Araştırma Makalesi
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Science Education for Citizenship: A Case Study

Yıl 2020, Cilt: 10 Sayı: 1, 150 - 188, 31.01.2020
https://doi.org/10.18039/ajesi.682020

Öz

The aim of this study is to discover the topics/contexts covered in the science course with respect to citizenship education. This study was carried out using a case study design, a qualitative research approach. Since this study was designed as a case study, the primary data collection technique was the participant observation technique. Critical case sampling was used to collect qualitative data during the observations. The observational data were obtained from two classes in 2009 during the fall semester. Also, several semi-structured interviews were conducted with the teachers in 2010 during the spring semester to support observation data and increase the credibility of the study. Criterion sampling was used to determine the teachers to enroll in the study, and a total of 24 teachers participated in the interviews. The study data were analyzed through content analysis. In the content analysis, a conceptual framework was formed in light of the literature on the relationship between citizenship education and citizenship education within a science course. The coding stage in this study was based on this conceptual framework. The results showed that, as a part of citizenship education, science course could deal with the topics of Science-Technology-Society-Environment, Scientific Literacy, Socio-Scientific Issues, Rights and Duties.

Kaynakça

  • Aikenhead, G. S. (1990). Scientific/technological literacy, critical reasoning and classroom practice. In S. P. Norris, & L. M. Phillips (Eds.), Foundations of literacy policy in Canada (pp. 127-145). Calgary, AB, Canada: Detselig Enterprises.
  • Anderson, C., Avery, P. G., Pederson, P. V., S. S., Elizabeth, & Sullivan, J. L. (1997). Divergent perspectives on citizenship education: A q-method study and survey of social studies teachers. American Educational Research Journal, 34(2), 333-364.
  • Barbosa, R. (2004). Cooperating in constructing knowledge: case studies from chemistry and citizenship. International Journal of Science Education, 26(8), 935-949.
  • Bingle, W. H. & Gaskell, P. J. (1994). Scientific literacy for decision making and the social construction of scientific knowledge. Science Education, 72, 185-201.
  • Birzéa, C., Kerr, D., Mikkelsen, R., Froumin, I., Losito, B., Pol, M., Sardoc, M., Harrison, C. & Baumgartl, B. (2004). All-European study on education for democratic citizenship policies. Retrieved from http://www.edchreturkey-eu.coe.int/Source/Resources/Pack/AllEuropeanStudyEDCPolicies_En.pdf
  • Blades, D. W. (2006). Levinas and an ethics for science education. Educational Philosophy and Theory, 38(5), 647-664.
  • Bottcher, F. & Meisert, A. (2013). Effects of direct and indirect instruction on fostering decision-making competence in socioscientific issues. Research in Science Education, 43, 479-506.
  • Cajas, F. (1999). Public understanding of science: Using technology to enhance school science in everyday life. International Journal of Science Education, 21, 765-773.
  • Chamberlin, R. (2003). Citizenship? Only if you haven't got a life: Secondary school pupils’ views of citizenship education. International Journal of Research & Method in Education, 26(2), 87-97.
  • Davies, I. & Thorpe, T. (2003). Thinking and acting as citizens. In A. Ross and C. Roland-Lévy (Eds.), Political Education in Europe (pp. 34-52). Stoke on Trent: Trentham.
  • Davies, I. (2004). Science and citizenship education. International Journal of Science Education, 26(14), 1751-1763.
  • Driver, R., Newton, P., & Osborne, J. (2000). Establishing the norms of scientific argumentation in classrooms. Science Education, 84, 287-312.
