Araştırma Makalesi
BibTex RIS Kaynak Göster
Yıl 2019, Cilt: 5 Sayı: 1, 119 - 133, 15.01.2019
https://doi.org/10.21891/jeseh.487304

Öz

Kaynakça

  • 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- 1095.
  • Ağlarcı, O., & Kabapınar, F. (2016). Kimya öğretmen adaylarının bilime ve sözde bilime ilişkin görüşlerinin geliştirilmesi. Amasya Üniversitesi Eğitim Fakültesi Dergisi, 5(1), 248-286.
  • Akçay, B. (2011). Turkish elementary and secondary students’ views about science and scientist. Asia-Pacific Forum on Science Learning and Teaching, 12(1), 1-11.
  • Akerson, V. L., Buzzelli, C. A., & Donelly, L. A. (2010). On the nature of teaching nature of science: Preservice early childhood teachers’ instruction in preschool and elementary settings. Journal of Research in Science Teaching, 47(2), 213-233.
  • Altınok, H. (2004). Öğretmenlerin fen öğretimine yönelik tutumlarına ilişkin öğrenci algıları ve öğrencilerin fen bilgisi dersine yönelik tutum ve güdüleri. Hacettepe Üniversitesi Eğitim Fakültesi Dergisi, 26, 1-8.
  • Ayvacı, H. Ş., & Bağ, H. (2016). Sınıf öğretmeni adaylarının bilim sözde-bilim ayrımına ilişkin görüşlerinin incelenmesi. Amasya Üniversitesi Eğitim Fakültesi Dergisi, 5(2), 539-566.
  • Berkant, H. G., & Ermeydan, Z. (2017). Eğitim fakültesi öğrencilerinin bilim-sözde bilim ayrımlarının çeşitli değişkenler açısından incelenmesi. Kahramanmaraş Sütçü İmam Üniversitesi Eğitim Dergisi, 1(1), 12-25.
  • Berkman M. B., Pacheco J. S., & Plutzer, E. (2008). Evolution and creationism in America’s classrooms: A national portrait. PLoS Biol 6(5), 920-924.
  • Buldu, M. (2006). Young children’s perceptions of scientists: A preliminary study. Educational Research. 48(1), 121-132.
  • Bozdoğan, B., Şengül, Ü., & Bozdoğan, A.E. (2013). Fen bilgisi öğretmen adaylarının bilim insanları hakkındaki bilgi düzeylerinin incelenmesi: Giresun Eğitim Fakültesi örneği. Karadeniz Sosyal Bilimler Dergisi, 5(9), 227-242.
  • Camcı, S. (2008). Bilim şenliğine katılan ve katılmayan çocukların bilim ve bilim insanlarına yönelik ilgi ve imajlarının karşılaştırılması. Yayımlanmamış yüksek lisans tezi. Hacettepe Üniversitesi, Ankara.
  • Camcı-Erdoğan, S. (2013a). Üstün zekâlı kızların bilime yönelik tutumları ve bilim insanı imajları. Hasan Ali Yücel Eğitim Fakültesi Dergisi, 10, 125-142.
  • Camcı-Erdoğan, S. (2013b). Üstün zekâlı ve yetenekli öğrencilerin bilim insanlarına yönelik algıları. Türk Üstün Zekâ ve Eğitim Dergisi, 3, 13-37.
  • Camcı- Erdoğan, S., & Riga, F. (2016). Gifted females in science. In K. S. Taber & M. Sumida (Eds.), International perspectives on science education for gifted (pp. 106-125). New York: Rotledge.
  • Camcı-Erdoğan, S. (2018). Üstün zekâlılar öğretmenliği adaylarının gözlerinden bilim ı̇nsanları. YYÜ Eğitim Fakültesi Dergisi (YYU Journal of Education Faculty), 15(1), 130-155.
  • Carnes, G. N. (2009). Interpreting drawings of preservice teachers. In J. E. Pederson, & K. D. Finson (Eds.), Visual data: Understanding and applying visual data to research in education (pp. 79–92). Rotterdam, The Netherlands: Sense.
  • Chambers, D. W. (1983). Stereotypic images of the scientist: The draw a scientist test. Science Education, 67(2), 255– 265.
  • Christidou, V. (2011). Interest, attitudes and images related to science: Combining students’ voices with the voices of school science, teachers, and popular science. International Journal of Environmental and Science Education, 6(2), 141–159.
  • Cooper, C. R., Baum, S. M., & Neu, T. W. (2004). Developing scientific talent in students with special needs. Journal of Secondary Gifted Education, 15(4), 162-169.
  • Creswell, J. W. (2012). Educational research: Planning, conducting, and evaluating quantitative and qualitative research. Boston, MA: Pearson Education Inc.
