Eğitimde Bilimsel Argumantasyon Üzerine Ulusal ve Uluslararası Çalışmaların İncelenmesi

Year 2019, , 90 - 120, 15.03.2019

Yurdagul Bogar

https://doi.org/10.29250/sead.494930

Abstract

Fen derslerinin öğrenciler için daha verimli ve daha etkili olabilmesi için hangi şartların gerekli olduğu, çevre koşullarının nasıl olması gerektiği ya da hangi öğretim yöntemlerinin etkili olduğu konusunda araştırmacılar birçok çalışmalar yapmışlardır. Bu çalışmalar sonucunda, fen eğitiminde kullanılan öğretim yöntem ve tekniklerinin son yıllarda sosyal bağlam açısından tekrar gözden geçirilmeye başlandığı görülmüştür. Bu bağlamda fen eğitiminde argümantasyon; düşünme ufuklarını genişletmesi, sağlam temeller üzerine oturtması, öğrencilerin bilimin doğasını anlamaları, bilimle ilgili kavramları yapılandırmaları ve geliştirmeleri bakımından oldukça önemli bir yöntemdir. Bu nedenle, bu çalışmanın amacı, eğitimde bilimsel argümantasyon üzerine ulusal ve uluslararası çalışmaları gözden geçirmektir. Yapılan çalışmaların sonuçları, bilimsel argümantasyon temelli öğretimin; öğrencilere yüksek düzeyde düşünme becerilerini kazandırmak, kavramsal anlayışı geliştirmek, bilimin doğasını anlamak, bilime karşı olumlu tutum geliştirmek, fen eğitimine uygun yeterliliği geliştirmek, akademik başarıyı artırmak, araştırma becerilerini geliştirmek ve bilimsel epistemoloji geliştirmek gibi çeşitli konularda olumlu sonuçlara yol açabileceğini göstermiştir. 

Keywords

Bilimsel argumantasyon, İnceleme çalışması, Eğitim

Review of National and International Studies on Scientific Argumentation in Education

Abstract

A great many research was done by researchers in order to find out which educational technique is more efficient and what environmental conditions and circumstances are needed for science courses to be more effective and fruitful for students. As a result of such research, it has been observed that teaching methods and techniques for science teaching were being revised in the social context in recent years. In this context, argumentation in science teaching is a very significant method since it broadens visions of students, enables them to understand the nature of science and configure and develop the concepts of science. Therefore, the purpose of this study was to review national and international studies on scientific argumentation in education. The results of the studies revealed that scientific argumentation-based teaching could lead to positive outcomes for students in various topics such as gaining high level thinking skills, improving conceptual understanding, understanding the nature of science, developing positive attitude towards science, improving suitable proficiency for science education, increasing academic achievement, and improving research skills on scientific epistemology.

Keywords

Scientific argumentation, Review study, Education

References

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