Fen Bilimleri Öğretmenlerinin Bilimsel Sorgulamanın Doğası Görüşleri
Science Teachers’ Views on Nature of Scientific Inquiry

Günkut MESCİ [1] , Eda ERDAŞ KARTAL [2]


Bu çalışmanın amacı fen bilgisi öğretmenlerinin bilimsel sorgulamanın doğası ile ilgili görüşlerini ve bu görüşlere neden olan olası sebepleri incelemektir. Bu çalışma çoklu durum çalışması olarak dizayn edilmiştir. Çalışmaya Türkiye’nin farklı şehirlerindeki devlet okullarında çalışan 22 ortaokul fen bilimleri öğretmeni gönüllü olarak katılmıştır. Açık uçlu VASI ölçeği ve onu takip eden yarı yapılandırılmış mülakatlar yoluyla online toplanan veriler, bütünsel olarak içerik analizi ile analiz edilmiştir. Analiz sonuçlarına göre, bu çalışmaya katılan öğretmenlerin genellikle bilimsel sorgulama ile ilgili naif ve geçiş görüşlere sahip oldukları görülmüştür. Bazı temalarda nispeten daha gelişmiş görüşe sahip olan öğretmenler özellikle lisans üstü eğitim almalarına göre önemli ölçüde farklılaşmışlardır. Özellikle fen eğitiminde yüksek lisans ve doktora eğitimine devam eden öğretmenlerin görüşlerinin oldukça gelişmiş olduğu görülmüştür. Öğretmenlerin bu görüşlerinin eğitim seviyelerine, lisans ve lisans üstü donemde aldıkları derslere ve hizmet içi eğitimlerdeki eğitimin kalitesine bağlı olarak değiştiği görülmüştür. Bu çalışma ile birlikte, öğretmen eğitiminde ve hizmet içi kurslarında bilimsel sorgulamaya önem verilmesi ve öğretmenlerin fen eğitimi alanında lisans üstü eğitim almaları için teşvik edilmesi önerilmektedir.

