Etkinliklerin Sorgulama Düzeyleri ve Bilimsel Sorgulamanın Doğası Açısından Fen Ders Kitaplarının İncelenmesi

Öz

Ders kitapları fen derslerinde öğrenci deneyimlerini belirleyen temel unsurlardan biridir. Bilimsel sorgulamada ihtiyaç duyulan bilgi (bilimsel sorgulamanın doğası) ve becerilerin kazandırılmasında ders kitaplarının önemi yadsınamaz. Bu araştırma, fen bilimleri ders kitaplarını etkinliklerin sorgulama düzeyleri ve bilimsel araştırmanın doğası açısından incelemeyi amaçlamaktadır. Araştırma yöntemi olarak doküman incelemesi kullanılmıştır. Verilerin analizinde betimsel analiz tekniği kullanılmıştır. Ders kitapları, araştırmacılar tarafından geliştirilen çerçeve kullanılarak NOSI temalarının dâhil edilme düzeyi açısından analiz edilmiştir. Sorgulama etkinliği olduğu düşünülen etkinliklerin sorgulama düzeyleri Rezba ve diğerleri (1999) tarafından önerilen sınıflandırmaya göre belirlenmiştir. Bilimsel araştırmanın doğasına ilişkin bazı hususların ders kitaplarında yer almadığı tespit edilmiştir. Ders kitaplarında öğrencilerde kavram yanılgısına sebep olabilecek bazı ifadelere rastlanmıştır. Bilimsel araştırma olarak değerlendirilen etkinliklerin ağırlıklı olarak doğrulama ve yapılandırılmış düzeyde olduğu sonucuna varılmıştır.

Anahtar Kelimeler

• Döküman analizi
• bilimsel sorgulamanın doğası
• sorgulama düzeyleri
• fen ders kitapları

Analysing Science Textbooks in Terms of Inquiry Levels of Activities and The Nature of Scientific Inquiry

Öz

Textbooks are one of the main elements determining student experiences during science classes.The importance of textbooks in gaining the knowledge (nature of scientific inquiry) and the skills needed in scientific inquiry (SI) cannot be denied. This research aims to analyze science textbooks in terms of inquiry levels of activities and the nature of scientific inquiry (NOSI). Document analysis was used as the research method. A descriptive analysis technique is used to analyze the data. The textbooks were analyzed regarding the level of inclusion of NOSI themes using a framework developed by the researchers. The inquiry levels of the activities, which are thought to be inquiry activities, were determined according to the classification suggested by Rezba et al. (1999). It is found that some of the NOSI aspects are not included in the textbooks. Some expressions were found in textbooks that may cause misconceptions in students. It is concluded that the activities considered scientific inquiry are mainly at the confirmation level and the structured level.

Anahtar Kelimeler

• Document analysis
• nature of scientific inquiry
• inquiry levels
• science textbooks

Kaynakça

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