  • Duggan, S. & Gott, R. (2002). What sort of science education do we really need? International Journal of Science Education, 24(7), 661-679.
  • Ersoy., A. F. (2007). Sosyal bilgiler derslerinde öğretmenlerin etkili vatandaşlık eğitimi uygulamalarına ilişkin görüşleri. Yayınlanmamış Doktora Tezi. Eskişehir: Anadolu Üniversitesi Eğitim Bilimleri Enstitüsü.
  • Hicks, D. (2001). Re-examining the future: The challenge for citizenship education. Educational Review, 53(3), 229-240.
  • Hodson, D. (2003). Time for action: Science education for an alternative future. International Journal of Science Education, 25(6), 645-670.
  • Hoge, J. D. (2002). Character education, citizenship education, and the social studies. The Social Studies, 93(3), 103-108.
  • Hoskins, B. (2006). Draft framework on indicators for active citizenship. Ispra: CRELL.
  • Hughes, G. (2000). Marginalization of socioscientific material in science-technology-society science curricula: Some implications for gender inclusivity and curriculum reform. Journal of Research in Science Teaching, 37, 426-440.
  • Hurd, P. D. (1998). Scientific literacy: New minds for a changing world. Science Education, 82(3), 407-416.
  • Ideland, M., Malmberg, C. & Winberg, M. (2011). Culturally equipped for socio scientific issues? A comparative study on how teachers and students in mono and multiethnic schools handle work with complex issues. International Journal of Science Education, 33(13), 1835-1859.
  • Jenkins, E. W. (1992). School science education: Towards a reconstruction. Journal of Curriculum Studies, 24, 229-246.
  • Kerr, D., Keating, A. & Ireland, E. (2009). Pupil assessment in citizenship education: Purposes, practices and possibilities. Slough: NFER/CIDREE.
  • Khishfe, R. (2014). Explicit nature of science and argumentation instruction in the context of socioscientific issues: An effect on student learning and transfer. International Journal of Science Education, 36(6), 974-1016.
  • Kolstø, S. (2001). Scientific literacy for citizenship: Tools for dealing with the science dimension of controversial socioscientific issues. Science Education, 85(3), 291-310.
  • Layton, D., Jenkins, E., Macgill, S., & Davey, A. (1993). Inarticulate science? Perspectives on the public understanding of science and some implications for science education. Nafferton: Studies in Education.
  • Lee, S. & Roth, W. M. (2003). Science and the “good citizen”: Community-based scientific literacy. Science, Technology, & Human Values, 28(3), 403-424.
  • Lester, B. T., Ma, L., Lee, O., & Lambert, J. (2006). Social activism in elementary science education: A science, technology, and society approach to teach global warming. International Journal of Science Education, 28(4), 315-339.
  • Levinson, R., & Turner, S. (2001). Valuable lessons. London: Wellcome Trust.
  • Mansour, N. (2009). Science-technology-society (STS): A new paradigm in science education. Bulletin of Science Technology & Society, 29(4), 287-297.
  • Miles, M. B. & Huberman, A. M. (1994). An expanded source book: Qualitative data analysis (2nd Ed.). London: Sage Publications.
  • Miller, J. D. (2006). Civic scientific literacy in Europe and the United States. A paper presented to the annual meeting of the World Association for Public Opinion Research, Montreal, Canada.
  • Ministry of National Education [MoNE]. (2005). Fen ve teknoloji dersi programı: İlköğretim 4-5. sınıf. Ankara: Devlet Kitapları Müdürlüğü Basım Evi.
  • Nelson, J. & Kerr, D. (2006). Active citizenship in INCA countries: definitions, policies, practices and outcomes. Retrieved from https://nzcurriculum.tki.org.nz/content/download/654/4291/file/Active_Citizenship_Report.pdf