  • Çermik, H. (2013). A scientist created in the picture that pre-service teachers have in their minds. Pamukkale University Journal of Education, 33(1), 139-153.
  • Çetinkaya, E., Turgut, H., & Duru, M. K. (2015). The effect of the context of science, pseudoscience demarcation on the science perceptions of secondary school students: The case of ıridology. Education and Science, 40(181), 1-18.
  • Çetinkaya, E. K., Laçin-Şimşek, C., & Çalışkan, H. (2013). Bilim ve sözde-bilim ayrımı için bir ölçek uyarlama çalışması. Trakya Üniversitesi Eğitim Fakültesi Dergisi, 3(2), 31-43.
  • Driver, R., Leach, J., Millar, R., & Scott, P. (1996). Young people’s images of science. Buckingham: Open University Press.
  • Eret-Orhan, E. & Ok, A., (2014). Who prefer teacher education programs? Candidates’ entry characteristics and attitude towards teaching. Hacettepe University Journal of Education, 29(4), 75-92.
  • Es, H. & Turgut, H. (2018). Candidate classroom teachers‟ perceptions about being scientific in the context of pseudoscience. Journal of Education in Science, Environment and Health (JESEH), 4(2), 142-154. DOI:10.21891/jeseh.409497.
  • Eve, R.A., & Dunn, D. (1990). Psychic powers, astrology and creationism in the classroom? Evidence of pseudoscientific beliefs among high school biology and life science teachers. The American Biology Teacher, 52(1), 10-21.
  • Finson, K., Beaver, J., & Cramond, B. (1995). Development and field test of a checklist for the draw-a-scientist test. School Science and Mathematics, 95(4), 195–205.
  • Flick, L. (1990). Scientist in residence program improving children’s image of science and scientists. School Science and Mathematics, 90(3), 204-214.
  • Fort, D. C., & Varney, H. L. (1989). How students see scientists: Mostly male, mostly white, and mostly benevolent. Science and Children, 26(8), 8-13.
  • Fung, Y. Y. H. (2002). A comparative study of primary and secondary school students' images of scientists. Research in Science & Technological Education, 20(2), 199-213.
  • Gonsoulin, W. B. (2001). How do middle school students depict science and scientist? (Unpublished doctoral dissertation). Mississippi State University, Mississippi.
  • Hammrich, P. L. (1997, March). Confronting the Gender Gap in Science and Mathematics: The Sisters in Science Program. Paper presented at the Annual Conference of the American Education Research Association. Chicago, USA.
  • Hewson, P. W., & Hewson, M. G. A. B. (1989). Analysis and use of a task for identifying conceptions of teaching science. Journal of Education for Teaching, 15(3), 191-209.
  • Kallery, M. (2001). Early-years educators’ attitudes to science and pseudo-science: The case of astronomy and astrology. European Journal of Teacher Education, 24(3), 329–342.
  • Karnes, F. A., & Riley, T. L. (2005). Developing an early passion for science through competitions. In S. K. Johnsen, & J. Kendrick (Eds.), Science education for gifted students (pp. 25-31). Texas, TX: Prufrock Press.
  • Kaya, N. O., Doğan, A., & Öcal, E. (2008). Turkish elementary school students’ images of scientists. Eurasian Journal of Educational Research, 32, 83-100.
  • Kemaneci, G. (2012). Üstün yetenekli öğrencilerin bilim insanı hakkındaki imajlarının araştırılması. (Yayımlanmamış yüksek lisans tezi). Gazi Üniversitesi, Ankara.
  • Kopelman, M., Galasso, V. G., & Strom, P. (1977). A model program for the development of creativity in science. Gifted Child Quarterly, 21(1), 80-84.
  • Lindeman, M. (1998). Motivation, cognition and pseudoscience. Scandinavian Journal of Psychology, 39, 257–265.