The aim of this study is to examine in-service science teachers’ views on nature of scientific inquiry and the possible reasons that led to these views. This study was designed as a multi-case study. 22 middle school science teachers who are currently working in various national education schools in Turkey, voluntarily participated in this study. The data were collected online through the open-ended VASI questionnaire and the follow-up semi-structured interviews, and were holistically analyzed with content analysis. According to the analysis, it was seen that the teachers who participated in this study generally had naive and mix views about the nature of scientific inquiry. It has been observed that these opinions of teachers vary depending on their education level, the courses they took in undergraduate and graduate terms, and the quality of education in in-service training. For example, the teachers who continue their master's and doctorate education in science education have quite an informed view. With this study, it is recommended to give importance to scientific inquiry in teacher training programs and in-service courses, and to encourage teachers to pursue graduate education in the field of science education.
  • Adisendjaja, Y. H., Rustaman, N. Y., Redjeki, S., & Satori, D. (2017). Science teachers’ understanding of scientific inquiry in teacher professional development. Journal of Physics: Conference Series, 812.
  • Anggraeni, N., Adisendjaja, Y. H., & Amprasto, A. (2017). Profile of high school students’ understanding of scientific inquiry. Journal of Physics: Conference Series, 895, 1-5.
  • Akerson, V. L., & Hanuscin, D. L. (2007). Teaching nature of science through inquiry: Results of a 3‐year professional development program. Journal of Research in Science Teaching, 44(5), 653- 680.
  • American Association for the Advancement of Science [AAAS]. (1993). Benchmarks for science literacy. NewYork: Oxford University Press.
  • Aydeniz, M., Baksa, K., & Skinner, J. (2011). Understanding the impact of an apprenticeship-based scientific research program on high school students’ understanding of scientific inquiry. Journal of Science Education and Technology, 20(4), 403-421.
  • Bahbah, S., Golden, B. W., Roseler, K., Elderle, P., Saka, Y., & Shoutherland, S. A. (2013). The Influence of RET's on elementary and secondary grade teachers' views of scientific inquiry. International Education Studies, 6(1), 117-131.
  • Bartos, S. A., & Lederman, N. G. (2014). Teachers' knowledge structures for nature of science and scientific inquiry: Conceptions and classroom practice. Journal of Research in Science Teaching, 51(9), 1150-1184.
  • Baskale, H. (2016). Nitel Araştırmalarda Geçerlik, Güvenirlik ve Örneklem Büyüklüğünün Belirlenmesi. Dokuz Eylül Üniversitesi Hemşirelik Fakültesi Elektronik Dergisi (DEUHFED), 9(1), 23-28
  • Baykara, H., Yakar, Z., Liu, S. Y. (2018). Preservice science teachers’ views about scientific inquiry. European Journal of Education Studies, 4(10), 128-143.
  • Baykara, H., & Yakar, Z. (2020). Preservice science teachers' views about scientific inquiry: The case of Turkey and Taiwan. Turkish Online Journal of Qualitative Inquiry, 11(2), 161-192.
  • Bell, R. L., Blair, L. M., Crawford, B. A., & Lederman, N. G. (2003). Just do it? Impact of a science apprenticeship program on high school students' understandings of the nature of science and scientific inquiry. Journal of Research in Science Teaching, 40(5), 487-509.
  • Bostan-Sarıoğlan, A. (2018). Fen bilgisi öğretmen adaylarının öğretim deneyimlerinden sonra bilimsel sorgulama hakkındaki görüşlerinin değerlendirilmesi. Mehmet Akif Ersoy Üniversitesi Eğitim Fakültesi Dergisi, 48, 136-159.
  • Crawford, B. A., Capps, D., Meyer, X., Patel, M., & Ross, R. M. (2010, April). Supporting teachers in complex situations: Learning to teach evolution, nature of science, and scientific inquiry. In American Educational Research Association Annual Meeting, Denver, Colarado.
  • Crawford, B. A., Zembal‐Saul, C., Munford, D., & Friedrichsen, P. (2005). Confronting prospective teachers' ideas of evolution and scientific inquiry using technology and inquiry‐based tasks. Journal of research in science teaching, 42(6), 613-637.
  • Creswell, J. W. (2007). Qualitative inquiry & research design: Choosing among five approaches. Thousand Oaks, CA: Sage Publications.
