Öğretmen Adaylarının Bilimin Doğası Hakkındaki Görüşlerinin İncelenmesi

Year 2018, Volume: 44 Issue: 44, 161 - 177, 01.07.2018

Dilek Karışan , Ümran Betül Cebesoy

Abstract

Mevcut çalışma Fen Bilgisi Öğretmen adaylarının Bilimin doğası ile ilgili
görüşlerini araştırmayı amaçlamaktadır. Çalışmada Nitel araştırma yöntemlerinden
fenomonoljik araştırma yöntemi kullanılmıştır. Katılımcılar 15( 1 erkek, 14
kadın) adet üçüncü sınıf öğrencinden oluşmaktadır. Öğretmen adaylarının bilimin
doğası görüşleri Abd-El Khalick (1998) tarafından geliştirilen VNOS-B ölçeği
kullanılarak ortaya çıkartılmıştır. Bu görüşler, naif, geçişken, ve bilgili
olmak üzere üç kategoride sınıflandırılmıştır. Bulgular öğretmen adaylarının
büyük bir kısmının bilimin ampirik doğasına yönelik , öznel, değişebilir,
çıkarımsal, ve sosyokültürel değerlerden etkilendiği konusunda bilgili
oldukları ancak teori- kanun ilişkisi konusunda naif görüşe sahip olduklarını
göstermektedir. Genel olarak öğretmen adaylarının bilimin doğası hakkında
yeterli bilgiye sahip oldukları söylenilebilir.

Keywords

Bilimin doğası, Öğretmen Adayları, bilim okuryazarlığı

Exploration of Preservice Science Teachers’ Nature of Science Understandings

Abstract

Present study aims to explore Preservice Science Teachers (PST) Nature of Science (NOS) views. Qualitative research methodology guided the present study. The phenomenological approach was used to identify PSTs’ NOS understandings. Fifteen (1 male, 14 female) junior students studying in public university participated to the study. The NOS views were tested through the administration of VNOS-B survey developed by Abd-El Khalick et al., (1998). PSTs’ views were categorized as naïve, transitional, and informed. Results showed that most of the PSTs have informed views for the empirical, subjective, tentative, creative, inferential, and social cultural aspects of NOS. There was one exception: for the theory-laden aspects, most of the PSTs hold naïve views. It can be concluded that the majority of the PSTs who participated in this study hold informed views about NOS.

Keywords

Nature of science, Preservice science teachers, Scientific literacy

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