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The Effect of the Nature and Teaching of Science Course On Students’ Thoughts About Nature of Science

Year 2022, Volume: 9 Issue: 2, 742 - 751, 01.11.2022

Özay Soslu

https://doi.org/10.21666/muefd.1101689

Abstract

The aim of the study is to investigate the effect of the Nature of Science and
Teaching (NSAT) course, which is included in the general culture elective
curriculum of the faculty of education, on the students' thoughts about the
nature of scientific knowledge. The sample of the study consists of 44 students
taking the Nature and Teaching of Science (NTS) course. In this course,
subjects related to the nature of science were discussed based on students'
thoughts. At the beginning and end of this process, the "Nature of Science
Scale" (NSS) was applied to the students. The pre-test and post-test data of
these applications were analyzed quantitatively. When the results of the
analysis were evaluated, it was determined that the NTOS course led to a
statistically significant improvement in the sub-dimensions of "Subjectivity and
Technology in Science" and "The Place of Theories in Science" in students'
thoughts on the nature of science. 

Keywords

Nature of Science Scientific Literate Teaching the Nature of Science

References

  • Abd-El-Khalick, F. & Lederman, N.G. (2000). The influence of history of science courses on students' views of nature of science. Journal of Research in ScienceTeaching, 37(10), pp:1057-1095.
  • Abd-El-Khalick, F. & Akerson, V.L. (2004). Learning as conceptual change: Factors mediating the development of preservice elementary teachers’ views of nature of science. Science Teacher Education, 88: 785-810.
  • Akçay, B. (2007). Theı̇nfluence of the history of science course on pre-service science teachers' understanding of the nature of science concepts (Unpublisheddoctoral dissertation). IA: University of Iowa, Iowa City.
  • Akerson, V.L., Abd-El-Khalick, F. & Lederman, N.G. (2000). Influence of a reflective explicit activity-based approach on elementary teachers’ conceptions of nature of science. Journal of Research in Science Teaching, 37, 4, 295-317.
  • Akerson, V.L., Morrison, J.A. &McDuffie, A.R. (2006). One course is not enough: Preservice elementary teachers' retention of ı̇mproved views of nature of science. Journal of Research in ScienceTeaching, 43(2), pp:194-213.
  • Akgün, Z. (2016). Sınıf öğretmenlerinin bilimin doğasına yönelik görüşleri: Söke ilçe örneği (Yüksek Lisans Tezi). Adnan Menderes Üniversitesi, Aydın.
  • Altındağ, C. (2010). Bilimin doğasını öğretmen adaylarına öğretmeye yönelik bir çalışma (Yüksek Lisans Tezi). Pamukkale Üniversitesi , Denizli.
  • Aslan, O., Yalçin, N. ve Taşar, M. F. (2009). Fen ve teknoloji öğretmenlerinin bilimin doğası hakkındaki görüşleri. Journal of Kirsehir Education Faculty, 10(3).
  • Baştürk, R.(2009). Deneme modelleri.A.Tanrıögen (Edt.), Bilimsel Araştırma Yöntemleri (s.31-54). Ankara: Anı yayıncılık.
  • Briscoe, C. (1991). The dynamic interactions among beliefs, role metaphors and teaching practices. A case study of teacher change. Science Education, 75, 2, 185-99.
  • Büyüköztürk, Ş., Çakmak, E. K., Akgün, Ö. E., Karadeniz, Ş.& Demirel, F. (2017). Bilimsel araştırma yöntemleri.Anakara:Pegem Yayınları.
  • Duschl, R.A., (1987). Improving science teacher education programs through inclusion of history and philosophy of science. In J.P. Barufaldi (ed.), Improving Preservice/Inservice Science Teacher Education: Future perspectives, the 1987 AETS yearbook, association for the education of teachers in science.
  • Mellado, V. (1997). Pre-service teachers' classroom practice and their conceptions of the nature of science. ScienceEducation, 6, pp:397-416. Irwin, A. R. (2000). Historical case studies: Teaching the nature of science in context. Science Education, 84, 5-26.
  • 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. McComas, W. F., Clough, M. P. & Almazroa, H. (1998). The Role And Character Of The Nature Of Science In Science Education, in W. F. McComas (ed.) The Nature of Science In Science Education Rationales and Strategies, (s:3-39). London: Kluwer Academic Publishers.
  • 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.
  • Milli Eğitim Bakanlığı (MEB). (2004). İlköğretim fen ve teknoloji dersi (4-5 sınıflar) öğretim programı. Ankara.
  • Nott, M. & Wellington, J. (1996). Probing Teachers' Views of the Nature of Science: How Should We Do It and Where Should We Be Looking? In G. Welford, J. Osborne, and P. Scott (Eds.), Research in science education in Europe. London: Falmer.
  • Özdemir, G. & Akçay, H. (2009).Bilimin doğasi ve bilim tarihi dersinin ögrencilerin bilimin ve bilimsel bilginin doğasina ilişkin düşüncelerine etkisi. Education Sciences, 4(1), 218-227.
  • Özmen, H. ve Karamustafaoğlu, O. (Ed.) (2018). Eğitimde araştırma yöntemleri. Pegem Akademi.
  • Özgelen, S. (2013). Bilimin doğası ölçeğinin geliştirilmesi. Kastamonu Eğitim Dergisi, 21(2), 711-736.
  • Ramsey, G. & Howe, R.W. (1969). An analysis of research on instructional procedures in secondary school science.The Science Teacher, 36(4), pp:62-70.
  • Schwartz, R., Akom, G., Skjold, B., Hong, H., Kagumba, R. & Huang, F. (2007). A change in perspective: Science education graduate students’ reflections on learning NOS. NARST, New Orleans, LA. April, 15-18.
  • Tabachnick, B. G. & Fidell, L. S. (2013). Using multivariate statistics. Pearson.