  • 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. (2007). Nature of science: Past, present, and future. In S. K. Abell, & N. G. Lederman (Eds.) Handbook of research on science education (pp. 831-879). New Jersey, NJ: Lawrence Erlbaum Associates.
  • Losh, S. C., & Nzekwe, B. (2011). The influence of education major: How diverse preservice teachers view pseudoscience topics. Journal of Science Education and Technology, 20(5), 579–591.
  • Mahner, M. (2007). Demarcating science from nonscience. In T. A. Kuipers (Ed.), General philosophy of science: Focal issues (pp. 515-576). North Holland: Elsevier.
  • Matthews, B., & Davies, D. (1999). Changing children's images of scientists: Can teachers make a difference? School Science Review, 80(293), 79–85.
  • Mead, M., & Metraux, R. (1957). Image of the scientist among high-school students. Science, 126 (3270), 384– 390.
  • Meador, K. S. (2003). Thinking creatively about science: Suggestions for primary teachers. Gifted Child Today, 26(1), 25-29.
  • MEB. (2013). İlköğretim kurumları Fen bilimleri dersi (3, 4, 5, 6, 7 ve 8. sınıflar) öğretim programı. Ankara: MEB Yayınevi.
  • Milford, T. M., & Tippett, C. D. (2013). Preservice teachers’ images of scientists: Do prior science experiences make a difference? Journal of Science Teacher Education, 24, 745–762.
  • Moseley, C., & Norris, D. (1999). Preservice teachers’ views of scientists. Science and Children, 37(6), 50-53.
  • Nehm, R. H., & Schonfeld, I. S. (2007). Does increasing biology teacher knowledge of evolution and the nature of science lead to greater preference for the teaching of evolution in schools? Journal of Science Teacher Education, 18(5), 699–723.
  • Ngoi, M., & Vondracek, M. (2004). Working with gifted science students in a public high school environment. Journal of Secondary Gifted Education, 15(4), 141-147.
  • Norris, S. P., & Phillips, L. M. (2003). How literacy in its fundamental sense is central to scientific literacy. Science Education, 87, 224–240.
  • OECD (2015). Who wants to become a teacher?, PISA in Focus, No. 58, OECD Publishing, Paris, https://doi.org/10.1787/5jrp3qdk2fzp-en.
  • Oothoudt, B. (2008). Development of an instrument to measure understanding of the nature of science as a process of inquiry in comparison to pseudoscience. (Unpublished master’s dissertation). California State University, USA.
  • Öcal, E. (2007). İlköğretim 6, 7, 8. Sınıf Öğrencilerinin Bilim İnsanı Hakkındaki İmaj ve Görüşlerinin Belirlenmesi. (Yayınlanmamış Yüksek Lisans Tezi). Gazi üniversitesi, Ankara.
  • Özkan, B., Özeke, V., Güler, G., & Şenocak, E. (2017). Üniversite öğrencilerinin bilim insanı imajları ve bu imajları etkileyen bazı faktörler. Erzincan Üniversitesi Eğitim Fakültesi Dergisi, 19(1), 146-165.
  • Palmer, D. H. (2001). Factors contrubuting to attitude exchange amongs preservice elementary teachers. Science Education, 86, 122-138.
  • Preece, P. F., & Baxter, J. H. (2000). Scepticism and gullibility: The superstitious and pseudo-scientific beliefs of secondary school students. International Journal of Science Education, 22(11), 1147-1156.
  • Reap, M. A., Cavallo, A. M. L., & McWhirter, L. J. (1994, January). Changing perceptions of scientists among preservice elementary school teachers. Paper presented at the Annual International Conference of the Association for the Education of Teachers in Science. El Paso, TX.
  • Saka, M., & Sürmeli, H. (2017). Fen bilgisi öğretmen adaylarının sözde bilimsel senaryolarda bilimin doğasını kullanımı. Trakya Üniversitesi Eğitim Fakültesi Dergisi, 7(2), 504-525.
  • Schibeci, R. (2006). Student images of scientists: What are they? Do they matter? Teaching Science, 52(2), 12-16.
  • She, C. H., & Fisher, D. (2002). Teacher communication behavior and its association with students' cognitive and attitudinal outcomes in science in Taiwan. Journal of Research in Science Teaching, 39(1), 63-78.
