Prospective Science Teachers’ Levels of Understanding Science after Experiencing Explicit-Reflective Instruction: Hermeneutical Perspective

Yıl 2020, , 223 - 250, 30.06.2020

Hasan Özcan , Davut Sarıtaş , Mehmet Taşar

https://doi.org/10.35675/befdergi.682015

Cited By: 1

Öz

In this study, we aimed to investigate how prospective science teachers, who participated in a series of explicit-reflective activities for NOS teaching, understood "science in a social and cultural context" in the context of a biographical documentary film. We adopted a phenomenological approach. The data were analyzed descriptively by considering the aspects of nature of science and the levels of understanding as defined in Dilthey's hermeneutic approach. In this way, we determined participants’ levels of hermeneutic understanding regarding the nature of science. The findings show that the participants regarded science within the framework of aspects of the consensus view blended with somewhat authentic interpretations and at a basic level of understanding from the point of view of hermeneutics. This finding highlights the importance of integrating the hermeneutic approach into the teaching process in understanding science.

Anahtar Kelimeler

Explicit-reflective method, hermeneutic, history of science, nature of science, prospective science teachers

Açık-Düşündürücü Öğretim Deneyimi Sonrası Fen Bilimleri Öğretmen Adaylarının Bilimi Anlama Düzeyleri: Hermenötik Bakış

Öz

öğretmen adaylarının bilim tarihinden uyarlanmış biyografik ve belgesel bir film üzerinden “sosyal ve kültürel bir bağlamda bilim” tasvirini nasıl yorumladıklarının belirlenmesi amaçlanmıştır. Fenomenoloji deseniyle yürütülen çalışmada nitel toplanan veriler literatürde uzlaşı görüşü olarak ifade edilen yaklaşımın bilim doğası unsurları ve Diltley’in hermenötik yaklaşımında tanımlanan anlama düzeyleri dikkate alınarak betimsel analize tabi tutulmuştur. Bu şekilde öğretmen adaylarının bilimin doğasının uzlaşımsal unsurlarına yönelik hermenötik anlama/anlamlandırma düzeyleri belirlenmiştir. Elde edilen bulgular, daha önce almış oldukları açık-düşündürücü öğretimin muhtemel etkisi ile öğretmen adaylarını uzlaşılmış bilimin doğası unsurlarının çizdiği çerçeve içinde kalan ve belli bir özgünlüğe sahip yorumlar ile hermenötik açıdan temel düzeyde bir anlama ile bilimi değerlendirdikleri görülmüştür.  Bu bulgu bir insan etkinliği ve sosyal bir görüngü olan bilimi anlamada hermenötik yaklaşımın öğretim sürecine entegrasyonun önemine dikkat çekmektedir. 

Anahtar Kelimeler

Bilimin doğası, bilim tarihi, açık-düşündürcü yöntem, en bilimleri öğretmen adayları