BİLİMİN DOĞASI ve ÖĞRETİMİ DERSİNİN ÖGRENCİLERİN BİLİMİN DOĞASINA İLİŞKİN DÜŞÜNCELERİNE ETKİSİ

Year 2022, Volume: 9 Issue: 2, 742 - 751, 01.11.2022

Özay Soslu

https://doi.org/10.21666/muefd.1101689

Abstract

ÇÇalışmanın amacı, eğitim fakültesi genel kültür seçmeli ders programında yer
alan Bilimin Doğası ve Öğretimi (BDVÖ) dersinin, öğrencilerin bilimsel
bilginin doğasına ilişkin düşüncelerine olan etkisini araştırmaktır. Çalışmanın
örneklemini Bilimin Doğası ve Öğretimi(BDVÖ) dersini alan 44 öğrenci
oluşturmaktadır. Bu derste bilimin doğasına ilişkin konular öğrencilerin
düşüncelerinden yola çıkılarak tartışılmıştır. Bu sürecin başlangıcında ve
sonunda öğrencilere “Bilimin Doğası Ölçeği”(BDÖ) uygulanmıştır. Bu
uygulamaların ön test ve son test verileri nicel olarak analiz edilmiştir. Analiz
sonuçları değerlendirildiğinde, BDVÖ dersinin öğrencilerin bilimin doğasına
ilişkin düşüncelerinde “Bilimde Öznellik ve Teknoloji” ve “Bilimde Teorilerin
yeri” alt boyutlarında istatistiksel olarak anlamlı düzeyde gelişime yol açtığı
tespit edilmiştir. 