  • Smith, M. U., & Scharman, L. C. (1999). Defining versus Describing the Nature of Science: A Pragmatic Analysis for Classroom Teachers and Science Educators. Science Education, 83(4), 493-509.
  • Smutny, J., & Von Fremd, S. E. (2004). Differentiating for the young child. Thousand Oaks, CA: Corwin Press.
  • Song, J., & Kim, K. (1999) How Korean students see scientists: The images of the scientist. International Journal of Science Education, 21(9), 957-977.
  • Sönmez, S. (2007). Preschool teachers’ attitudes toward science and science teaching. (Unpublished doctoral dissertation). Middle East Technical University, Ankara.
  • Suchting, W. A. (1995). The nature of scientific thought. Science & Education, 4, 1-22.
  • Symington, D., & Spurling, H. (1990). The ‘Draw a Scientist Test’: Interpreting the data. Research in Science & Technological Education, 8(1), 75-77.
  • Şenel, T., & Aslan, O. (2014). Okulöncesi öğretmen adaylarının bilim ve bilim insanı kavramlarına ilişkin metaforik algıları. Mersin Üniversitesi Eğitim Fakültesi Dergisi, 10(2), 76-95.
  • Şenler, B., & İrven, Ö. (2016). Sınıf öğretmeni adaylarının epistemolojik inançları ile sözde-bilimsel inançları. Mersin Üniversitesi Eğitim Fakültesi Dergisi, 12(2), 659-671.
  • Taber, K. S. (2007). Science education for gifted learners?. In K. S. Taber (Ed.), Science education for gifted learners (pp. 1-14). New York, NY: Routledge.
  • Turgut, H. (2007). Herkes için bilimsel okuryazarlık. Ankara Üniversitesi Eğitim Bilimleri Fakültesi Dergisi, 40(2), 233-256.
  • Turgut, H. (2009). Fen ve teknoloji öğretmen adaylarının bilimsel, sözde-bilimsel ayrımına yönelik algıları. Eğitim ve Bilim, 34(154), 50-68.
  • Turgut, H. (2011). The context of demarcation in nature of science teaching: The case of astrology. Science & Education, 20, 491-515.
  • Turgut, H., Akçay, H., & İrez, S. (2010). The impact of the issue of demarcation on pre-service teachers’ beliefs on the nature of science. Educational Sciences: Theory and Practice, 10(4), 2621-2663.
  • Turgut, H., Eş, H., Bozkurt-Altan, E., & Öztürk-Geren, N. (2016). Okul öncesi öğretmen adaylarının, bilim, sözde-bilim algıları. International Online Journal of Educational Sciences, 8(1), 150-169.
  • Turgut, H., Öztürk, N., & Eş, H. (2017). Üstün zekâlı öğrencilerin bilim ve bilim insanı algısı. Abant İzzet Baysal Üniversitesi Eğitim Fakültesi Dergisi, 17(1), 423-440.
  • Türkmen, H. (2008). Turkish primary students’ perceptions about scientist and what factors affecting the image of scientists. Eurasia Journal of Mathematics, Science &Technology Education, 4(1), 55-61.
  • Ünver, A. O. (2010). Perceptions of scientists: A comparative study of fifth graders and fourth year student teachers. Necatibey Faculty of Education Electronic Journal of Science and Mathematics Education, 4(1), 11-28.
  • Ürey, M., Karaçöp, A., Göksu, V., & Çolak, K. (2017). Fen ve sosyal bilimler kökenli öğretmen adaylarının bilim insanı algıları. YYÜ Eğitim Fakültesi Dergisi, 14(1), 205-226.
  • Washton, E. S. (1971). Improving elementary teacher education in science. New York, NY: Macmillan.
  • Yates, C. R., & Chandler, M. (2000). Where have all the skeptics gone? Patterns of new age beliefs and anti-scientific attitudes in preservice primary teachers. Research in Science Education, 30, 377–387.
  • Yıldırım, A., & Şimşek, H. (2008). Sosyal bilimlerde nitel araştırma yöntemleri. Ankara: Seçkin Yayınları
  • Yıldırım, C. (2008). Bilimsel düşünme yöntemi (2. Baskı). Ankara: İmge Yayınevi.
  • Yıldırım, C. (2010). Bilim felsefesi (13. Baskı). İstanbul: Remzi Kitabevi.
  • Yontar-Toğrol, A. (2000). Öğrencilerin bilim insanı ile ilgili imgeleri. Eğitim ve Bilim, 25(118), 49-57.

