Preschool Teachers’ Views on The Nature of Science and Nature of Scientific Inquiry

Yıl 2024, Cilt: 1 Sayı: 1, 1 - 17, 29.06.2024

Sevde Mıcık Eda Erdaş Kartal Atila Çağlar

Öz

This research’s aim is to examine the preschool teachers’ views about the nature of science (NOS) and the nature of scientific inquiry (NOSI). The research’s study group consists of 20 preschool teachers from different cities in Turkey. Volunteering was based on the participation of teachers in the study. Main data were collected with Opinions Questionnaire on the Nature of Science-Form C, and Scientific Inquiry Opinion Form. Parallel to the questionnaires used in the research, semi-structured interviews were conducted with the participants. Data collected through questionnaires and interviews were analyzed descriptive analysis method. Data were analyzed holistically. It has also been concluded that preschool teachers' views on the NOS are generally naive or mixed. It has been concluded that the themes with which the teachers had the naivest views were "empirical basis", "scientific laws and theories" and "observation, inference, and theoretical entities in science". It has been seen that teachers' views on the NOSI are generally informed level, but teachers cannot express their views in their own words and explain with examples. It was found that the themes with the most informed opinions were "multiple scientific methods" and "data and evidence" themes. When the findings were examined in general, it can be said that the preschool teachers’ views on the NOS and NOSI were not at the desired level.

Anahtar Kelimeler

nature of science, nature of scientific inquiry, preschool education, preschool teachers

Okul Öncesi Öğretmenlerinin Bilimin Doğası ve Bilimsel Sorgulamanın Doğası Hakkındaki Görüşlerinin İncelenmesi

Öz

Bu çalışmanın amacı bilimin doğası ve bilimsel sorgulamanın doğası hakkında okul öncesi öğretmenlerinin görüşlerinin incelenmesidir. Araştırmanın örneklemini Türkiye’nin farklı şehirlerinde olan 20 okul öncesi öğretmeni oluşturmaktadır. Öğretmenlerin çalışmaya katılmalarında gönüllük esas alınmıştır. Verilerin toplanmasında kişisel bilgi formu, Bilimin Doğası Üzerine Görüşler Anketi-Form C (VNOS-C) ve Bilimsel Sorgulamaya İlişkin Görüş Formu (VASI)’ndan yararlanılmıştır. Araştırmada kullanılan açık uçlu anketlere paralel olarak katılımcılarla yarı yapılandırılmış görüşmeler gerçekleştirilmiştir. Anketler ve görüşmeler aracılığıyla toplanan veriler betimsel analiz yöntemi kullanılarak bütüncül bir şekilde analiz edilmiştir. Okul öncesi öğretmenlerinin bilimin doğasıyla ilgili görüşlerinin genellikle naif veya karmaşık olduğu sonucuna ulaşılmıştır. Öğretmenlerin en fazla naif görüşe sahip oldukları temaların “deneysellik”, “bilimsel teori ve kanunlar’ ve ‘bilimde gözlem çıkarım ve teorik kabuller’ olduğu görülmüştür. Bilimsel sorgulamanın doğasıyla ilgili öğretmen görüşlerinin ise genellikle bilgili düzeyde olduğu fakat öğretmenlerin görüşlerini kendi cümlelerini ile ifade edip örneklerle açıklayamadıkları ortaya koyulmuştur. En fazla bilgili görüşe sahip olunan temaların ise “çoklu bilimsel yöntemler” ve “veri ve delil” temaları olduğu bulgusuna ulaşılmıştır. Genel olarak bulgular incelendiğinde okul öncesi öğretmenlerinin bilimin doğası ve bilimsel sorgulamanın doğası konularındaki görüşlerinin istenilen düzeyde olmadığı söylenebilir.

Anahtar Kelimeler

bilimin doğası, bilimsel sorgulamanın doğası, okul öncesi eğitimi, okul öncesi öğretmenleri

Etik Beyan

Ethics committee approval is required within the scope of the “Higher Education Institutions Scientific Research and Publication Ethics Directive,” and all the rules stated to be followed were followed. In the meeting on 04.05.2020 numbered 36 of the Social and Human Sciences Research and Publication Ethics Committee of Kastamonu University was found to comply with the ethical principles.