Keywords

Bilimin Doğası Bilimin Doğasının Öğretimi bilimsel-okuryazar

References

  • Abd-El-Khalick, F. & Lederman, N.G. (2000). The influence of history of science courses on students' views of nature of science. Journal of Research in ScienceTeaching, 37(10), pp:1057-1095.
  • Abd-El-Khalick, F. & Akerson, V.L. (2004). Learning as conceptual change: Factors mediating the development of preservice elementary teachers’ views of nature of science. Science Teacher Education, 88: 785-810.
  • Akçay, B. (2007). Theı̇nfluence of the history of science course on pre-service science teachers' understanding of the nature of science concepts (Unpublisheddoctoral dissertation). IA: University of Iowa, Iowa City.
  • Akerson, V.L., Abd-El-Khalick, F. & Lederman, N.G. (2000). Influence of a reflective explicit activity-based approach on elementary teachers’ conceptions of nature of science. Journal of Research in Science Teaching, 37, 4, 295-317.
  • Akerson, V.L., Morrison, J.A. &McDuffie, A.R. (2006). One course is not enough: Preservice elementary teachers' retention of ı̇mproved views of nature of science. Journal of Research in ScienceTeaching, 43(2), pp:194-213.
  • Akgün, Z. (2016). Sınıf öğretmenlerinin bilimin doğasına yönelik görüşleri: Söke ilçe örneği (Yüksek Lisans Tezi). Adnan Menderes Üniversitesi, Aydın.
  • Altındağ, C. (2010). Bilimin doğasını öğretmen adaylarına öğretmeye yönelik bir çalışma (Yüksek Lisans Tezi). Pamukkale Üniversitesi , Denizli.
  • Aslan, O., Yalçin, N. ve Taşar, M. F. (2009). Fen ve teknoloji öğretmenlerinin bilimin doğası hakkındaki görüşleri. Journal of Kirsehir Education Faculty, 10(3).
  • Baştürk, R.(2009). Deneme modelleri.A.Tanrıögen (Edt.), Bilimsel Araştırma Yöntemleri (s.31-54). Ankara: Anı yayıncılık.
  • Briscoe, C. (1991). The dynamic interactions among beliefs, role metaphors and teaching practices. A case study of teacher change. Science Education, 75, 2, 185-99.
  • Büyüköztürk, Ş., Çakmak, E. K., Akgün, Ö. E., Karadeniz, Ş.& Demirel, F. (2017). Bilimsel araştırma yöntemleri.Anakara:Pegem Yayınları.
  • Duschl, R.A., (1987). Improving science teacher education programs through inclusion of history and philosophy of science. In J.P. Barufaldi (ed.), Improving Preservice/Inservice Science Teacher Education: Future perspectives, the 1987 AETS yearbook, association for the education of teachers in science.
  • Mellado, V. (1997). Pre-service teachers' classroom practice and their conceptions of the nature of science. ScienceEducation, 6, pp:397-416. Irwin, A. R. (2000). Historical case studies: Teaching the nature of science in context. Science Education, 84, 5-26.
  • 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. McComas, W. F., Clough, M. P. & Almazroa, H. (1998). The Role And Character Of The Nature Of Science In Science Education, in W. F. McComas (ed.) The Nature of Science In Science Education Rationales and Strategies, (s:3-39). London: Kluwer Academic Publishers.
  • 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.
  • Milli Eğitim Bakanlığı (MEB). (2004). İlköğretim fen ve teknoloji dersi (4-5 sınıflar) öğretim programı. Ankara.
  • Nott, M. & Wellington, J. (1996). Probing Teachers' Views of the Nature of Science: How Should We Do It and Where Should We Be Looking? In G. Welford, J. Osborne, and P. Scott (Eds.), Research in science education in Europe. London: Falmer.
  • Özdemir, G. & Akçay, H. (2009).Bilimin doğasi ve bilim tarihi dersinin ögrencilerin bilimin ve bilimsel bilginin doğasina ilişkin düşüncelerine etkisi. Education Sciences, 4(1), 218-227.
  • Özmen, H. ve Karamustafaoğlu, O. (Ed.) (2018). Eğitimde araştırma yöntemleri. Pegem Akademi.
  • Özgelen, S. (2013). Bilimin doğası ölçeğinin geliştirilmesi. Kastamonu Eğitim Dergisi, 21(2), 711-736.
  • Ramsey, G. & Howe, R.W. (1969). An analysis of research on instructional procedures in secondary school science.The Science Teacher, 36(4), pp:62-70.
  • Schwartz, R., Akom, G., Skjold, B., Hong, H., Kagumba, R. & Huang, F. (2007). A change in perspective: Science education graduate students’ reflections on learning NOS. NARST, New Orleans, LA. April, 15-18.
  • Tabachnick, B. G. & Fidell, L. S. (2013). Using multivariate statistics. Pearson.
There are 23 citations in total.

Details

Primary Language Turkish
Subjects Studies on Education
Journal Section Articles
Authors

Özay Soslu 0000-0001-7863-4781

Publication Date November 1, 2022
Published in Issue Year 2022 Volume: 9 Issue: 2

Cite

APA Soslu, Ö. (2022). BİLİMİN DOĞASI ve ÖĞRETİMİ DERSİNİN ÖGRENCİLERİN BİLİMİN DOĞASINA İLİŞKİN DÜŞÜNCELERİNE ETKİSİ. Muğla Sıtkı Koçman Üniversitesi Eğitim Fakültesi Dergisi, 9(2), 742-751. https://doi.org/10.21666/muefd.1101689
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