BibTex RIS Kaynak Göster

Yıl 2009, Cilt: 6 Sayı: 1, 1 - 11, 11.10.2010

Behiye Akçay İşıl Koç

Öz

Bu çalışma bilimsel okuryazarlığın temeli olan bilimin doğası ve bilimsel bilgi hakkındaki fen bilgisi öğretmenlerinin görüşlerini belirlemek amacıyla yapılmıştır. Bu çalışmada betimsel yöntem kullanılmıştır. Araştırmada fen bilgisi öğretmenlerinin bilimin doğası hakkındaki bilgi düzeylerini belirlemek amacıyla Abd-El-Khalick, Lederman, Bell, & Schwartz, (2001) tarafından geliştirilen Bilimin Doğası Hakkındaki Görüşler Anketi kullanılmıştır. Çalışmanın örneklemini Zonguldak İli genelindeki ilköğretim okullarında görev yapan otuziki fen bilgisi öğretmeni oluşturmuştur. Araştırmada elde edilen verilerin analizinde fen bilgisi öğretmenlerinin bilimsel çalışmanın nasıl yapılacağı ve bilimin ne olduğu hakkında farklı görüşlere sahip olduğu tespit edilmiştir.

Anahtar Kelimeler

Bilimin Doğası Fen Bilgisi Eğitimi Öğretmen Eğitimi

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), 417-36.
  • Abd-El-Khalick, F., & Lederman, N.G. (2000). The influence of history of science courses on students’ views of nature of science. Journal of Research in Science Teaching, 37 (10), 1057-95.
  • Abd-El-Khalick, F., Lederman, N.G., Bell, R.L., Schwartz, R.S. (2001). Views of nature of science questionnaire (VNOS): Toward valid and meaningful assessment of learners’ conceptions of nature of science. In P. Rubba, J. Rye, W. Di Biase, & B. Crawford (Ed.), Proceedings of the 2001 Annual International Conference of the Association for the Education of Teachers in Science. Pensacola, FL: Association for the Education of Teachers in Science.
  • Akerson, V.L., Abd-El-Khalick, F., & Lederman, N.G. (2000). Influence of a reflective explicit activity-based approach on elementary teachers’ conceptions of nature of science. Journal of Research in Science Teaching, 37 (4), 295-317.
  • American Association for the Advancement of Science. (1993). Benchmarks for Sciencitific Literacy. New York, NY: Oxford University Press.
  • Bell, R. L., Lederman, N.G., & Abd-El-Khalick, F. (2000). Developing and acting upon one’s conception of the nature of science: A follow-up study. Journal of Research in Science Teaching, 37 (6), 563-81.
  • 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’ understanding of the nature of science and scientific inquiry. Journal of Research in Science Teaching, 40 (5), 487-509.
  • Dickinson, V. L., Abd-El-Khalick, F.S, & Lederman, N.G. (2000). Changing elementary teachers’ views of the NOS: Effective strategies for science methods courses. ED 441 680.
  • Dogan, 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.
  • Lederman, N.G. (1992). Students’ and teachers’ conceptions of the nature of science: A review of research. Journal of Research in Science Teaching, 29 (4), 331-59.
  • 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), 916-29.
  • Macaroglu, E., Tasar, M.F., & Cataloglu, E. (1998). Turkish preservice elementary school teachers’ beliefs about the nature of science. Paper presented at the annual meeting of the national association for research in science teaching, San Diego, CA.
  • Meichtry, Y.J. (1999). The nature of science and scientific knowledge: Implications for a preservice elementary methods course. Science and Education, 8 (3), 273-86.
  • Morrison, J.A., Raab, F. & Ingram, D. (2009). Factors influencing elementary and secondary teachers’ views on the nature of science. Journal of Research in Science Teaching, Earlybird view.
  • Moss, D.M., Abrams, E.D., & Robb, J. (2001). Examining student conceptions of the nature of science. International Journal of Science Education, 23 (8), 771-90.
  • National Research Council (1996). National science education standards. Washington, D.C.: National Academy Press.
  • Palmer, D. H. (2009). Student interest generated during an inquiry skills lesson. Journal of Research in Science Teaching, 46 (2), 147-165.
  • Yalvac, B., & Crawford B. A. (2002). Eliciting prospective science teachers’ conceptions of the nature of science. Paper presented at the annual meeting of the international conference of the association for the education of teachers in science, Charlotte, NC.