Kaynakça

• 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), 414-436.
• Abd-El-Khalick, F., Boujaoude, S., Duschl, R., Lederman, N. G., Mamlok-Naaman, R., Hofstein, A., Niaz, M., Treagust, D., Tuan, H. (2004). Inquiry in science education: international perspectives. Science Education, 88(3), 397-419. https://doi.org/10.1002/sce.10118
• Adisendjaja, Y., Rustaman, N., Redjeki, S., & Satori, D. (2017). Science teachers' understanding of scientific inquiry in teachers professional development. In Journal of Physics; Conference Series. https://doi.org/10.1088/1742-6596/812/1/012054
• Akerson , V., Buck, G., Borgending, L., Weiland, I., & Nargund Joshi, V. (2011). The importance of teaching and learning nature of science in the early childhood years. The Journal of Science Education and Technology,20, 537-549. https://dx.doi.org/10.1007/s10956-011-9312-5
• Akerson, V. L., Abd-El-Khalick, F., & Lederman, N. G. (2000). Influence of a reflective explicit activity-based approach on elemantary teachers' conceptions of nature of science. Journal of Research in Science Teaching, 37(4), 295-317. https://doi.org/ 10.1002/(SICI)1098-2736 (200004) 37:4 <295::AIDTEA2>3.0.CO;2-2
• Akerson, V. L., Morrison, J. A., & McDuffie, A. R. (2006). One course is not enough: Preservice elementary teachers' retention of improved views of nature of science. Journal of Research in Science Teaching, 43(2), 194-213. https://doi.org/10.1002/tea.20099
• Akerson, V., & Donnelly, L. A. (2010). Teaching nature of science to k-2 students: what understandings can they attain? International Journal of Science Education, 32(1), 97-124. https://doi.org/10.1080/09500690902717283
• Akerson, V., Buzzelli, C., & Donnelly, L. (2010). On the nature of teaching nature of science: Presevice early childhood teachers' instruction in preschool and elementary settings. Journal of Research in Science Teaching, 47(2), 213-233. https://doi.org/10.1002/tea.20323
• Akerson, V., Elcan Kaynak, N., & Avsar Erumit, B. (2019). Development of third grader's identities as "persons who understand nature of science" through a gravity unit. International Journal of Research in Education and Science, 5(2), 450-456. https//dx.doi.org/10.46328/ijemst.v8i1.771
• Akerson, V., Weiland, I., Pongsanon, K., & Nargund, V. (2010). Evidence-based strategies for teaching nature of science to young children. Ahi Evran Üniversitesi Kırşehir Eğitim Fakültesi Dergisi, 11(4), 61-78.
• Alan, Ü. (2016). Okulöncesi dönem çocuklarının bilimin doğasına ilişkin anlayışlarının incelenmesi. (Investigating kindergarteners’ understandings of nature of science) [Doctoral thesis, Anadolu University (Turkey)]. American Association for the Advancement of Science (AAAS). (1993). Benchmarks for science literacy: A Project 2061 report. New York: Oxford University Press.
• Aydemir, S. (2016). Fen bilimleri öğretmen ve öğretmen adaylarının bilimin doğası ve bilimsel araştırmaya ilişkin görüşleri ve sınıf içi uygulamaları. (Exploring the pre-service and in-service science teachers' views on nature of science and scientific inquiry and classroom practices) (Thesis No: 445654) [Doctoral thesis, Fırat University (Turkey)]. https://tez.yok.gov.tr/UlusalTezMerkezi/tez SorguSonucYeni.jsp
• Aydemir, S., Uğraş, M., Cambay, Ö., & Kılıç, A. (2017). Prospective pre-school teachers' views on the nature of science and scientific inquiry. Üniversitepark Bülten, 6(2), 74-87.
• Ayvacı, H. Ş. (2007). Bilimin doğasının sınıf öğretmeni adaylarına kütle çekim konusu içerisinde farklı yaklaşımlarla öğretilmesine yönelik bir çalışma. (Thesis No:212121) [Doctoral thesis, Karadeniz Teknik University]. https://tez.yok.gov.tr/UlusalTez Merkezi/tezSorguSonucYeni.jsp
• Ayyılmaz Çelik, H. (2019). Ortaokul Fen Bilimleri Öğretmenlerinin ve Fen Bilgisi Öğretmen Adaylarının Bilimin Doğası ve Bilimsel Sorgulama Hakkındaki Bilgi ve Görüşleri. (Thesis No: 581446) [Masters’ thesis, Aydın Adnan Menderes University]. https://tez.yok.gov.tr/UlusalTezMerkezi/tezSorgu SonucYeni.jsp