How Do Prospective Elementary and Gifted Education Teachers Perceive Scientists and Distinguish Science from Pseudoscience?

Yıl 2019, Cilt: 5 Sayı: 1, 119 - 133, 15.01.2019
https://doi.org/10.21891/jeseh.487304

Öz

The present study aims to examine the
perceptions towards scientists and science/pseudoscience distinctions of gifted
education and elementary education teacher candidates who will educate gifted
students especially at the elementary education level. A total of 92 volunteer
prospective teachers, composed of candidates from gifted education and
elementary education departments, participated in the study, which was carried
out as a survey research. The data were collected using the Draw-a-Scientist
Test and the Science/Pseudoscience Distinction Scale. The results of the study
showed that both groups of prospective teachers’ crafted drawings that
reflected stereotypical perceptions in terms of appearance, work carried out by
scientists, and gender. However, according to the results of the independent
samples t-test, the elementary education teacher candidates were found to
reflect more stereotypical characteristics in their drawings of scientists than
the gifted education teacher candidates. The candidates’ science/pseudoscience
distinction scores did not significantly differ in department and
there was a negative significant correlation
between stereotypical image scores and scientific method scores.

Kaynakça

  • 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- 1095.
  • Ağlarcı, O., & Kabapınar, F. (2016). Kimya öğretmen adaylarının bilime ve sözde bilime ilişkin görüşlerinin geliştirilmesi. Amasya Üniversitesi Eğitim Fakültesi Dergisi, 5(1), 248-286.
  • Akçay, B. (2011). Turkish elementary and secondary students’ views about science and scientist. Asia-Pacific Forum on Science Learning and Teaching, 12(1), 1-11.
  • Akerson, V. L., Buzzelli, C. A., & Donelly, L. A. (2010). On the nature of teaching nature of science: Preservice early childhood teachers’ instruction in preschool and elementary settings. Journal of Research in Science Teaching, 47(2), 213-233.
  • Altınok, H. (2004). Öğretmenlerin fen öğretimine yönelik tutumlarına ilişkin öğrenci algıları ve öğrencilerin fen bilgisi dersine yönelik tutum ve güdüleri. Hacettepe Üniversitesi Eğitim Fakültesi Dergisi, 26, 1-8.
  • Ayvacı, H. Ş., & Bağ, H. (2016). Sınıf öğretmeni adaylarının bilim sözde-bilim ayrımına ilişkin görüşlerinin incelenmesi. Amasya Üniversitesi Eğitim Fakültesi Dergisi, 5(2), 539-566.
  • Berkant, H. G., & Ermeydan, Z. (2017). Eğitim fakültesi öğrencilerinin bilim-sözde bilim ayrımlarının çeşitli değişkenler açısından incelenmesi. Kahramanmaraş Sütçü İmam Üniversitesi Eğitim Dergisi, 1(1), 12-25.
  • Berkman M. B., Pacheco J. S., & Plutzer, E. (2008). Evolution and creationism in America’s classrooms: A national portrait. PLoS Biol 6(5), 920-924.
  • Buldu, M. (2006). Young children’s perceptions of scientists: A preliminary study. Educational Research. 48(1), 121-132.
  • Bozdoğan, B., Şengül, Ü., & Bozdoğan, A.E. (2013). Fen bilgisi öğretmen adaylarının bilim insanları hakkındaki bilgi düzeylerinin incelenmesi: Giresun Eğitim Fakültesi örneği. Karadeniz Sosyal Bilimler Dergisi, 5(9), 227-242.
  • Camcı, S. (2008). Bilim şenliğine katılan ve katılmayan çocukların bilim ve bilim insanlarına yönelik ilgi ve imajlarının karşılaştırılması. Yayımlanmamış yüksek lisans tezi. Hacettepe Üniversitesi, Ankara.
  • Camcı-Erdoğan, S. (2013a). Üstün zekâlı kızların bilime yönelik tutumları ve bilim insanı imajları. Hasan Ali Yücel Eğitim Fakültesi Dergisi, 10, 125-142.
  • Camcı-Erdoğan, S. (2013b). Üstün zekâlı ve yetenekli öğrencilerin bilim insanlarına yönelik algıları. Türk Üstün Zekâ ve Eğitim Dergisi, 3, 13-37.
  • Camcı- Erdoğan, S., & Riga, F. (2016). Gifted females in science. In K. S. Taber & M. Sumida (Eds.), International perspectives on science education for gifted (pp. 106-125). New York: Rotledge.
  • Camcı-Erdoğan, S. (2018). Üstün zekâlılar öğretmenliği adaylarının gözlerinden bilim ı̇nsanları. YYÜ Eğitim Fakültesi Dergisi (YYU Journal of Education Faculty), 15(1), 130-155.