Yıl 2009, Cilt: 6 Sayı: 1, 1 - 11, 11.10.2010

Behiye Akçay İşıl Koç

Öz

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), 417-36.
  • Abd-El-Khalick, F., & Lederman, N.G. (2000). The influence of history of science courses on students’ views of nature of science. Journal of Research in Science Teaching, 37 (10), 1057-95.
  • Abd-El-Khalick, F., Lederman, N.G., Bell, R.L., Schwartz, R.S. (2001). Views of nature of science questionnaire (VNOS): Toward valid and meaningful assessment of learners’ conceptions of nature of science. In P. Rubba, J. Rye, W. Di Biase, & B. Crawford (Ed.), Proceedings of the 2001 Annual International Conference of the Association for the Education of Teachers in Science. Pensacola, FL: Association for the Education of Teachers in Science.
  • Akerson, V.L., Abd-El-Khalick, F., & Lederman, N.G. (2000). Influence of a reflective explicit activity-based approach on elementary teachers’ conceptions of nature of science. Journal of Research in Science Teaching, 37 (4), 295-317.
  • American Association for the Advancement of Science. (1993). Benchmarks for Sciencitific Literacy. New York, NY: Oxford University Press.
  • Bell, R. L., Lederman, N.G., & Abd-El-Khalick, F. (2000). Developing and acting upon one’s conception of the nature of science: A follow-up study. Journal of Research in Science Teaching, 37 (6), 563-81.
  • 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’ understanding of the nature of science and scientific inquiry. Journal of Research in Science Teaching, 40 (5), 487-509.
  • Dickinson, V. L., Abd-El-Khalick, F.S, & Lederman, N.G. (2000). Changing elementary teachers’ views of the NOS: Effective strategies for science methods courses. ED 441 680.
  • Dogan, 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.
  • Lederman, N.G. (1992). Students’ and teachers’ conceptions of the nature of science: A review of research. Journal of Research in Science Teaching, 29 (4), 331-59.
  • 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), 916-29.
  • Macaroglu, E., Tasar, M.F., & Cataloglu, E. (1998). Turkish preservice elementary school teachers’ beliefs about the nature of science. Paper presented at the annual meeting of the national association for research in science teaching, San Diego, CA.
  • Meichtry, Y.J. (1999). The nature of science and scientific knowledge: Implications for a preservice elementary methods course. Science and Education, 8 (3), 273-86.
  • Morrison, J.A., Raab, F. & Ingram, D. (2009). Factors influencing elementary and secondary teachers’ views on the nature of science. Journal of Research in Science Teaching, Earlybird view.
  • Moss, D.M., Abrams, E.D., & Robb, J. (2001). Examining student conceptions of the nature of science. International Journal of Science Education, 23 (8), 771-90.
  • National Research Council (1996). National science education standards. Washington, D.C.: National Academy Press.
  • Palmer, D. H. (2009). Student interest generated during an inquiry skills lesson. Journal of Research in Science Teaching, 46 (2), 147-165.
  • Yalvac, B., & Crawford B. A. (2002). Eliciting prospective science teachers’ conceptions of the nature of science. Paper presented at the annual meeting of the international conference of the association for the education of teachers in science, Charlotte, NC.

