Üniversite Öğrencilerinin Epistemolojik İnançlarına Göre Bilimin Doğasına Yönelik Görüşlerinin İncelenmesi

Year 2021, Volume: 11 Issue: 2 Pt 2, 438 - 444, 31.08.2021

Sinem Dinçol Özgür Senar Temel

https://doi.org/10.2399/yod.20.656321

Cited By: 1

Abstract

Bu çalışmada üniversite öğrencilerinin bilimsel epistemolojik inançları ile bilimin doğasına yönelik görüşlerinin incelenmesi hedeflenmiştir. Ayrıca öğrencilerin sahip oldukları olası bilimsel epistemolojik inançlarına göre bilimin doğasına yönelik görüşlerinin değerlendirilmesi amaçlanmıştır. Çalışmaya bir devlet üniversitesinde öğrenim gören 161 üniversite öğrencisi gönüllü olarak katılmıştır. Veri toplama aracı olarak; Bilimsel Epistemolojik İnançlar Ölçeği ve Bilimin Doğası Görüş Ölçeği kullanılmıştır. Verilerin analizi sonucunda; öğrencilerin %88.2'sinin geleneksel bilim anlayışına, %11.8'inin ise geleneksel olmayan bilim anlayışına sahip oldukları, bilimin doğasına yönelik görüşleri çağdaş, geçişken ve naif olma durumuna göre incelendiğinde ise %49.7'sinin çağdaş, %50.3'ünün ise geçişken görüşe sahip olduğu belirlenmiştir. Ayrıca öğrencilerin bilimin doğasına yönelik görüşleri boyut ve toplam puanlarının geleneksel ve geleneksel olmayan bilim anlayışına sahip olmalarına göre anlamlı farklılık gösterdiği bulunmuştur. Bu bulgu bilimin doğasına yönelik görüşler ile bilimsel epistemolojik inançlar arasında anlamlı bir ilişkinin olduğu şeklinde yorumlanabilir.

Keywords

Bilimin doğası, epistemolojik inançlar, görüş, üniversite öğrencileri

An Examination of University Students' Views of the Nature of Science Based on Their Epistemological Beliefs

Abstract

This study aims to examine the scientific epistemological beliefs of university students and to analyze their views on the nature of science on the basis of these beliefs. A total of 161 university students from a public university participated voluntarily in the study. The Scientific Epistemological Beliefs Survey and The Nature of Science View Scale (NOSVS) were used as the data collection tools. The data analysis revealed that 88.2% of the students hold a traditional conception of science and 11.8% of them have a non-traditional conception of science. Also, the analysis of their nature of science views showed that 49.7% of them have a contemporary, while 50.3% have a transitional view of the nature of science. In addition, it was found that factor and total scores of students' nature of science views have a statically significant difference, depending on their traditional and non-traditional conception of science. This finding can be interpreted as a significant relationship between scientific epistemological beliefs and views about the nature of science.

