BİLİMİN DOĞASI ÖĞRETİMİ MESLEKİ GELİGİM PAKETİNİN GELİGTİRİLMESİ VE ÖĞRETMEN ADAYLARINA UYGULANMASI GLE GLGİLİ TARTIGMALAR

Öz

Son yıllarda birçok öğretim programının hedefleri arasında yer alan bilim okuryazarı bireyler yetiştirmenin önemli gereklerinden bir tanesi bilimin doğası hakkındaki anlayışların geliştirilmesidir. Ancak yapılan çalışmalar, fen öğretmenlerinin de bilimin doğasıyla ilgili bazı yanlış görüşlere sahip olduğunu göstermektedir. Nitel araştırma yöntemlerinin kullanıldığı bu çalışmada, öğretmen ve öğretmen adayları için geliştirdiğimiz bilimin doğası öğretimi mesleki gelişim paketi MGP tanıtılmış ve paket ile öğretmen adaylarına verilen bir yıllık eğitimin sonuçları tartışılmıştır. Açık-düşündürücü sorgulayıcı araştırma ve argümantasyon etkinliklerini içeren MGP ile verilen eğitime 27 kimya öğretmen adayı katılmış ve araştırmada anket, görüşme ve öz değerlendirme formu gibi çeşitli nitel veri kaynakları kullanılmıştır. Çalışmanın bulguları, MGP ile verilen eğitim sonucunda katılımcıların bilimin doğası hakkındaki görüşlerinin olumlu yönde değiştiğini göstermiştir. Bununla birlikte, katılımcıların bilimsel teoriler ve kanunlar, gözlem ve çıkarım hakkındaki yanlış kavramlarını değiştirmenin daha zor olduğu gözlenmiştir. Çalışmanın sonuçları ayrıca bilimin doğası hakkındaki anlayışların değişmesi için uzun bir sürece ihtiyaç olduğunu göstermiştir.

Anahtar Kelimeler

• Bilimin Doğası,Bilim Okuryazarlığı,Öğretmen Eğitimi,Fen Eğitimi

Abstract

Improving ideas about nature of science NOS is one of the prerequisites for making individuals scientifically literate, which is one of the common aims of the curricula recently developed. However, the studies show that even some science teachers have naïve ideas about NOS. In this qualitative study, a professional development package PDP developed by researchers to improve in-service and pre-service science teachers‟ understandings about NOS is introduced and its effects on pre-service science teachers‟ NOS understandings is examined. PDP included explicit-reflective scientific inquiry and argumentation activities and 27 pre-service chemistry teachers trained with the PDP for one year. Variety of qualitative data sources including Views on Nature of Science-Form C, interviews and self-evaluation forms were used in the study. Findings of the study indicated that PDP has improved pre-service teachers‟ ideas about NOS. However, participants‟ misconceptions about the scientific theories and laws, observation and inference have been more difficult to change. Results of the study also showed that changing understandings about NOS requires long and well designed instructions

Keywords

• Nature of Science,Scientific Literacy,Teacher Education,Science Education

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