  • Carnes, G. N. (2009). Interpreting drawings of preservice teachers. In J. E. Pederson, & K. D. Finson (Eds.), Visual data: Understanding and applying visual data to research in education (pp. 79–92). Rotterdam, The Netherlands: Sense.
  • Chambers, D. W. (1983). Stereotypic images of the scientist: The draw a scientist test. Science Education, 67(2), 255– 265.
  • Christidou, V. (2011). Interest, attitudes and images related to science: Combining students’ voices with the voices of school science, teachers, and popular science. International Journal of Environmental and Science Education, 6(2), 141–159.
  • Cooper, C. R., Baum, S. M., & Neu, T. W. (2004). Developing scientific talent in students with special needs. Journal of Secondary Gifted Education, 15(4), 162-169.
  • Creswell, J. W. (2012). Educational research: Planning, conducting, and evaluating quantitative and qualitative research. Boston, MA: Pearson Education Inc.
  • Çermik, H. (2013). A scientist created in the picture that pre-service teachers have in their minds. Pamukkale University Journal of Education, 33(1), 139-153.
  • Çetinkaya, E., Turgut, H., & Duru, M. K. (2015). The effect of the context of science, pseudoscience demarcation on the science perceptions of secondary school students: The case of ıridology. Education and Science, 40(181), 1-18.
  • Çetinkaya, E. K., Laçin-Şimşek, C., & Çalışkan, H. (2013). Bilim ve sözde-bilim ayrımı için bir ölçek uyarlama çalışması. Trakya Üniversitesi Eğitim Fakültesi Dergisi, 3(2), 31-43.
  • Driver, R., Leach, J., Millar, R., & Scott, P. (1996). Young people’s images of science. Buckingham: Open University Press.
  • Eret-Orhan, E. & Ok, A., (2014). Who prefer teacher education programs? Candidates’ entry characteristics and attitude towards teaching. Hacettepe University Journal of Education, 29(4), 75-92.
  • Es, H. & Turgut, H. (2018). Candidate classroom teachers‟ perceptions about being scientific in the context of pseudoscience. Journal of Education in Science, Environment and Health (JESEH), 4(2), 142-154. DOI:10.21891/jeseh.409497.
  • Eve, R.A., & Dunn, D. (1990). Psychic powers, astrology and creationism in the classroom? Evidence of pseudoscientific beliefs among high school biology and life science teachers. The American Biology Teacher, 52(1), 10-21.
  • Finson, K., Beaver, J., & Cramond, B. (1995). Development and field test of a checklist for the draw-a-scientist test. School Science and Mathematics, 95(4), 195–205.
  • Flick, L. (1990). Scientist in residence program improving children’s image of science and scientists. School Science and Mathematics, 90(3), 204-214.
  • Fort, D. C., & Varney, H. L. (1989). How students see scientists: Mostly male, mostly white, and mostly benevolent. Science and Children, 26(8), 8-13.
  • Fung, Y. Y. H. (2002). A comparative study of primary and secondary school students' images of scientists. Research in Science & Technological Education, 20(2), 199-213.
  • Gonsoulin, W. B. (2001). How do middle school students depict science and scientist? (Unpublished doctoral dissertation). Mississippi State University, Mississippi.
  • Hammrich, P. L. (1997, March). Confronting the Gender Gap in Science and Mathematics: The Sisters in Science Program. Paper presented at the Annual Conference of the American Education Research Association. Chicago, USA.
  • Hewson, P. W., & Hewson, M. G. A. B. (1989). Analysis and use of a task for identifying conceptions of teaching science. Journal of Education for Teaching, 15(3), 191-209.
  • Kallery, M. (2001). Early-years educators’ attitudes to science and pseudo-science: The case of astronomy and astrology. European Journal of Teacher Education, 24(3), 329–342.
  • Karnes, F. A., & Riley, T. L. (2005). Developing an early passion for science through competitions. In S. K. Johnsen, & J. Kendrick (Eds.), Science education for gifted students (pp. 25-31). Texas, TX: Prufrock Press.
  • Kaya, N. O., Doğan, A., & Öcal, E. (2008). Turkish elementary school students’ images of scientists. Eurasian Journal of Educational Research, 32, 83-100.
  • Kemaneci, G. (2012). Üstün yetenekli öğrencilerin bilim insanı hakkındaki imajlarının araştırılması. (Yayımlanmamış yüksek lisans tezi). Gazi Üniversitesi, Ankara.