Keywords

Epistemological beliefs, nature of science, university students, view

References

• AAAS (1990). Science for all Americans. New York, NY: Oxford University Press.
• Abd-El-Khalick, F., Bell, R. L., & Lederman, N. G. (1998). The nature of science and instructional practice: Making the unnatural natural. Science Education, 82(4), 417–436.
• Abd-El-Khalick, F., & BouJaoude, S. (1997). An exploratory study of the knowledge base for science teaching. Journal of Research in Science Teaching, 34(7), 673–699.
• 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 Science Teaching, 37(10), 1057–1095.
• Adak, F., & Bakır, S. (2017). Science teachers and pre-service science teachers’ scientific epistemological beliefs and opinions on the nature of science. Çukurova Üniversitesi Eğitim Fakültesi Dergisi, 46(1), 134–164.
• Aikenhead, G. S. (1973). The measurement of high school students’ knowledge about science and scientist. Science Education, 57(4), 539–549.
• Aslan, O., & Taşar, M. F. (2013). How do science teachers view and teach the nature of science? A classroom investigation. Education and Science, 38(167), 65–80.
• Bady, R. J. (1979). Students’ understanding of the logic of hypothesis testing. Journal of Research in Science Teaching, 16(1), 61–65.
• Blanco, R., & Niaz, M. (1997). Epistemological beliefs of students and teachers about the nature of science: From ‘baconian inductive ascent’ to the ‘irrelevance’ of scientific laws. Instructional Science, 25(3), 203–231.
• Bora, N. D., Aslan, O., & Cakiroglu, J. (2006). Investigating science teachers’ and high school students’ views on the nature of science in Turkey. Paper presented at the Annual Meeting of the National Association for Research in Science Teaching (NARST), April 3–6, 2006, San Francisco, CA, USA.
• BouJaoude, S. (1996). Epistemology and sociology of science according to Lebanese educators and students. Paper presented at the Annual Meeting of the National Association for Research in Science Teaching (NARST), March 31 – April 3, 1996, St. Louis, MO, USA.
• Broadhurst, N. A. (1970). A study of selected learning outcomes of graduating high school students in South Australian schools. Science Education, 54(1), 17–21.
• Carey, R. L., & Stauss, N. G. (1970). An analysis of experienced science teachers’ understanding of the nature of science. School Science and Mathematics, 70(5), 366–376.
• Dass, P. M. (2005). Understanding the nature of scientific enterprise (NOSE) through a discourse with its history: The influence of an undergraduate ‘History of Science’ course. International Journal of Science and Mathematics Education, 3(1), 87–115.
• Deryakulu, D. (2006). Epistemolojik inançlar. Y. Kuzgun, & D. Deryakulu (Ed.), Eğitimde bireysel farklılıklar (s. 261–290) içinde. Ankara: Nobel Yayınevi.
• Deryakulu, D., & Hazır Bıkmaz F. (2003). Bilimsel epistemolojik inançlar ölçeğinin geçerlik ve güvenirlik çalışması. Eğitim Bilimleri ve Uygulama, 2(4), 243–257.
• Dogan, N. (2011). What went wrong? Literature students are more informed about the nature of science than science students. Education & Science, 36(159), 220–235.
• Dogan, N., & Abd-El-Khalick, F. (2008). Turkish grade 10 students’ and science teachers’ conceptions of nature of science: A national study. Journal of Research in Science Teaching, 45(10), 1083–1112.
• Erdogan, R., Cakiroglu, J., & Tekkaya, C. (2006). Investigating Turkish pre-service science teachers’ views of the nature of science. In C. V. Sunal & K. Mutua (Eds.), Research on education in Africa, The Caribbean and the Middle East (pp. 273–285). Greenwich: Information Age Publishing Inc.
• Hodson, D. (2009). Teaching and learning about science: Language, theories, methods, history, traditions and values. Rotterdam: Sense Publishers.
• Hofer, B. K., & Pintrich, P. R. (1997). The development of epistemological theories: Beliefs about knowledge and knowing and their relation to learning. Review of Educational Research, 67(1), 88–140.
• Kang, S., Scharmann, L. C., & Noh, T. (2005). Examining students’ views on the nature of science: Results from Korean 6th, 8th, and 10th graders. Science Education, 89(2), 314–334.
• Karasar, N. (2012). Bilimsel araştırma yöntemi. Ankara: Nobel Akademik Yayıncılık.
• Köksal, M. S. (2010). Discipline dependent understandings of graduate students in biology education department about the aspects of nature of science. Education and Science, 35(157), 68–83.
• Köksal, M. S., & Tunç Şahin, C. (2014). Understandings of advanced students on nature of science and their motivational status to learn nature of science: A Turkish case. Journal of Baltic Science Education, 13(1), 46–58.
• 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. (2007). Nature of science: Past, present, and future. In S. K. Abell, & N. G. Lederman (Eds.), Handbook of research on science education (pp. 831–880). Mahwah, NJ: Lawrence Erlbaum Associates.
• Lederman, N. G., Abd-El-Khalick, F., Bell, R. L., & Schwartz, R. S. (2002). Views of nature of science questionnaire: Toward valid and meaningful assessment of learners’ conceptions of nature of science. Journal of Research in Science Teaching, 39(6), 497–521.