  • Osborne, J. (2000). Science and citizenship. In M. Monk & J. Osborne (Eds.) Good Practice in Science Teaching: What Research Has to Say (pp. 225-240). Buckingham: Open University Press.
  • Özden, M & Yaşar, Ş. (2009). İlköğretim 4. ve 5. sınıflar fen ve teknoloji dersi programının vatandaşlık eğitimi bakımından incelenmesi. VIII. Ulusal Sınıf Öğretmenliği Eğitim Sempozyumu’nda sunulan bildiri. ESOGÜ Eğitim Fakültesi, Eskişehir.
  • Patton, M. Q. (2001). Qualitative research and evaluation methods. (3rd Ed.). Thousand Oaks: Sage.
  • Pedretti, E. (1999). Decision making and STS education: Exploring scientific knowledge and social responsibility in schools and science centers through an issue-based approach. School Science and Mathematics, 99, 174-181.
  • Pedretti, E. (2003). Teaching science, technology, society and environment education: Preservice teachers’ philosophical and pedagogical landscapes. In D. L. Zeidler (Ed.), The role of moral reasoning on socioscientific issues and discourse in science education (pp.219-239). London: Kluwer Academic Publishers.
  • Pike, M. A. (2007). Values and visibility: The implementation and assessment of citizenship education in schools. Educational Review, 59(2), 215-229.
  • Punch, K. F. (2005). Sosyal araştırmalara giriş: Nicel ve nitel yaklaşımlar. (Çev. D. Bayrak, H. B. Arslan, & Z. Akyüz). Ankara: Siyasal Kitabevi. Qualifications and Curriculum Authority. (QCA, 1998). Education for citizenship and the teaching of democracy in schools. London: QCA.
  • Ratcliffe, M. & Grace, M. (2003). Science education for citizenship: Teaching socio-scientific issues. Maidenhead: Open University Press.
  • Roth, W. M., & Dêsautels, J. (2004). Educating for citizenship: Reappraising the role of science education. Canadian Journal of Science, Mathematics and Technology Edaucation, 4(2), 149-168.
  • Sadler, T. D. (2004). Informal reasoning regarding socioscientific issues: A critical review of research. Journal of Research in Science Teaching, 41(5), 513-536.
  • Sadler, T. D., Barab, S. A., & Scott, B. (2007). What do students gain by engaging in socioscientific inquiry? Research in Science Education, 37, 371-391.
  • Solomon, J., & Aikenhead, G. S. (1994). STS education: International perspectives on reform. New York: Teachers College Press.
  • Solomon, J. (1993). Teaching science, technology, society. Buckingham, UK: Open University Press.
  • Stake, R. E. (1995). The art of case study research. London: Sage Publications.
  • Stake, R. E. (2005). Qualitative case studies. In N. K. Denzin & Y. S. Lincoln (Eds.), The sage handbook of qualitative research (pp.443-466). London: Sage.
  • Yager, R. E. (1996). History of science/technology/society as reform in the United States. In R. E. Yager (Ed.), Science/technology/society as reform in science education (pp. 3-15). Albany, NY: State University of New York Press.
  • Yıldırım A. & Şimşek, H. (2006). Sosyal bilimlerde nitel araştırma yöntemleri. Ankara: Seçkin Yayıncılık.
  • Yin, R. K. (2015). Case study research: Design and methods. (5th ed.). LA: SAGE.
  • Yin, R. K. (2003). Case study research: Design and methods. (3rd ed.). Thousand Oaks: SAGE.
  • Zeidler, D. L., Sadler, T. D., Simmons, M. L., & Howes, E. V. (2005). Beyond STS: A research-based framework for socioscientific issues education. Science Education, 89, 357-377.
  • Zeidler, D. L., Walker, K. A., Ackett, W. A., & Simmons, M. L. (2002). Tangled up in views: Beliefs in the nature of science and responses to socioscientific dilemmas. Science Education, 86, 343-367.
  • Zembylas, M. (2005). Science education: For citizenship and/or for social justice? Journal of Curriculum Studies, 37(6), 709-722.
Yıl 2020, Cilt: 10 Sayı: 1, 150 - 188, 31.01.2020
https://doi.org/10.18039/ajesi.682020