  • Kopelman, M., Galasso, V. G., & Strom, P. (1977). A model program for the development of creativity in science. Gifted Child Quarterly, 21(1), 80-84.
  • Lindeman, M. (1998). Motivation, cognition and pseudoscience. Scandinavian Journal of Psychology, 39, 257–265.
  • 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. (2007). Nature of science: Past, present, and future. In S. K. Abell, & N. G. Lederman (Eds.) Handbook of research on science education (pp. 831-879). New Jersey, NJ: Lawrence Erlbaum Associates.
  • Losh, S. C., & Nzekwe, B. (2011). The influence of education major: How diverse preservice teachers view pseudoscience topics. Journal of Science Education and Technology, 20(5), 579–591.
  • Mahner, M. (2007). Demarcating science from nonscience. In T. A. Kuipers (Ed.), General philosophy of science: Focal issues (pp. 515-576). North Holland: Elsevier.
  • Matthews, B., & Davies, D. (1999). Changing children's images of scientists: Can teachers make a difference? School Science Review, 80(293), 79–85.
  • Mead, M., & Metraux, R. (1957). Image of the scientist among high-school students. Science, 126 (3270), 384– 390.
  • Meador, K. S. (2003). Thinking creatively about science: Suggestions for primary teachers. Gifted Child Today, 26(1), 25-29.
  • MEB. (2013). İlköğretim kurumları Fen bilimleri dersi (3, 4, 5, 6, 7 ve 8. sınıflar) öğretim programı. Ankara: MEB Yayınevi.
  • Milford, T. M., & Tippett, C. D. (2013). Preservice teachers’ images of scientists: Do prior science experiences make a difference? Journal of Science Teacher Education, 24, 745–762.
  • Moseley, C., & Norris, D. (1999). Preservice teachers’ views of scientists. Science and Children, 37(6), 50-53.
  • Nehm, R. H., & Schonfeld, I. S. (2007). Does increasing biology teacher knowledge of evolution and the nature of science lead to greater preference for the teaching of evolution in schools? Journal of Science Teacher Education, 18(5), 699–723.
  • Ngoi, M., & Vondracek, M. (2004). Working with gifted science students in a public high school environment. Journal of Secondary Gifted Education, 15(4), 141-147.
  • Norris, S. P., & Phillips, L. M. (2003). How literacy in its fundamental sense is central to scientific literacy. Science Education, 87, 224–240.
  • OECD (2015). Who wants to become a teacher?, PISA in Focus, No. 58, OECD Publishing, Paris, https://doi.org/10.1787/5jrp3qdk2fzp-en.
  • Oothoudt, B. (2008). Development of an instrument to measure understanding of the nature of science as a process of inquiry in comparison to pseudoscience. (Unpublished master’s dissertation). California State University, USA.
  • Öcal, E. (2007). İlköğretim 6, 7, 8. Sınıf Öğrencilerinin Bilim İnsanı Hakkındaki İmaj ve Görüşlerinin Belirlenmesi. (Yayınlanmamış Yüksek Lisans Tezi). Gazi üniversitesi, Ankara.
  • Özkan, B., Özeke, V., Güler, G., & Şenocak, E. (2017). Üniversite öğrencilerinin bilim insanı imajları ve bu imajları etkileyen bazı faktörler. Erzincan Üniversitesi Eğitim Fakültesi Dergisi, 19(1), 146-165.
  • Palmer, D. H. (2001). Factors contrubuting to attitude exchange amongs preservice elementary teachers. Science Education, 86, 122-138.
  • Preece, P. F., & Baxter, J. H. (2000). Scepticism and gullibility: The superstitious and pseudo-scientific beliefs of secondary school students. International Journal of Science Education, 22(11), 1147-1156.
  • Reap, M. A., Cavallo, A. M. L., & McWhirter, L. J. (1994, January). Changing perceptions of scientists among preservice elementary school teachers. Paper presented at the Annual International Conference of the Association for the Education of Teachers in Science. El Paso, TX.
  • Saka, M., & Sürmeli, H. (2017). Fen bilgisi öğretmen adaylarının sözde bilimsel senaryolarda bilimin doğasını kullanımı. Trakya Üniversitesi Eğitim Fakültesi Dergisi, 7(2), 504-525.
  • Schibeci, R. (2006). Student images of scientists: What are they? Do they matter? Teaching Science, 52(2), 12-16.
  • She, C. H., & Fisher, D. (2002). Teacher communication behavior and its association with students' cognitive and attitudinal outcomes in science in Taiwan. Journal of Research in Science Teaching, 39(1), 63-78.
