Öz
Fen eğitiminde ‘‘Bilimin Doğası’’ önemli
araştırma alanlarından biridir. Erduran ve Dagher (2014) Irzik ve Nola’nın
(2014) “Aile Benzerliği Yaklaşımı (ABY)’’nı yeniden kavramsallaştırarak bilimin
doğasını epistemik, bilişsel ve sosyal yönleriyle bütüncül bir şekilde
açıklamışlardır. Kaya ve Erduran (2016a) ise, Erduran ve Dagher’ın
önerdiği yaklaşımı “Yeniden Kavramsallaştırılmış Aile Benzerliği Yaklaşımına
Dayalı Bilimin Doğası’’ (Reconceptualized Family Resemblance Approach to Nature
of Science - RFN) şeklinde adlandırmışlardır. Bilimin
doğasının RFN çerçevesinde öğretimi ile ilgili 14 haftalık bir uygulama içeren
bu çalışmanın amacı, öğretmen adaylarının bilimin amaç ve değerleri, bilimsel
pratikler, yöntem ve yöntemsel kurallar, bilimsel bilgi ve bilimin
sosyal-kurumsal yönlerine ilişkin algılarına olan etkisini belirlemektir.
İstanbul’daki bir devlet üniversitesindeki okuyan 11 fen bilgisi ve 4 kimya öğretmen
adayı ile çalışılmıştır. Çalışmada karma araştırma deseni kullanılmıştır.
Katılımcıların bilimin doğasına ilişkin algılarını belirlemek amacıyla Bilimin
Doğası Anketi uygulanmıştır. Uygulama öncesi ve sonrasında RFN kategorileriyle
ilgili görüşmeler yapılmıştır. Araştırma sonuçlarına göre öğretmen adaylarının
bilimin doğası ile ilgili algılarında değişim ve gelişim olduğu
belirlenmiştir.
Anahtar Kelimeler
Bütünsel Bilim Bilimin Doğası Yeniden Kavramsallaştırılmış Aile Benzerliği Yaklaşımı Öğretmen Eğitimi
Kaynakça
- 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., & Lederman, N. G. (2000). Improving science teachers’ conceptions of nature of science: A critical review of the literature. International Journal of Science Education, 22 (7), 665-701.
- Aksoz, B., Kaya, E., Erduran, S., Akgun, S., & Tas, T. (2016, June). Pre-service science teachers’ perceptions of the nature of science: An investigation based on the Family Resemblance Approach. Paper presented at III. International Eurasian Educational Research Congress, Mugla, Turkey.
- Akgun, S., Kaya, E., Erduran, S., & Aksoz, B. (2017, April). Pre-service science teachers’ perceptions of scientific knowledge. Paper presented at NARST Annual Conference, San Antonio, TX.
- Allchin, D. (1999). Values in science. Science & Education, 8, 1-12.
- Allchin, D. (2013). Teaching the nature of science: Perspectives and resources. St. Paul, MN:SHiPs.
- Bencze, L., Sperling, E., & Carter, L. (2012). Students’ research-informed socio-scientific activism: Re/Visions for a sustainable future. Research in Science Education, 42(1), 129-148.
- Creswell, J. W. (2014). Research design qualitative, quantitative, and mixed methods approaches (4th ed.). ThousandOaks, CA: SAGE Publications.
- Duschl, R. A. (1994). Research on the history and philosophy of science. In D. L. Gabel (Ed.), Handbook of research on science teaching and learning (pp. 443–465). New York: Macmillan.
- Duschl, R., & Erduran, S. (1996). Modeling the growth of scientific knowledge. In G. Welford, J.Osborne, & P. Scott (Eds.), Research in science education in Europe: Current issues and Themes (pp. 153–165). London: FalmerPress.
- Erduran, S., & Dagher, Z. (2014). Reconceptualizing the nature of science for science education: Scientific knowledge, practices and other family categories. Dordrecht: Springer.
- Irzık, G. & Nola, R. (2014). New directions for nature of science research. In Michael R. Matthews (Ed.), International Handbook of Research in History, Philosophy and Science Teaching (pp 999-1021). Dordrecth, The Netherlands: Springer.
- Karabaş, N. (2017). The effect of scientific practice-based instruction on seventh graders’ perceptions of scientific practices (Unpublished Master thesis). Bogazici University, Istanbul, Turkey.
