler Geçerlik- Güvenirlik.

Kaynakça

  • Abd-El-Khalick, F. & Lederman, N. G. (2000). Improving science teachers’ conceptions of nature of science a critical review of the literature. Journal of Science Education, 22(7), 665-701.
  • Abd-El-Khalick, F. (2001). Embedding nature of science instruction in preservice elementary science courses: Abandoning scientism, but…Journal of Science Teacher Education, 12(3), 215-2
  • Abd-El-Khalick, F., Waters, M., Le, A. P. (2008). Representations of Nature of Science in High School Chemistry Textbooks over the Past Four Decades. Journal of Research In Science Teaching. 45(7), 835–855.
  • Aikenhead, G. S. (1988). An Analysis of Four Ways of a Assessing Student Beliefs About STS Topics. Journal of Research in Science Teaching. 25(8). 607- 629.
  • Aikenhead, G. S., and Ryan, A. G. (1992). The development of a new instrument: "Views on science - technology - society"(VOSTS). Science Education, 76(5), 477- 491.
  • American Association for the Advancement Of Science (AAAS). (1993). Benchmarks for science literacy: A Project 2061 report. New York: Oxford University Press.
  • Bell, R. L. (2008). Teaching the Nature of Science through Process Skills. Boston: Allyn and Bacon. Bodur, Y. (2003). Preservice teachers’ leariıng of multiculturalism in a teacher education program. Unpublished doctoral dissertation, The Florida State University, Tallahassee, FL.
  • Büyüköztürk, Ş., Bökeoğlu, Ö. Ç., ve Köklü, N. (2009). Sosyal bilimler için istatistik. Ankara: Pegema Akademi Yayınları.
  • Case, S.L. (1997). Implementation of cooperative learning: Teacher beliefs and attitudes. Unpublished doctoral dissertation, University of California - Santa Barbara, Santa Barbara, CA.
  • Chan, K.S. (2000). The impacts of infusing the interactive historical vignettes into 10th grade high school science instruction in Taiwan on Student understanding of the nature of science and science achievement. Unpublished doctoral dissertation, The University of Texas at Austin, Austin, TX.
  • Haidar, A. H. (1999). Emirates pre-service and in-science teachers’ views about the nature of science. International Journal of Science Education, 21(8), 807-822.
  • Harlan, S.L. (1996). Exploring early childhood education students' beliefs about art education. Unpublished doctoral dissertation, Rutgers, The State University of New Jersey, New Brunswick, NJ.
  • Jeffries, C. & Maeder, D. W. (2005). Using Vignettes To Build and Assess Teacher Understanding of Instructional Strategies. The Professional Educator, 27(1- 2), 17- 28.
  • Lederman, N. G., and O'Malley, M. (1990). Students' perceptions of tentativeness in science: Development, use, and sources of change. Science Education, 74(2), 225-239.
  • Lederman, N. G. (1992). Students' and teachers' conceptions of the nature of science: A review of the research. Journal of Research in Science Teaching, 29(4), 331-359.
  • Lederman, N. G., Wade, P., and Bell, R. L. (2000). Assessing Understanding of the Nature of Science: A Historical Perspective. In W. F. McComas (Ed.), The Nature of Science in Science Education (pp 331- 350). Dordrecht, Boston, London: Kluwer Academic Publishers.
  • Lederman, N. G., Abd-El-Khalick, F., Bell, R. L., and Schwartz, R. S. (2002). Views of nature of science questionnaire: Toward a valid and meaningful assessments of learners’ conceptions of nature of science. Journal of Research in Science Teaching, 39(6), 497- 521.
  • Milli Eğitim Bakanlığı. (2005). İlkögretim 6. ve 7. ve 8. Sınıf Fen ve Teknoloji Dersi Ögretim Programları. Ankara: Milli Eğitim Bakanlığı Talim ve Terbiye Kurulu Başkanlığı.
  • McComas, W. F., Clough, M. P. ve Almazroa, H. (2000). The role and the character of the nature of science. Bulunduğu eser: W. F. McComas (ed), The Nature of Science in Science Education: Rationales and Strategies (331-350). Dordrecht, Kluwer Academic Publishers.
  • National Research Council. (1996). National Science Education Standards. Washington, D.C: National Academy Press.
  • National Science Teachers Association. (1982). Science- Technology- Society: Science education for the 1980s. Washington, DC: Author.
  • Özçelik, D. A. (1997). Test Hazırlama Kılavuzu. Genişletilmiş Üçüncü Baskı, ÖSYM Eğitim Yayınları, Ankara.
  • Özgelen, S. (2010). Exploring The Development Of Pre-Service Science Teachers’ Views On Nature Of Science In Inquiry-Based Laboratory Instruction. Unpublished doctoral dissertation, Middle East Technical University, Ankara.
  • Roach, L.E. (1993). Use of the history of science in a nonscience majors course: Does it affect students understanding of the nature of science? Unpublished doctoral dissertation, Louisiana State University, Baton Rouge.
  • Rubba, P. A., Andersen, H. O. (1978). Development of an instrument to assess secondary school students` understanding of the nature of scientific knowledge. Science Education, 62(4), 4494
  • Taşar, M. F. (2006). Probing preservice teachers’ understandings of scientific konowledge by using a vignette in conjuction with a paper and pencil test. Eurasia Journal of Mathematics, Science and Technology Education, 2(1), 53- 70.
Toplam 26 adet kaynakça vardır.

Ayrıntılar

Birincil Dil Türkçe
Bölüm Makaleler
Yazarlar

Mahmut Polat

Mehmet Taşar Bu kişi benim

Yayımlanma Tarihi 9 Nisan 2013
Yayımlandığı Sayı Yıl 2013 Cilt: 9 Sayı: 2

Kaynak Göster

APA Polat, M., & Taşar, M. (2013). BİLİMİN DOĞASI HAKKINDAKİ GÖRÜŞLERİN DEĞERLENDİRİLMESİNDE ALTERNATİF BİR YÖNTEM: KISA HİKÂYELER YÖNTEMİ. Mersin Üniversitesi Eğitim Fakültesi Dergisi, 9(2), 258-274. https://doi.org/10.17860/efd.36935

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