Yıl 2009, Cilt: 6 Sayı: 1, 1 - 11, 11.10.2010

Behiye Akçay İşıl Koç

Öz

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), 417-36.
  • Abd-El-Khalick, F., & Lederman, N.G. (2000). The influence of history of science courses on students’ views of nature of science. Journal of Research in Science Teaching, 37 (10), 1057-95.
  • Abd-El-Khalick, F., Lederman, N.G., Bell, R.L., Schwartz, R.S. (2001). Views of nature of science questionnaire (VNOS): Toward valid and meaningful assessment of learners’ conceptions of nature of science. In P. Rubba, J. Rye, W. Di Biase, & B. Crawford (Ed.), Proceedings of the 2001 Annual International Conference of the Association for the Education of Teachers in Science. Pensacola, FL: Association for the Education of Teachers in Science.
  • Akerson, V.L., Abd-El-Khalick, F., & Lederman, N.G. (2000). Influence of a reflective explicit activity-based approach on elementary teachers’ conceptions of nature of science. Journal of Research in Science Teaching, 37 (4), 295-317.
  • American Association for the Advancement of Science. (1993). Benchmarks for Sciencitific Literacy. New York, NY: Oxford University Press.
  • Bell, R. L., Lederman, N.G., & Abd-El-Khalick, F. (2000). Developing and acting upon one’s conception of the nature of science: A follow-up study. Journal of Research in Science Teaching, 37 (6), 563-81.
  • 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’ understanding of the nature of science and scientific inquiry. Journal of Research in Science Teaching, 40 (5), 487-509.
  • Dickinson, V. L., Abd-El-Khalick, F.S, & Lederman, N.G. (2000). Changing elementary teachers’ views of the NOS: Effective strategies for science methods courses. ED 441 680.
  • Dogan, 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.
  • Lederman, N.G. (1992). Students’ and teachers’ conceptions of the nature of science: A review of research. Journal of Research in Science Teaching, 29 (4), 331-59.
  • 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), 916-29.
  • Macaroglu, E., Tasar, M.F., & Cataloglu, E. (1998). Turkish preservice elementary school teachers’ beliefs about the nature of science. Paper presented at the annual meeting of the national association for research in science teaching, San Diego, CA.
  • Meichtry, Y.J. (1999). The nature of science and scientific knowledge: Implications for a preservice elementary methods course. Science and Education, 8 (3), 273-86.
  • Morrison, J.A., Raab, F. & Ingram, D. (2009). Factors influencing elementary and secondary teachers’ views on the nature of science. Journal of Research in Science Teaching, Earlybird view.
  • Moss, D.M., Abrams, E.D., & Robb, J. (2001). Examining student conceptions of the nature of science. International Journal of Science Education, 23 (8), 771-90.
  • National Research Council (1996). National science education standards. Washington, D.C.: National Academy Press.
  • Palmer, D. H. (2009). Student interest generated during an inquiry skills lesson. Journal of Research in Science Teaching, 46 (2), 147-165.
  • Yalvac, B., & Crawford B. A. (2002). Eliciting prospective science teachers’ conceptions of the nature of science. Paper presented at the annual meeting of the international conference of the association for the education of teachers in science, Charlotte, NC.
Toplam 18 adet kaynakça vardır.

Ayrıntılar

Birincil Dil İngilizce
Bölüm Makaleler
Yazarlar

Behiye Akçay Bu kişi benim

İşıl Koç

Yayımlanma Tarihi 11 Ekim 2010
Yayımlandığı Sayı Yıl 2009 Cilt: 6 Sayı: 1

Kaynak Göster

APA Akçay, B., & Koç, İ. (2010). HAYEF Journal of Education, 6(1), 1-11.
AMA Akçay B, Koç İ. HAYEF Journal of Education. Ekim 2010;6(1):1-11.
Chicago Akçay, Behiye, ve İşıl Koç. HAYEF Journal of Education 6, sy. 1 (Ekim 2010): 1-11.
EndNote Akçay B, Koç İ (01 Ekim 2010) HAYEF Journal of Education 6 1 1–11.
IEEE B. Akçay ve İ. Koç, HAYEF Journal of Education, c. 6, sy. 1, ss. 1–11, 2010.
ISNAD Akçay, Behiye - Koç, İşıl. HAYEF Journal of Education 6/1 (Ekim 2010), 1-11.
JAMA Akçay B, Koç İ. HAYEF Journal of Education. 2010;6:1–11.
MLA Akçay, Behiye ve İşıl Koç. HAYEF Journal of Education, c. 6, sy. 1, 2010, ss. 1-11.
Vancouver Akçay B, Koç İ. HAYEF Journal of Education. 2010;6(1):1-11.
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