Öz

Kaynakça

  • Aikenhead, G. S. (1990). Scientific/technological literacy, critical reasoning and classroom practice. In S. P. Norris, & L. M. Phillips (Eds.), Foundations of literacy policy in Canada (pp. 127-145). Calgary, AB, Canada: Detselig Enterprises.
  • Anderson, C., Avery, P. G., Pederson, P. V., S. S., Elizabeth, & Sullivan, J. L. (1997). Divergent perspectives on citizenship education: A q-method study and survey of social studies teachers. American Educational Research Journal, 34(2), 333-364.
  • Barbosa, R. (2004). Cooperating in constructing knowledge: case studies from chemistry and citizenship. International Journal of Science Education, 26(8), 935-949.
  • Bingle, W. H. & Gaskell, P. J. (1994). Scientific literacy for decision making and the social construction of scientific knowledge. Science Education, 72, 185-201.
  • Birzéa, C., Kerr, D., Mikkelsen, R., Froumin, I., Losito, B., Pol, M., Sardoc, M., Harrison, C. & Baumgartl, B. (2004). All-European study on education for democratic citizenship policies. Retrieved from http://www.edchreturkey-eu.coe.int/Source/Resources/Pack/AllEuropeanStudyEDCPolicies_En.pdf
  • Blades, D. W. (2006). Levinas and an ethics for science education. Educational Philosophy and Theory, 38(5), 647-664.
  • Bottcher, F. & Meisert, A. (2013). Effects of direct and indirect instruction on fostering decision-making competence in socioscientific issues. Research in Science Education, 43, 479-506.
  • Cajas, F. (1999). Public understanding of science: Using technology to enhance school science in everyday life. International Journal of Science Education, 21, 765-773.
  • Chamberlin, R. (2003). Citizenship? Only if you haven't got a life: Secondary school pupils’ views of citizenship education. International Journal of Research & Method in Education, 26(2), 87-97.
  • Davies, I. & Thorpe, T. (2003). Thinking and acting as citizens. In A. Ross and C. Roland-Lévy (Eds.), Political Education in Europe (pp. 34-52). Stoke on Trent: Trentham.
  • Davies, I. (2004). Science and citizenship education. International Journal of Science Education, 26(14), 1751-1763.
  • Driver, R., Newton, P., & Osborne, J. (2000). Establishing the norms of scientific argumentation in classrooms. Science Education, 84, 287-312.
  • Duggan, S. & Gott, R. (2002). What sort of science education do we really need? International Journal of Science Education, 24(7), 661-679.
  • Ersoy., A. F. (2007). Sosyal bilgiler derslerinde öğretmenlerin etkili vatandaşlık eğitimi uygulamalarına ilişkin görüşleri. Yayınlanmamış Doktora Tezi. Eskişehir: Anadolu Üniversitesi Eğitim Bilimleri Enstitüsü.
  • Hicks, D. (2001). Re-examining the future: The challenge for citizenship education. Educational Review, 53(3), 229-240.
  • Hodson, D. (2003). Time for action: Science education for an alternative future. International Journal of Science Education, 25(6), 645-670.
  • Hoge, J. D. (2002). Character education, citizenship education, and the social studies. The Social Studies, 93(3), 103-108.
  • Hoskins, B. (2006). Draft framework on indicators for active citizenship. Ispra: CRELL.
  • Hughes, G. (2000). Marginalization of socioscientific material in science-technology-society science curricula: Some implications for gender inclusivity and curriculum reform. Journal of Research in Science Teaching, 37, 426-440.
  • Hurd, P. D. (1998). Scientific literacy: New minds for a changing world. Science Education, 82(3), 407-416.
  • Ideland, M., Malmberg, C. & Winberg, M. (2011). Culturally equipped for socio scientific issues? A comparative study on how teachers and students in mono and multiethnic schools handle work with complex issues. International Journal of Science Education, 33(13), 1835-1859.
  • Jenkins, E. W. (1992). School science education: Towards a reconstruction. Journal of Curriculum Studies, 24, 229-246.
  • Kerr, D., Keating, A. & Ireland, E. (2009). Pupil assessment in citizenship education: Purposes, practices and possibilities. Slough: NFER/CIDREE.
  • Khishfe, R. (2014). Explicit nature of science and argumentation instruction in the context of socioscientific issues: An effect on student learning and transfer. International Journal of Science Education, 36(6), 974-1016.
  • Kolstø, S. (2001). Scientific literacy for citizenship: Tools for dealing with the science dimension of controversial socioscientific issues. Science Education, 85(3), 291-310.
  • Layton, D., Jenkins, E., Macgill, S., & Davey, A. (1993). Inarticulate science? Perspectives on the public understanding of science and some implications for science education. Nafferton: Studies in Education.
  • Lee, S. & Roth, W. M. (2003). Science and the “good citizen”: Community-based scientific literacy. Science, Technology, & Human Values, 28(3), 403-424.