• Bahbah, S., Golden, B. W., Roseler, K., Elderle, P., Saka, Y., & Shoutherland, S. A. (2013). The influence of RET's on elemantary and secondery grade teachers' views of scientific inquiry. International Education Studies, 6(1), 117-131. Baykara, H., Yakar, Z., & Liu, S. Y. (2018). Presevice science teachers' views about scientific inquiry. European Journal of Education Studies, 4(10), 128-143.
• Bell, R. L., & Clair, T. L. (2015). Too little, too late: Addressing nature of science in early childhood education. Research in Early Childhood Science Education, 125-141.
• Bell, R. L., Lederman, N. G., & Abd-El-Khalick, F. (2000). Developing and acting upon one's conception of the nature of science: A fallow-up study. Journal of Research in Science Teaching, 37(6), 563-581.
• Bostan Sarıoğlan, A. (2018). Fen bilgisi öğretmen adaylarının öğretim deneyimlerinden sonra bilimsel sorgulamanın doğası hakkındaki görüşlerinin incelenmesi. Mehmet Akif Ersoy Üniversitesi Eğitim Fakültesi Dergisi, (48), 136-159. doi:10.1007/978-94-017-9505-0_6
• Cofre, H., Vergana, C., Lederman, N. G., Lederman, J. S., Santibanez, D., Jimenez, J., & Yancovic, M. (2014). Improving chilean in-service elemantary teachers' understanding of nature of science using self-contained NOS and content-embeded mini-course. Journal of Science Teacher Education, 25(7), 759-783. https://doi.org/10.1007/s10972-014-9399-7
• Doğan, N., & Abd-El-Khalick, F. (2008). Turkish grade 10 students and science teachers' conceptions of nature of science: A national study. Journal of Research in Science Teaching, 45(10), 1083-1112. https://doi.org/ 10.1002/tea.20243
• Gürses, A., Doğar, Ç., & Yalçın, M. (2005). Bilimin doğası ve yüksek öğrenim öğrencilerinin bilimin doğasına dair düşünceleri. The nature of science and university students' ideas on it. Miili Eğitim Dergisi. https://www.metabilgi.org/Metabilgi/Bilimnedir.pdf
• Hanuscin, D. I., Lee, M., & Akerson, V. L. (2011). Elemantary teachers' pedagogical content knowledge for teaching the nature of science. Science Education, 95(1), 145-167. https://doi.org/10.1002/sce.20404
• Haefner, A., L., & Zembal Saul, C. (2004). Learning by doing? Prospective elementary teachers’ developing understandings of scientific inquiry and science teaching and learning. International Journal of Science Education, 26(7), 1653-1674. https://doi.org/10.1080/0950069042000230709
• Heckman, J. J. (2000). Policies to foster human capital. Research in Economiscs, 54(1), 3-56. https://doi.org/10.1006/reec.1999.0225
• Huyugüzel Çavuş, P. (2009). Sınıf öğretmenlerinin fen ve teknoloji okuryazarlıkları ile öğretim yeterliklerinin belirlenmesi. (The investigation of elementary teachers? science and technology literacy and their competence in science teaching) (Thesis No: 239537) [Doctoral thesis, Dokuz Eylül University (Turkey)]
• Karışan, D., Bilican, K., & Şenler, B. (2017). The adaptation of the views about scientific inquiry questionnaire: A validity and reliability study. İnönü University Journal of the Faculty of Education, 18(1), 326-343. Karoly, L. A., Kilburn, M. R., & Cannon, J. S. (2005). Early Childhood İnterventions: Proven Results, Future Promise. RAND Corparation.
• Khishfe, R., & Abd-El-Khalick, F. (2002). Influence of explicit and reflective versus implicit inquiry-oriented instruction on sixth graders' views of nature of science. Journal of Research in Science Teaching, 39(7), 551-578.
• Leblebicioğlu, G., Çapkınoğlu, E., Peten, D. M., & Schwartz, R. (2020). Views of nature of scientific inquiry of students in different high schools. Education and Science, 45(201), 143-165.
• Lederman, J. S. (2009). Teaching scientific inquiry: Explorationi directed, guided, and openad-ended levels. Nationatal Geographic Science: Best Practices and Research Base, 8-20.