  • Creswell, J. W. (2009). Research design: Qualitative, quantitative, and mixed methods approaches (3rd ed.). Sage Publications, Inc.
  • Çiğdemoğlu, C., & Köseoğlu, F. (2019). Improving science teachers’ views about scientific inquiry. Science & Education, 28, 439-469.
  • Dogan, N. (2017). Blending problem based learning and history of science approaches to enhance views about scientific inquiry: New wine in an old bottle. Journal of Education and Training Studies, 5(10), 99-112.
  • Doğan, N., Han-Tosunoglu, Ç., Özer, F., & Akkan, B. (2020). Ortaokul öğrencilerinin bilimsel sorgulama görüşleri: Cinsiyet, sınıf düzeyi ve okul türü değişkenlerinin incelenmesi. Pamukkale Üniversitesi Eğitim Fakültesi Dergisi, 49, 162-189.
  • Dudu, W. T. (2014). Exploring South African high school teachers’ conceptions of the nature of scientific inquiry: a case study. South African Journal of Education, 34(1), 1-18.
  • Flick, L. B., & Lederman, N. G. (2006). Scientific inquiry and nature of science; Implication for teaching, learning and teacher education. Dordrecht: Springer.
  • Haefner, L. A. & Zembal-Saul, C. (2004). Learning by doing? Prospective elementary teachers’ developing understandings of scientific inquiry and science and learning. International Journal of Science Education, 26 (13), 1653-1674.
  • Karışan, D., Bilican, K., & Şenler, B. (2017). Bilimsel sorgulama hakkında görüş anketi: Türkçeye uyarlama, geçerlik ve güvenirlik çalışması. İnönü Üniversitesi Eğitim Fakültesi Dergisi, 18(1), 326-343.
  • Leblebicioğlu, G., Çapkınoğlu, E., Peten, D. M., & Schwartz, R. S. (2020). Views of nature of scientific inquiry of students in different high schools. Education & Science/Egitim ve Bilim, 45(201), 143-165.
  • 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), 311-359.
  • Lederman, N.G. (2006). Research on nature of science: reflections on the past, anticipations of 
the future. Asia-Pasific Forum Science Learning and Teaching, 7 (1), 1-11
  • Lederman, J. S. (2007). Development of a valid and reliable protocol for the assessment of early childhood students’ conceptions of nature of science and scientific inquiry. Saarmste Executive, 446-450.
  • Lederman, J. S. (2012). Development of a valid and reliable protocol for the assessment of early childhood students' conceptions of nature of science and scientific inquiry. A Paper Presented at the Annual Meeting of the National Association of Research in Science Teaching, Indianapolis, IN.
  • Lederman, N. G. (2019). Contextualizing the relationship between nature of scientific knowledge and scientific inquiry. Science & Education, 28, 249–267.
  • Lederman, N. G., Antink, A., & Bartos, S. (2014). Nature of science, scientific inquiry, and socio-scientific issues arising from genetics: A pathway to developing a scientifically literate citizenry. Science & Education, 23(2), 285-302.
  • Lederman, J. S., Bartels, S. L., Liu, C., & Jimenez, J. (2013). Teaching nature of science and scientific inquiry to diverse classes of early primary level students. A Paper Presented at the Annual Meeting of the National Association for Research in Science Teaching (NARST), San Juan, PR, USA.
  • Lederman, N. G. & Lederman, J.S. (2004). Project ICAN: A professional development project to promote teachers’ and students’ knowledge of nature of science and scientific enquiry. In Proceedings of the 11th Annual SAARMSTE Conference. Cape Town, South Africa.
  • Lederman, N. G., Lederman, J. S., & Antink, A. (2013). Nature of science and scientific inquiry as contexts for the learning of science and achievement of scientific literacy. International Journal of Education in Mathematics, Science and Technology, 1(3), 138-147.
  • Lederman, J. S., Lederman, N. G., Bartos, S. A., Bartels, S. L., Meyer, A. A., & Schwartz, R. S. (2014). Meaningful assessment of learners' understandings about scientific inquiry—The views about scientific inquiry (VASI) questionnaire. Journal of Research in Science Teaching, 51(1), 65-83.
  • Lederman, J.S., Lederman, N.G., Bartels, S., Jimenez, J., Akubo, M., vd. (2019). An international collaborative investigation of beginning seventh grade students’ understandings of scientific inquiry: Establishing a baseline. Journal of Research in Science Teaching, 56(4), 486-515.
  • Lotter, C., Harwood, W. S., & Bonner, J. J. (2006). Overcoming a learning bottleneck: Inquiry professional development for secondary science teachers. Journal of Science Teacher Education, 17(3), 185-216.