  • Lester, B. T., Ma, L., Lee, O., & Lambert, J. (2006). Social activism in elementary science education: A science, technology, and society approach to teach global warming. International Journal of Science Education, 28(4), 315-339.
  • Levinson, R., & Turner, S. (2001). Valuable lessons. London: Wellcome Trust.
  • Mansour, N. (2009). Science-technology-society (STS): A new paradigm in science education. Bulletin of Science Technology & Society, 29(4), 287-297.
  • Miles, M. B. & Huberman, A. M. (1994). An expanded source book: Qualitative data analysis (2nd Ed.). London: Sage Publications.
  • Miller, J. D. (2006). Civic scientific literacy in Europe and the United States. A paper presented to the annual meeting of the World Association for Public Opinion Research, Montreal, Canada.
  • Ministry of National Education [MoNE]. (2005). Fen ve teknoloji dersi programı: İlköğretim 4-5. sınıf. Ankara: Devlet Kitapları Müdürlüğü Basım Evi.
  • Nelson, J. & Kerr, D. (2006). Active citizenship in INCA countries: definitions, policies, practices and outcomes. Retrieved from https://nzcurriculum.tki.org.nz/content/download/654/4291/file/Active_Citizenship_Report.pdf
  • Osborne, J. (2000). Science and citizenship. In M. Monk & J. Osborne (Eds.) Good Practice in Science Teaching: What Research Has to Say (pp. 225-240). Buckingham: Open University Press.
  • Özden, M & Yaşar, Ş. (2009). İlköğretim 4. ve 5. sınıflar fen ve teknoloji dersi programının vatandaşlık eğitimi bakımından incelenmesi. VIII. Ulusal Sınıf Öğretmenliği Eğitim Sempozyumu’nda sunulan bildiri. ESOGÜ Eğitim Fakültesi, Eskişehir.
  • Patton, M. Q. (2001). Qualitative research and evaluation methods. (3rd Ed.). Thousand Oaks: Sage.
  • Pedretti, E. (1999). Decision making and STS education: Exploring scientific knowledge and social responsibility in schools and science centers through an issue-based approach. School Science and Mathematics, 99, 174-181.
  • Pedretti, E. (2003). Teaching science, technology, society and environment education: Preservice teachers’ philosophical and pedagogical landscapes. In D. L. Zeidler (Ed.), The role of moral reasoning on socioscientific issues and discourse in science education (pp.219-239). London: Kluwer Academic Publishers.
  • Pike, M. A. (2007). Values and visibility: The implementation and assessment of citizenship education in schools. Educational Review, 59(2), 215-229.
  • Punch, K. F. (2005). Sosyal araştırmalara giriş: Nicel ve nitel yaklaşımlar. (Çev. D. Bayrak, H. B. Arslan, & Z. Akyüz). Ankara: Siyasal Kitabevi. Qualifications and Curriculum Authority. (QCA, 1998). Education for citizenship and the teaching of democracy in schools. London: QCA.
  • Ratcliffe, M. & Grace, M. (2003). Science education for citizenship: Teaching socio-scientific issues. Maidenhead: Open University Press.
  • Roth, W. M., & Dêsautels, J. (2004). Educating for citizenship: Reappraising the role of science education. Canadian Journal of Science, Mathematics and Technology Edaucation, 4(2), 149-168.
  • Sadler, T. D. (2004). Informal reasoning regarding socioscientific issues: A critical review of research. Journal of Research in Science Teaching, 41(5), 513-536.
  • Sadler, T. D., Barab, S. A., & Scott, B. (2007). What do students gain by engaging in socioscientific inquiry? Research in Science Education, 37, 371-391.
  • Solomon, J., & Aikenhead, G. S. (1994). STS education: International perspectives on reform. New York: Teachers College Press.
  • Solomon, J. (1993). Teaching science, technology, society. Buckingham, UK: Open University Press.
  • Stake, R. E. (1995). The art of case study research. London: Sage Publications.
  • Stake, R. E. (2005). Qualitative case studies. In N. K. Denzin & Y. S. Lincoln (Eds.), The sage handbook of qualitative research (pp.443-466). London: Sage.
  • Yager, R. E. (1996). History of science/technology/society as reform in the United States. In R. E. Yager (Ed.), Science/technology/society as reform in science education (pp. 3-15). Albany, NY: State University of New York Press.
  • Yıldırım A. & Şimşek, H. (2006). Sosyal bilimlerde nitel araştırma yöntemleri. Ankara: Seçkin Yayıncılık.
  • Yin, R. K. (2015). Case study research: Design and methods. (5th ed.). LA: SAGE.
  • Yin, R. K. (2003). Case study research: Design and methods. (3rd ed.). Thousand Oaks: SAGE.
  • Zeidler, D. L., Sadler, T. D., Simmons, M. L., & Howes, E. V. (2005). Beyond STS: A research-based framework for socioscientific issues education. Science Education, 89, 357-377.
  • Zeidler, D. L., Walker, K. A., Ackett, W. A., & Simmons, M. L. (2002). Tangled up in views: Beliefs in the nature of science and responses to socioscientific dilemmas. Science Education, 86, 343-367.
  • Zembylas, M. (2005). Science education: For citizenship and/or for social justice? Journal of Curriculum Studies, 37(6), 709-722.
Toplam 56 adet kaynakça vardır.