• Lederman, J. S. (2012). Development of a valid and relliable protocol for the assessment of early childhood students' conceptions of nature of science and scientific inquiry.
• Lederman, J. S., Lederman, N. G., Bartos, S. A., Bartels, S. L., Meyer, A. A., & Schwartz, R. S. (2014). Meaningful assessment of learners' understanding about scientific inqury-the views about scientific inquiry (VASI) questionnaire. Journal of Research in Science Teaching, 51(1), 65-83.
• Lederman, J., Lederman, N., Bartels, S., Jimenez, J., Akubo, M., & Aly, S. (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), 1-30. http://dx.doi.org/10.1002/tea.21512
• Lederman, N. G. (1992). Students' and teachers' conceptions of the nature of science: a rewiev of the research. Journal of Research in Science Teaching, 29(4), 331-359. https://doi.org/10.1002/tea.3660290404
• Lederman, N. G. (1999). Teachers’ understanding of the nature of science and classroom practice: Factors that facilitate or impede the relationship. Journal of Research in Science Teaching, 36(8), 916–929.
• Lederman, N. G., & Lederman, J. S. (2012). Nature of scientific knowledge and scientific inquiry: Building instructional capacity throug professional development, Second International Handbook of Science Education, 335-359, Springer.
• 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, 285-302.
• Lederman, N. G., Lederman, J. S., & Antink, A. (2013). Nature of science and scientific inquiry as contexts for the learning of science literacy. International Journal of Education in Mathematics, Science and Tecnology, 1(3), 138-147.
• Liu, S. Y., & Lederman, N. G. (2007). Exploring prospective teachers' worldviews and conceptions of nature of science. International Journal of Science Education, 29(10), 1281-1307. https://doi.org/10.1080/09500690601140019 Mesci, G., Çavuş Güngören, S., & Yeşildağ Hasançelebi, 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.
• National Research Council (NRC) (1996). National science education standards. Washington, DC: National Academy Press
• National Research Council (NRC) (2000). Inquiry and the national science education standarts: A Guide for teaching and learning. Washinton, DC: National Academy Press.
• NGSS Lead States. (2013). Next generation science standarts: For states by states. Washington, DC: The National Academy Press.
• Osborne, J., Collins, S., Ratcliffe, M., Millar, R., & Duschl, R. (2003). What "Ideals-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.
• Quigley, C., Pongsanon, K., & Akerson, V. L. (2011). If we teach them, they can learn: Young students views of nature of science education. Journal of Science Teacher Education, 22(2), 129-149. https://doi.org/10.1007/s10972-010-9201-4
• Schwartz, R. S., Lederman, N. G., & Crawford, B. A. (2004). Developing views of nature of science in an authentic context: An explicit apporoach to bridging the gap between nature of science and scientific inquiry. Science Education, 88(4), 610-645. https://doi.org/10.1002/sce.10128
• Schwartz, R. S., Lederman, N. G., & Lederman, J. S. (2008). An instrument to assess views of scientific inquiry: The VOSI questionnaire. Paper Presented at the Annual Meeting of the National Association for Research in Science Teaching.
• Songer, N. B., & Linn, M. C. (1991). How do students’ views of science influence knowledge integration? Journal of Research in Science Teaching, 28(9), 761–784.
• Sungur Gül, K., & Marulcu, İ. (2014). Yöntem olarak mühandislik-dizayna ve ders materyali olarak legolara öğretmen ile öğretmen adaylarının bakış açısının incelenmesi. (Investigation of in service and pre service science teachers’ perspectives about engineering-design as an instructional method and legos as an instructional material). Electronic Turkish Studies, 9(2), 761-786.