Sosyobilimsel Konuların Öğretimi için Pedagojik Bir Model

Yıl 2019, Sayı: 3, 384 - 401, 01.12.2019

Çiğdem Han Tosunoğlu Serhat İrez

Öz

Bu çalışmanın amacı, bugüne kadar önerilen sosyobilimsel konuların öğretim modellerini inceleyerek sosyobilimsel konuların öğretimi için daha kapsayıcı ve bütünsel bir pedagojik model ortaya konulmasıdır. Bu doğrultuda öncelikle sosyobilimsel konuların doğası, fen eğitimindeki yeri, literatürde yer alan öğretim modelleri ve sosyobilimsel konuların öğretimini etkileyen faktörler incelenerek öğretim için kullanılabilecek pedagojik bir model önerisi sunulmuştur. Ortaya konulan bu model, etkili bir sosyobilimsel konular öğretim sürecine dair öğretmenin sahip olması gereken bilgi alanlarını ve bu alanlara dair yeterlilikleri tanımlamaktadır. Bu model ve bileşenleri, bu alanda öğretmen yeterliliklerini ortaya koymayı amaçlayan araştırmalarda, bu alana dair enstrüman geliştirme çalışmalarında, öğretmenlerin sosyobilimsel konulardaki yeterliliklerinin zamanla nasıl değiştiğini gözlemleme süreçlerinde kullanılabilir

Anahtar Kelimeler

Pedagojik alan bilgisi, Sosyobilimsel konuların öğretimi, Öğretmen yeterlikleri

A Pedagogical Model for Teaching Socioscientific Issues

Öz

The aim of this study is to suggest a more comprehensive and holistic pedagogical model for teaching socioscientific issues by examining various teaching models to date. In this respect, firstly, the nature of socioscientific issues, in science education, teaching models in the literature, and the factors affecting socioscientific issues teaching were examined, and then a pedagogical model was presented that could be used in socioscientific issues teaching. This presented model describes the domain of knowledge and competencies required by the teacher for an effective socioscientific issues teaching. This model and its components can be used in examining teacher competencies for socioscientific issues teaching, in instrument development studies in this field, and in the process of observing how teachers’ socioscientific issues teaching competencies change over time

Anahtar Kelimeler

Pedagogical content knowledge, Teaching of socioscientific issues, Teachers’ competencies

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