Ayrıntılar

Birincil Dil İngilizce
Bölüm Araştırma Makalesi
Yazarlar

Muhammet Özden Bu kişi benim 0000-0003-4325-0803

Yayımlanma Tarihi 31 Ocak 2020
Gönderilme Tarihi 10 Eylül 2019
Yayımlandığı Sayı Yıl 2020 Cilt: 10 Sayı: 1

Kaynak Göster

APA Özden, M. (2020). Science Education for Citizenship: A Case Study. Anadolu Journal of Educational Sciences International, 10(1), 150-188. https://doi.org/10.18039/ajesi.682020
AMA Özden M. Science Education for Citizenship: A Case Study. AJESI. Ocak 2020;10(1):150-188. doi:10.18039/ajesi.682020
Chicago Özden, Muhammet. “Science Education for Citizenship: A Case Study”. Anadolu Journal of Educational Sciences International 10, sy. 1 (Ocak 2020): 150-88. https://doi.org/10.18039/ajesi.682020.
EndNote Özden M (01 Ocak 2020) Science Education for Citizenship: A Case Study. Anadolu Journal of Educational Sciences International 10 1 150–188.
IEEE M. Özden, “Science Education for Citizenship: A Case Study”, AJESI, c. 10, sy. 1, ss. 150–188, 2020, doi: 10.18039/ajesi.682020.
ISNAD Özden, Muhammet. “Science Education for Citizenship: A Case Study”. Anadolu Journal of Educational Sciences International 10/1 (Ocak 2020), 150-188. https://doi.org/10.18039/ajesi.682020.
JAMA Özden M. Science Education for Citizenship: A Case Study. AJESI. 2020;10:150–188.
MLA Özden, Muhammet. “Science Education for Citizenship: A Case Study”. Anadolu Journal of Educational Sciences International, c. 10, sy. 1, 2020, ss. 150-88, doi:10.18039/ajesi.682020.
Vancouver Özden M. Science Education for Citizenship: A Case Study. AJESI. 2020;10(1):150-88.