EPİSTEMOLOJİK İNANIŞLAR VE BUNLARIN ÖĞRENCİLERİN FEN DERSLERİNİ ÖĞRENMESİNE ETKİLERİ

Yıl 2009, Sayı: 4, - , 01.12.2009

Dr. Fulya Öztaş

Öz

There are an accumulating pile of evidences that the previously epistemological believes of students’ mostly may led to poor understanding nature of science. It is well known that during shaping individuals’ epistemological believes the inquiry take part as an essential factor. The inquiry included steps such as questioning, making strategies in order to find out answers, their analysis and making comment about them. It is generally accepted that the inquiry and find out answers are the main subject of epistemology. In this literature review I tried to find out how students’ present epistemological believes effects their understanding nature of science. It has been recommended that in order to make more understandable nature of science for students, the basic principles of epistemology suggested by Lederman and others should be modified according to students’ inquiry. 

Anahtar Kelimeler

epistemology, science education, inquiry, nature of science

ЭПИСТОМОЛОГИЧЕСКИЕ СУЕВЕРИЯ И ИХ ВЛИЯНИЕ НА УЧАЩИХСЯ, ИЗУЧАЮЩИХ ЕСТЕСТВЕННЫЕ НА УКИ

Öz

Эпистемологические суеверия формируются, когда есть необходимость в них. Потребность в них включает в себя вопросы, определение стратегии для поиска ответа, анализ и комментирование их. В этой статье рассматривается вопрос, как эпистемологические взгляды учащихся могут повлиять на их освоение естественнонаучных дисциплин.

Anahtar Kelimeler

эпистемология, научные дисциплины, сущность знаний

EPİSTEMOLOJİK İNANIŞLAR VE BUNLARIN ÖĞRENCİLERİN FEN DERSLERİNİ ÖĞRENMESİNE ETKİLERİ

Öz

Öğrencilerin mevcut epistemolojik inanışlarının öğrencilerin bilimin doğasını kavramalarında bir kısım sorunlara yol açtığı bilinmektedir. Epistemolojik inanışların şekillenmesinde bireylerin gereksinmeleri ana faktör olarak rol oynar. Gereksinme soru sorma, cevaplarının araştırılması için stratejiler geliştirilmesi ve bunları analiz edilmesi ve yorumlanması basamaklarını içerir. Bu nedenle ihtiyaç duyma ve buna bağlı olarak ortaya çıkan sorulara cevap aranması epistemolojinin esasını oluşturur. Bu çalışmada öğrencilerin mevcut epistemolojik görüşlerinin öğrencilerin bilimin doğasını daha iyi anlaşılabilmeleri için nasıl geliştirilebileceği tartışılmıştır. Buna göre öğrencilerin bilimin doğasını daha iyi kavrayabilmeleri için Lederman vd. tarafından tanımlanan epistemolojinin temel prensiplerinin öğrencilerin bilimin doğasını kavramalarına yardımcı olacak şekilde geliştirilerek tekrar kullanılması önerilmiştir. 

Anahtar Kelimeler

epistemoloji, fen eğitimi, htiyaç duyma, bilimin doğası

Kaynakça

• Bruner, J.S. (1961) The act of discovery, Harvard Educational Review, 31 (1), 21-32.
• Chinn, C. A. & Malhotra, B.A. (2002) Epistemologically authentic inquiry in schools: A theoretical framework for evaluating inquiry tasks. Science Education, 86, 175-218.
• Dunbar, K. (1993). Concept discovery in a scientific domain. Cognitive Science, 17, 397-434.
• Duschl, R. A. & Osborne, J . (2002) Supporting and promoting argumentation discourse in science education. Studies in Science Education, 38, 39-72.
• Dewey, R. (1990). The school and society. Chicago, IL: University of Chicago Press.
• Duschl, R., A., (1990) Restructuring science education. New York: Teachers College Press.
• Hofer, B. & Pintrich, P. (1997). The development of epistemological theories: Beliefs about knowledge and knowing and their relation to learning. Review of Educational Research, 67(1), 88-140.
• Hogan, К (2000) Exploring a process view of students’ knowledge about the nature of science. Science education, 84 (1), 51-70.
• 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.
• Klahr, D., Dunbar, K., & fay, A.L. (1990) Designing good experiments to test bad hypothesis. In. J. Shrager & P. Langley (Eds.) Computational models of scientific discovery and theory formation (pp. 355-401). San Mateo, CA: Morgan Kaufman.
• Krajcik, J., Blumendfeld, P.C., Marx, R. W., Bass, K.M., & Fredricks, J (1998) Inquiry in project-based science classroom: Initial attempts by middle school students. Journal of the Learning science, 7 (3&4), 313-350.
• Kuhn, D., Cheney, R., & Weinstock, M. (2000) The development of epistemological understanding. Cognitive Development, 15, 309-328.
• Lederman, N. G., Abd-El-Khalick, F., Bell, R. L., & Schwartz, R. S. (2002). Views of nature of science questionnaire (VNOS): Toward valid and meaningful assessment of learners, conceptions of nature of science. Journal of Research in Science Teaching, 39, 497-521.
• McComas, W.F. (1996) Ten myths of science: Reexamining what we think we know about the nature of science. School Sciences and Mathematics, 96, 10-16.
• Perry, W.G. Jr. (1970) Forms of intellectual and ethical development in the collage years. New York: Holt, Rinehart & Winston.
• Sandoval, W.A. & Morrison, K. (2003). High school students’ ideas about theories and theory change after a biological inquiry unit. Journal of Research in Science Teaching, 40 (4), 369-392.
• Sandoval, W. A. (2005). Understanding students' practical epistemologies and their influence on learning through inquiry. Science Education, 89(4), 634-656.
• Toth, E. E., Suthers, D. D., & Lesgold, A. (2002). “Mapping to know”: The effects of representational guidance and reflective assessment on scientific inquiry. Science Education, 86, 264— 286.
• White, B. Y., & Frederiksen, J. R. (1998). Inquiry, modeling, and metacognition: Making science accessible to all students. Cognition and Instruction, 16(1), 3 - 118.