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The Effect of Using Scientific Scenarios in Teaching Socioscientific Issues in Science Course on Students' Logical Thinking Skills

Yıl 2022, Cilt: 15 Sayı: 2, 420 - 452, 22.04.2022
https://doi.org/10.30831/akukeg.1001361

Öz

In recent years, countries have focused specifically on improving thinking skills in their science education programs. One of the science lesson methods that can be used to activate the use of thinking processes is scientific scenarios. Therefore, the study aim is to investigate the effect of the use of scientific scenarios in the science course on students' logical thinking skills. The study was carried out in the 'DNA and genetic code' unit, which especially includes some socioscientific issues. The research was designed according to the quasi-experimental pattern with unequal control group among the pretest-posttest control group designs, and it was conducted with a total of 36 eighth grade students from the experimental and control groups. The data were collected using the logical thinking group test and an individual information form. According to the study findings, it was understood that scenario-based teaching had an important effect on developing students' logical thinking and in passing their developmental period to the next stage. This finding shows that the processing of some socioscientific science topics with scientific scenarios is effective in increasing students' logical thinking skills. In line with these results obtained from the study, conclusions have been made regarding the use of scientific scenarios.

Destekleyen Kurum

Manisa Celal Bayar University Scientific Research Projects Coordination Unit

Proje Numarası

2018-219

Kaynakça

  • Lazonder, A. W., Janssen, N., Gijlers, H., & Walraven, A. (2021). Patterns of development in children’s scientific reasoning: results from a three-year longitudinal study. Journal of Cognition and Development, 22(1), 108-124. https://doi.org/10.1080/15248372.2020.1814293
Yıl 2022, Cilt: 15 Sayı: 2, 420 - 452, 22.04.2022
https://doi.org/10.30831/akukeg.1001361

Öz

Proje Numarası

2018-219

Kaynakça

  • Lazonder, A. W., Janssen, N., Gijlers, H., & Walraven, A. (2021). Patterns of development in children’s scientific reasoning: results from a three-year longitudinal study. Journal of Cognition and Development, 22(1), 108-124. https://doi.org/10.1080/15248372.2020.1814293
Toplam 1 adet kaynakça vardır.

Ayrıntılar

Birincil Dil İngilizce
Konular Alan Eğitimleri
Bölüm Makaleler
Yazarlar

Fatma Şaşmazören 0000-0002-4015-9978

Ayşegül Karapınar 0000-0002-8501-289X

Kübranur Sarı 0000-0003-0372-033X

Tuğba Demirer 0000-0002-3460-5185

Proje Numarası 2018-219
Yayımlanma Tarihi 22 Nisan 2022
Gönderilme Tarihi 27 Eylül 2021
Yayımlandığı Sayı Yıl 2022 Cilt: 15 Sayı: 2

Kaynak Göster

APA Şaşmazören, F., Karapınar, A., Sarı, K., Demirer, T. (2022). The Effect of Using Scientific Scenarios in Teaching Socioscientific Issues in Science Course on Students’ Logical Thinking Skills. Journal of Theoretical Educational Science, 15(2), 420-452. https://doi.org/10.30831/akukeg.1001361