  • Smith, M. U., & Scharman, L. C. (1999). Defining versus Describing the Nature of Science: A Pragmatic Analysis for Classroom Teachers and Science Educators. Science Education, 83(4), 493-509.
  • Smutny, J., & Von Fremd, S. E. (2004). Differentiating for the young child. Thousand Oaks, CA: Corwin Press.
  • Song, J., & Kim, K. (1999) How Korean students see scientists: The images of the scientist. International Journal of Science Education, 21(9), 957-977.
  • Sönmez, S. (2007). Preschool teachers’ attitudes toward science and science teaching. (Unpublished doctoral dissertation). Middle East Technical University, Ankara.
  • Suchting, W. A. (1995). The nature of scientific thought. Science & Education, 4, 1-22.
  • Symington, D., & Spurling, H. (1990). The ‘Draw a Scientist Test’: Interpreting the data. Research in Science & Technological Education, 8(1), 75-77.
  • Şenel, T., & Aslan, O. (2014). Okulöncesi öğretmen adaylarının bilim ve bilim insanı kavramlarına ilişkin metaforik algıları. Mersin Üniversitesi Eğitim Fakültesi Dergisi, 10(2), 76-95.
  • Şenler, B., & İrven, Ö. (2016). Sınıf öğretmeni adaylarının epistemolojik inançları ile sözde-bilimsel inançları. Mersin Üniversitesi Eğitim Fakültesi Dergisi, 12(2), 659-671.
  • Taber, K. S. (2007). Science education for gifted learners?. In K. S. Taber (Ed.), Science education for gifted learners (pp. 1-14). New York, NY: Routledge.
  • Turgut, H. (2007). Herkes için bilimsel okuryazarlık. Ankara Üniversitesi Eğitim Bilimleri Fakültesi Dergisi, 40(2), 233-256.
  • Turgut, H. (2009). Fen ve teknoloji öğretmen adaylarının bilimsel, sözde-bilimsel ayrımına yönelik algıları. Eğitim ve Bilim, 34(154), 50-68.
  • Turgut, H. (2011). The context of demarcation in nature of science teaching: The case of astrology. Science & Education, 20, 491-515.
  • Turgut, H., Akçay, H., & İrez, S. (2010). The impact of the issue of demarcation on pre-service teachers’ beliefs on the nature of science. Educational Sciences: Theory and Practice, 10(4), 2621-2663.
  • Turgut, H., Eş, H., Bozkurt-Altan, E., & Öztürk-Geren, N. (2016). Okul öncesi öğretmen adaylarının, bilim, sözde-bilim algıları. International Online Journal of Educational Sciences, 8(1), 150-169.
  • Turgut, H., Öztürk, N., & Eş, H. (2017). Üstün zekâlı öğrencilerin bilim ve bilim insanı algısı. Abant İzzet Baysal Üniversitesi Eğitim Fakültesi Dergisi, 17(1), 423-440.
  • Türkmen, H. (2008). Turkish primary students’ perceptions about scientist and what factors affecting the image of scientists. Eurasia Journal of Mathematics, Science &Technology Education, 4(1), 55-61.
  • Ünver, A. O. (2010). Perceptions of scientists: A comparative study of fifth graders and fourth year student teachers. Necatibey Faculty of Education Electronic Journal of Science and Mathematics Education, 4(1), 11-28.
  • Ürey, M., Karaçöp, A., Göksu, V., & Çolak, K. (2017). Fen ve sosyal bilimler kökenli öğretmen adaylarının bilim insanı algıları. YYÜ Eğitim Fakültesi Dergisi, 14(1), 205-226.
  • Washton, E. S. (1971). Improving elementary teacher education in science. New York, NY: Macmillan.
  • Yates, C. R., & Chandler, M. (2000). Where have all the skeptics gone? Patterns of new age beliefs and anti-scientific attitudes in preservice primary teachers. Research in Science Education, 30, 377–387.
  • Yıldırım, A., & Şimşek, H. (2008). Sosyal bilimlerde nitel araştırma yöntemleri. Ankara: Seçkin Yayınları
  • Yıldırım, C. (2008). Bilimsel düşünme yöntemi (2. Baskı). Ankara: İmge Yayınevi.
  • Yıldırım, C. (2010). Bilim felsefesi (13. Baskı). İstanbul: Remzi Kitabevi.
  • Yontar-Toğrol, A. (2000). Öğrencilerin bilim insanı ile ilgili imgeleri. Eğitim ve Bilim, 25(118), 49-57.
Toplam 87 adet kaynakça vardır.

Ayrıntılar

Birincil Dil İngilizce
Bölüm Articles
Yazarlar

Sezen Camci Erdogan 0000-0002-5059-9168

Yayımlanma Tarihi 15 Ocak 2019
Yayımlandığı Sayı Yıl 2019 Cilt: 5 Sayı: 1

Kaynak Göster

APA Camci Erdogan, S. (2019). How Do Prospective Elementary and Gifted Education Teachers Perceive Scientists and Distinguish Science from Pseudoscience?. Journal of Education in Science Environment and Health, 5(1), 119-133. https://doi.org/10.21891/jeseh.487304