- Kaya, E. & Erduran, S. (2016a). From FRA to RFN, or how the Family Resemblance Approach can be transformed for science curriculum analysis on nature of science. Science & Education, 25(9), 1115-1133.
- Kaya, E. & Erduran, S. (2016b). Yeniden Kavramsallaştırılmış “Aile benzerliği yaklaşımı”: Fen eğitiminde bilimin doğasına bütünsel bir bakış açısı. Türk Fen Eğitimi Dergisi, 13(2), 77-90.
- Kaya, E., Saribas, D., & Erduran, S. (2015, April). Pre-service science teachers’ perceptions of scientific practices. Paper presented at International Organization for Science and Technology Education (IOSTE) Symposium, Istanbul, Turkey.
- Köseoğlu, F., Tümay, H., Üstün, U. (2010). Bilimin doğası öğretimi mesleki gelişim paketinin geliştirilmesi ve öğretmen adaylarına uygulanması ile ilgili tartışmalar. Ahi Evran Ünv. Kırşehir Eğitim Fakültesi Dergisi, 4, 129-162.
- Kuhn, T. (1970). The structure of scientific revolutions (2nd ed). Chicago: University of Chicago Press.
- Matthews, M. (1994). Science teaching: The role of history and philosophy of science. New York: Routledge.
- Matthews, M. (2012). Changing the focus: from nature of science (NOS) to features of science (FOS). In M.S. Khine (Ed.), Advances in Nature of Science Research (pp. 3-26). Dordrecth, The Netherlands: Springer.
- McComas, W. F., & Olson, J. K. (1998). The nature of science in international science education standards documents. In W. F. McComas (Ed.), The nature of science in science education: Rationales and strategies (pp. 41–52). Dordrecht, The Netherlands: Kluwer Academic.
- Resnik, D. (2007). The price of truth. New York: Oxford University Press.
- Saribas, D., & Ceyhan, G. D. (2015). Learning to teach scientific practices: Pedagogical decisions and reflections during a course for pre-service science teachers. International Journal of STEM Education, 2(1), 1.
- Tas, T.,Cetin, P. S., Kaya, E., Erduran, S., Akgun, S., & Aksoz, B. (2016, September). Öğretmen adaylarının bilimin doğasına ilişkin görüşleri: Aile benzerliği yaklaşımına dayalı bir çalışma. XII. Ulusal Fen Bilimleri ve Matematik Eğitimi Kongresi, Trabzon.
- Zeidler, D., Sadler, T., Simmons, M., & Howes, E. V. (2005). Beyond STS: A research-based framework on socioscientific issues education. Science Education, 89, 357-377.
Öz
‘‘Nature of Science
(NOS)’’ is one of the important research areas in science education. Erduran
and Dagher (2014) reconceptualized Irzik and Nola (2014)’s “Family Resemblance
Approach (FRA)’’ to explain NOS as an epistemic, cognitive and social aspects
in a holistic way. Kaya and Erduran (2016a) developed the term RFN
(Reconceptualized FRA to NOS) including some educational applications to
integrate NOS in science education. This study is a part of a project including
14 weeks application on teaching NOS. The aim of this study is to determine the
effect of the teacher education intervention based on RFN to the participants’
perceptions. 11 pre-service science and 4 pre-service chemistry teachers
participated in the study. The ‘‘NOS Questionnaire’’ was developed in order to
determine pre-service teachers’ pre and post perceptions of RFN categories.
Interviews were also conducted before and after the intervention. The findings
show that pre-service science teachers’ understanding of each RFN category
changed and developed.
Anahtar Kelimeler
Nature of Science Reconceptualized Family Resemblance Approach Pre-service Teacher Education
Kaynakça
- 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., & Lederman, N. G. (2000). Improving science teachers’ conceptions of nature of science: A critical review of the literature. International Journal of Science Education, 22 (7), 665-701.
- Aksoz, B., Kaya, E., Erduran, S., Akgun, S., & Tas, T. (2016, June). Pre-service science teachers’ perceptions of the nature of science: An investigation based on the Family Resemblance Approach. Paper presented at III. International Eurasian Educational Research Congress, Mugla, Turkey.
- Akgun, S., Kaya, E., Erduran, S., & Aksoz, B. (2017, April). Pre-service science teachers’ perceptions of scientific knowledge. Paper presented at NARST Annual Conference, San Antonio, TX.
- Allchin, D. (1999). Values in science. Science & Education, 8, 1-12.