Kaynakça

• Abd-El-Khalick, F. & Akerson, V. L. (2004). Learning as conceptual change: factors mediating the development of preservice elementary teachers’ views of nature of science. Science Teacher Education, 88(5), 785-810.
• 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.
• Abd-El-Khalick, F. (2005). Developing deeper understandings of nature of science: the impact of a philosophy of science course on preservice science teachers’ views and instructional planning. International Journal of Science Education, 27(1), 1542.
• Abd-El-Khalick, F. (2012). Teaching with and about nature of science, and science teacher knowledge domains. Science & Education, 1-21.
• 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.
• Akerson V. L. & Volrich M.V. (2006). Teaching nature of science explicitly in a firstgrade internship setting. Journal of Research in Science Teaching, 43(4), 377-394.
• Akerson, V. L. & Abd-El-Khalick, F. (2003). Teaching elements of nature of science: A yearlong case study of a fourth-grade teacher. Journal of Research in Science Teaching, 40(10), 1025-1049.
• Akerson, V., Buzzelli, C. & Donnelly, L. (2008). Early childhood teachers’ views of nature of science: The influence of intellectual levels, cultural values, and explicit reflective teaching. Journal of Research in Science Teaching, 45(6), 748-770.
• Akindehin, F. (1988). Effect of an instructional package on preservice science teachers’ understanding of the nature of science and acquisition of science-related attitudes. Science Education, 72(1), 73-82.
• Allchin, D. (2011). Evaluating knowledge of the nature of (whole) science. Science Education, 95(3), 518-542.
• Ataş, G. (2013). Türkçe eğitiminde hermeneutiğin kullanım gerekçesi ve sonuçları. Mustafa Kemal Üniversitesi Sosyal Bilimler Enstitüsü Dergisi,10 (23), 47-56.
• Ayvacı, H. Ş. (2007). Bilimin doğasının sınıf öğretmeni adaylarına kütle çekim konusu içerisinde farklı yaklaşımlarla öğretilmesine yönelik bir çalışma. Yayımlanmamış Doktora Tezi, Karadeniz Teknik Üniversitesi Fen Bilimleri Enstitüsü, Trabzon.
• Bollnow, O. F. (1995). İfade ve anlama. In D. Özlem (Ed.), hermeneutik (yorumbilgisi) üzerine yazılar (p. 85-121). Ankara: Ark Publication.
• Can, B., Bahtiyar,A, & Kökten, H. Hermeneutıc perspectives of pre-service science teachers about science. Journal of Baltic Science Education, 17 (5), 778-799.
• Clough, M. P. (2006). Learners' responses to the demands of conceptual change: Considerations for effective nature of science instruction. Science and Education, 15(5), 463-494.
• Çetinkaya, E. (2019). Açık-düşündürücü yaklaşıma dayalı etkinliklerin ortaokul öğrencilerinin bilimin doğası görüşlerine etkisi. Kuramsal Eğitimbilim Dergisi [Journal of Theoretical Educational Science], 12(1), 227-259.
• Denzin, N. K. & Lincoln, Y. S. (Eds.). (2000). Handbook of qualitative research (2nd ed.). Thousand Oaks, CA: Sage.
• Driver, R., Leach, J., Millar, R., & Scott, P. (1996). Young people’s images of science. Buckingham, UK: Open University Press.
• Fırıncıoğulları, S. (2016a). Hermeneutik yöntem, ontolojik hermeneutik ve Hans Georg Gadamer. Akademik Bakış Dergisi, 53, 286-293.
• Fırıncıoğulları, S. (2016b). Sosyal bilimler ve hermeneutik üzerine kısa bir değerlendirme. Sosyoloji Dergisi, 33,37-48.
• Fouad, K. E., Masters, H., & Akerson, V. (2015). Using history of science to teach nature of science elementary students. Science & Education, 24(9–10), 1103–1140. doi: 10.1007/s11191-015-9783-5.
• Herman, B. C. (2010). Teaching the nature of science: practices and associated factors. Unpublished Doctoral Dissertation, Iowa State University, Ames, IA.
• Howard., R. (1982). Three faces of hermeneutics: An introduction to current theories of understanding. University of California Press.
• Kapucu, S.M. (2016). An examination of the documentary film “Einstein and Eddington” in terms of nature of science themes, philosophical movements, and concepts. International Journal of Progressive Education, 12 (2), 34-46. http://www.inased.org/v12n2/ijpev12n2.pdf
• Khishfe, R. (2015). A look into students’ retention of acquired nature of science understandings. International Journal of Science Education, 37, 1639–1667. doi: 10.1080/09500693.2015.1049241
• Kissack, M. (1995). Hermeneutics in education: reflections for teachers of the humanities. In Philip Higgs (ed.), Metatheories in philosophy of education (pp. 245-261). Thorold's Africana Books.
• 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 Abell, S. K. & Lederman, N. G. (Eds.), Handbook of research on science education (pp. 831879). London: Lawrence Erlbaum Associates.
• Martin, P. (Director). (2008). Einstein and Eddington. UK: BBC.
• Matthews, M. R. (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): Springer.
• McComas, W. F. & Olson, J. K. (2000). Internatıonal Science Education Standards documents (41-52) In W.F.Mccomas (Ed.) The nature of science in science education rationales and strategies. Kluwer Academic Publishers.
• McComas, W. F. (1998). The principal elements of the nature of science: Dispelling the myths of science. In W. F. McComas (Ed.) The Nature of Science in Science Education: Rationales and Strategies (pp. 53-70). Kluwer (Springer) Academic Publishers.
• McComas, W. F. (2002). Science and its myths. In M. Shermer (Ed.), The skeptics encyclopedia of pseudoscience (pp. 430-442). Santa Barbara, CA: ABC CLIO Press.
• McComas, W. F., Clough, M. P. & Almazroa, H. (1998). The role and character of the nature of science in science education. In W. F. McComas (Ed.), The nature of science in science education: Rationales and strategies (pp. 3-39). Kluwer (Springer) Academic Publishers.
• Moustakas, C. (1994). Phenomenological research methods. Thousand Oaks, CA: Sage.
• NGSS (2013). Next Generation Science Standards: For States, By States. The National Academies Press, Washington, DC; 2013.
• Palmer E. R. (2003) Hermenötik, (çev: Görener İ.), İstanbul: Anka Yayınları.
• Sarıtaş, D. (2017). The influence of a movie adapted from the history of science on science teacher candidates’ views about science. International History, Philosophy, and Science Teaching Group (IHPST) Biennial Conference will be held July 4­7 Ankara, Turkey.
• Shen, B.S. P. (1975). Scientific literacy and the public understanding of science. In S. B. Day (Ed.) Communication of scientific information (44-52). Basel: Karger.
• Solomon, J., Duveen, J., Scot, L. & Mccarthy, S. (1992). Teaching about the nature of science throuhg history: Action research in the classroom. Journal of Research in Science Teaching, 29(4), 409-421.
• Şeker, H. & Welsh, L. C. (2006). The use of history of mechanics in teaching motion and force units. Science Education, 15(1), 55-89.
• Thomas, G. & Durant, J. (1987) Why should we promote the public understanding of science? In M. Shortland (Ed.) Scientific Literacy Papers. (pp. 1-14). Oxford: Oxford University Department for External Studies.
• Topakkaya, A. (2007). Felsefî hermeneutik. FLSF (Süleyman Demirel Üniversitesi Felsefe Bölümü) Dergisi, 4, 75-92.
• Ulusoy, K. (2016). Tarih eğitiminde hermeneutik yaklaşım. Trakya Üniversitesi Sosyal Bilimler Dergisi, 11(1), 51-68.
• Yıldırım, A. & Şimşek, H. (2011). Sosyal bilimlerde nitel araştırma yöntemleri. (8. Baskı). Ankara: SeçkinYayıncılık.
• Zaidi, W. (2008). "Television. 'Einstein and Eddington' (BBC2) Saturday 22 November 2008, 9:10 pm." Viewpoint. Newsletter of the British Society for the History of Science (88): 11, February 2009.