  • Mesci, G., Çavuş-Güngören, S., & Yesildag-Hasancebi, F. (2020). Investigating the development of pre-service science teachers’ NOSI views and related teaching practices. International Journal of Science Education, 42(1), 50-69.
  • Metz, K. E. (2004). Children’s understanding of scientific inquiry: Their conceptualization of uncertainty in investigations of their own design. Cognitionand Instruction, 22(2), 219–290.
  • Ministry of National Education (MoNE) (2005). Elementary and secondary science curriculum. Ankara: National Education Press.
  • Ministry of National Education (MoNE) (2018). Elementary and secondary science curriculum. Ankara: National Education Press.
  • National Research Council [NRC] (1996). National science education standards. Washington, DC: National Academic Press.
  • National Research Council [NRC] (2011). A framework for K-12 science education: Practices, crosscutting concepts, and core ideas. Washington, DC: National Academy Press.
  • National Research Council [NRC] (2012). A framework for K-12 science education: Practices, crosscutting concepts, 
and core ideas. Washington DC: National Academy Press.
  • NGSS Lead States. (2013). Next generation science standards: For states, by states. Washington, DC: The National Academy Press.
  • NGSS Lead States (2014). Next Generation Science Standards: For states, by states. Washington, DC: National Academies Press.
  • Osborne, J. (2014). Scientific practices and inquiry in the science classroom. In N. Lederman & S. Abell (Eds.), The handbook of research on science education, vol. II (pp. 579–599). New York: Taylor and Frances Group.
  • Osborne, J. F., Ratcliffe, M., Collins, S., Millar, R., & Duschl, R. (2003). What ‘ideas-about- science’ should be taught in school science? A Delphi Study of the ‘Expert’ Community. Journal of Research in Science Teaching, 40(7), 692-720.
  • Park, J. (2008). Discussions for linking the nature of science (NOS) with scientific inquiry. Journal of the Korean Association for Science Education, 28(7), 749-758.
  • Pedaste, M., Mäeots, M., Siiman, L. A., de Jong, T., van Riesen, S. A. N., Kamp, E. T., et al. (2015). Phases of inquiry-based learning: Definitions and the inquiry cycle. Educational Research Review, 14, 47-61.
  • Roehrig, G. H., & Luft, J. A. (2004). Constraints experienced by beginning secondary science teachers in implementing scientific inquiry lessons. International Journal of Science Education, 26(1), 3-24.
  • Schwartz, R. S., Lederman, N., & Lederman, N. (2008, March). An instrument to assess views of scientific inquiry: The VOSI Questionnaire. Paper presented at the international conference of the National Association for Research in Science Teaching. Baltimore, MD.
  • Schwarz, C. (2009). Developing preservice elementary teachers' knowledge and practices through modeling‐centered scientific inquiry. Science Education, 93(4), 720-744.
  • Şenler, B. (2017). Examination of pre-service science teachers’ science teaching self-efficacy beliefs and views about scientific inquiry. Eğitim Kuram ve Uygulama Araştırmaları Dergisi, 3(2), 50-59.
  • Strippel, C., & Sommer, K. (2015). Teaching nature of scientific inquiry in chemistry: how do German chemistry teachers use labwork to teach NOSI? International Journal of Science Education, 37(18), 2965-2989.
  • Wong, S., & Hodson, D. (2010). More from the horse’s mouth: What scientists say about science as a social practice. International Journal of Science Education, 32(11), 1431-1463.
  • Yang, I. H., Park, S. W., Shin, J. Y., & Lim, S. M. (2017). Exploring Korean middle school students’ view about scientific inquiry. Eurasia Journal of Mathematics Science and Technology Education, 13(7), 3935-3958.
  • Zion, M., & Mendelovici, R. (2012). Moving from structured to open inquiry: Challenges and limits. Science Education International, 23(4), 383–399.
Birincil Dil en
Konular Eğitim, Bilimsel Disiplinler
Bölüm Makaleler / Articles
Yazarlar

Orcid: 0000-0003-0319-5993
Yazar: Günkut MESCİ (Sorumlu Yazar)
Kurum: GİRESUN ÜNİVERSİTESİ
Ülke: Turkey


Orcid: 0000-0002-1568-827X
Yazar: Eda ERDAŞ KARTAL
Kurum: KASTAMONU UNIVERSITY
Ülke: Turkey


Tarihler

Yayımlanma Tarihi : 5 Şubat 2021

APA Mesci, G , Erdaş Kartal, E . (2021). Science Teachers’ Views on Nature of Scientific Inquiry . Bartın University Journal of Faculty of Education , 2021 February, Volume 10 (Issue 1) , 69-84 . Retrieved from https://dergipark.org.tr/tr/pub/buefad/issue/58052/797246