- Allchin, D. (2013). Teaching the nature of science: Perspectives and resources. St. Paul, MN:SHiPs.
- Bencze, L., Sperling, E., & Carter, L. (2012). Students’ research-informed socio-scientific activism: Re/Visions for a sustainable future. Research in Science Education, 42(1), 129-148.
- Creswell, J. W. (2014). Research design qualitative, quantitative, and mixed methods approaches (4th ed.). ThousandOaks, CA: SAGE Publications.
- Duschl, R. A. (1994). Research on the history and philosophy of science. In D. L. Gabel (Ed.), Handbook of research on science teaching and learning (pp. 443–465). New York: Macmillan.
- Duschl, R., & Erduran, S. (1996). Modeling the growth of scientific knowledge. In G. Welford, J.Osborne, & P. Scott (Eds.), Research in science education in Europe: Current issues and Themes (pp. 153–165). London: FalmerPress.
- Erduran, S., & Dagher, Z. (2014). Reconceptualizing the nature of science for science education: Scientific knowledge, practices and other family categories. Dordrecht: Springer.
- Irzık, G. & Nola, R. (2014). New directions for nature of science research. In Michael R. Matthews (Ed.), International Handbook of Research in History, Philosophy and Science Teaching (pp 999-1021). Dordrecth, The Netherlands: Springer.
- Karabaş, N. (2017). The effect of scientific practice-based instruction on seventh graders’ perceptions of scientific practices (Unpublished Master thesis). Bogazici University, Istanbul, Turkey.
- Kaya, E. & Erduran, S. (2016a). From FRA to RFN, or how the Family Resemblance Approach can be transformed for science curriculum analysis on nature of science. Science & Education, 25(9), 1115-1133.
- Kaya, E. & Erduran, S. (2016b). Yeniden Kavramsallaştırılmış “Aile benzerliği yaklaşımı”: Fen eğitiminde bilimin doğasına bütünsel bir bakış açısı. Türk Fen Eğitimi Dergisi, 13(2), 77-90.
- Kaya, E., Saribas, D., & Erduran, S. (2015, April). Pre-service science teachers’ perceptions of scientific practices. Paper presented at International Organization for Science and Technology Education (IOSTE) Symposium, Istanbul, Turkey.
- Köseoğlu, F., Tümay, H., Üstün, U. (2010). Bilimin doğası öğretimi mesleki gelişim paketinin geliştirilmesi ve öğretmen adaylarına uygulanması ile ilgili tartışmalar. Ahi Evran Ünv. Kırşehir Eğitim Fakültesi Dergisi, 4, 129-162.
- Kuhn, T. (1970). The structure of scientific revolutions (2nd ed). Chicago: University of Chicago Press.
- Matthews, M. (1994). Science teaching: The role of history and philosophy of science. New York: Routledge.
- Matthews, M. (2012). Changing the focus: from nature of science (NOS) to features of science (FOS). In M.S. Khine (Ed.), Advances in Nature of Science Research (pp. 3-26). Dordrecth, The Netherlands: Springer.
- McComas, W. F., & Olson, J. K. (1998). The nature of science in international science education standards documents. In W. F. McComas (Ed.), The nature of science in science education: Rationales and strategies (pp. 41–52). Dordrecht, The Netherlands: Kluwer Academic.
- Resnik, D. (2007). The price of truth. New York: Oxford University Press.
- Saribas, D., & Ceyhan, G. D. (2015). Learning to teach scientific practices: Pedagogical decisions and reflections during a course for pre-service science teachers. International Journal of STEM Education, 2(1), 1.
- Tas, T.,Cetin, P. S., Kaya, E., Erduran, S., Akgun, S., & Aksoz, B. (2016, September). Öğretmen adaylarının bilimin doğasına ilişkin görüşleri: Aile benzerliği yaklaşımına dayalı bir çalışma. XII. Ulusal Fen Bilimleri ve Matematik Eğitimi Kongresi, Trabzon.
- Zeidler, D., Sadler, T., Simmons, M., & Howes, E. V. (2005). Beyond STS: A research-based framework on socioscientific issues education. Science Education, 89, 357-377.
Ayrıntılar
| Bölüm | Makaleler |
|---|---|
| Yazarlar | |
| Yayımlanma Tarihi | 18 Aralık 2017 |
| Gönderilme Tarihi | 3 Ekim 2017 |
| Yayımlandığı Sayı | Yıl 2017 Cilt: 11 Sayı: 2 |
