APPLICATION OF ACTIVITIES INTENDED TO PERCEIVE NATURE OF SCIENCE FOR 5TH AND 6TH GRADE STUDENTS

Yıl 2016, Cilt: 4 , 598 - 601, 01.09.2016

Sema Küçükmert Ertekin Burcu Aygen

Öz

The purpose of this
study is to introduce two different activities in which students can understand
nature of science fundamentally and to discuss the results of applied
activities. The study is applied with the 5th and 6th grade students. 32
students in the 5th grade, 27 students in the 6th grade, 59 students in total
have been participated in the study. There are 14 female students and 18 male
students in the 5th grade, 14 female students and 13 male students in the 6th
grade.  In this study, there are two
activities called “Scientific Knowledge” and “Direct and Indirect Observation”
which are intended to perceive nature of science and to comprehend the
importance of observation with the difference of objectives in science
curriculum. While the students are thinking about nature of science with the
activity called Scientific Knowledge, they realize that science has a dynamic
structure based on application and science may change as knowledge changes.
Students have taken an opportunity to improve observation and scientific
inquiry abilities and also defend their own arguments with the activity of
Direct and Indirect Observation. This study has been the first step for our
students to study scientifically enabling to think scientifically, to reach
scientific knowledge and realize its importance.

Anahtar Kelimeler

Nature of science, scientific knowledge, direct observation, indirect observation

Kaynakça

• Akerson, V.L. & Abd-El-Khalick,F. (2005) “How should I know what scientists do?- I am just a kid” : fourth-grade students’ conceptions of nature of science. Journal of Elementary Science Education, 17(1), 1-11. Akerson, V., L.; Volrich, M., L. (2006) Teaching Nature of Science Explicitly in a First-Grade Internship Setting. Journal of Research in Science Teaching , 43, 4, 377–394. Bee, H., Boyd, D., (2009), Çocuk Gelişim Psikolojisi, Kaknüs Yayınları, 573, 579-580 Çüçen, K., A. (2001). Bilgi Felsefesi. Asa Kitabevi, Bursa. Güzeldemir, E. (2007). Sorularla Bilimsel Araştirmalarin ve Bilimsel Yazilarin Etik Açidan Sorgulanmasi, Sendrom Akademik Düşünce Platformu, 6-12 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, 331-359. National Science Teachers Association [NSTA]. (2000). NSTA position statement on the nature of science. Retrieved January 7, 2014, from http://www.nsta.org/about/positions/natureofscience.aspx Prensky, M. (2001). Digital Natives, Digital Immigrants (MCB University Press, 9(5). Schwartz, R. S., Lederman, N. G., & Crawford, B. A. (2004). Developing views of nature of science in an authentic context: An explicit approach to bridging the gap between nature of science and scientific inquiry. Science Education, 88, 610–645. Wong, L. S., Hodson, D., Kwan, J. & Yung, B. H. (2008). Turning Crisis into Opportunity: Enhancing student-teachers’ understanding of nature of science and scientific inquiry through a case study of the scientific research in severe acute respiratory syndrome. International Journal of Science Education, 30(11), 1417-1439.