• Lederman N. G., & Lederman J. S. (2012) Nature of scientific knowledge and scientific inquiry: Building instructional capacity through professional development. In B. Fraser, K. Tobin, & C. McRobbie (Eds.), Second international handbook of science education. Springer international handbooks of education, (Vol. 24, pp. 335–359). Dordrecht: Springer.
• Lederman, N. G., & O’Malley, M. (1990). Students’ perceptions of tentativeness in science: Development, use, and sources of change. Science Education, 74(2), 225–239.
• Liang, L. L., Chen, S., Chen, X., Kaya, O. N., Adams, A. D., Macklin, M., & Ebenezer, J. (2009). Preservice teachers’ views about nature of scientific knowledge development: An international collaborative study. International Journal of Science and Mathematics Education, 7(5), 987–1012.
• Lin, H. S., & Chen, C. C. (2002). Promoting preservice chemistry teachers’ understanding about the nature of science through history. Journal of Research in Science Teaching, 39(9), 773–792.
• Losee, J. (1993). A historical introduction to the philosophy of science. New York, NY: Oxford University Press.
• Mackay, L. D. (1971). Development of understanding about the nature of science. Journal of Research in Science Teaching, 8(1), 57–66.
• Meichtry, Y. J. (1992). Influencing student understanding of the nature of science: Data from a case curriculum development. Journal of Research in Science Teaching, 29(4), 389–407.
• Moss, D. M., Abrams, E. D., & Robb, J. (2001). Examining student conceptions of the nature of science. International Journal of Science Education, 23(8), 771–790.
• Özgelen, S. (2012). Exploring the relationships among epistemological beliefs, metacognitive awareness and nature of science. International Journal of Environmental & Science Education, 7(3), 409–431.
• Pomeroy, D. (1993). Implications of teachers’ beliefs about the nature of science: Comparison of the beliefs of scientists, secondary science teachers, and elementary teachers. Science Education, 77(3), 261–278.
• Rubba, P. A. (1977). The development, field testing and validation of an instrument to assess secondary school students’ understandings of the nature of scientific knowledge. Unpublished doctoral dissertation, Indiana University, Indianapolis, IN, USA.
• Rubba, P. A., Horner, J. K., & Smith, J. M. (1981). A study of two misconceptions about the nature of science among junior high school students. School Science and Mathematics, 81(3), 221–226.
• Schommer, M. (1990). Effects of beliefs about the nature of knowledge on comprehension. Journal of Educational Psychology, 82(3), 498–504.
• Sert Çıbık, A. (2016). The effect of project-based history and nature of science practices on the change of nature of scientific knowledge. International Journal of Environmental & Science Education, 11(4), 453–472.
• Smith, C. L., Maclin, D., Houghton, C., & Hennessey, M. G. (2000). Sixth-grade students’ epistemologies of science: The impact of school science experiences on epistemological development. Cognition and Instruction, 18(3), 349–422.
• Şardağ, M., Aydın, S., Kalender, N., Tortumlu, S., Çiftçi, M., & Perihanoğlu, Ş. (2014). The integration of nature of science in the new secondary physics, chemistry and biology curricula. Education and Science, 39(174), 233–248.
• Tairab, H. H. (2001). Pre-service teachers’ views of the nature of science and technology before and after a science teaching methods course. Research in Education, 65(1), 81–87.
• Tamir, P., & Zohar, A. (1991) Anthropomorphism and teleology in reasoning about biological phenomena. Science Education, 75(1), 57–67.
• Tasar, M. F. (2006). Probing preservice teachers’ understandings of scientific knowledge by using a vignette in conjunction with a paper and pencil test. Eurasia Journal of Mathematics, Science and Technology Education, 2(1), 53–70.
• Temel, S., Şen, Ş., & Özcan, Ö. (2018). The development of the nature of science view scale (NOSvs) at university level. Research in Science & Technological Education, 36(1), 55–68.
• Terzi, A. R. (2005). Üniversite öğrencilerinin bilimsel epistemolojik inançları üzerine bir araştırma. Afyon Kocatepe Üniversitesi Sosyal Bilimler Dergisi, 7(2), 298–311.
• Uğraş, M., & Çil, E. (2016). Effect of nature of science activities on nature of science and scientific epistemological beliefs of pre-service preschool teachers. The Eurasia Proceedings of Educational & Social Sciences (EPESS), 4, 352–356.
• Wang, J., & Zhao, Y. (2016). Comparative research on the understandings of nature of science and scientific inquiry between science teachers from Shanghai and Chicago. Journal of Baltic Science Education, 15(1), 97–108.
• Waters-Adams, S. (2006). The relationship between understanding of the nature of science and practice: The influence of teachers’ beliefs about education, teaching and learning. International Journal of Science Education, 28(8), 919–944.
• Yakmacı, B. (1998). Science (biology, chemistry and physics) teachers’ views on the nature of science as a dimension of scientific literacy. Unpublished master’s thesis, Boğaziçi University, Istanbul.