BibTex RIS Kaynak Göster

FEN BİLGİSİ ÖĞRETMEN ADAYLARININ TEKNOLOJİNİN DOĞASI HAKKINDAKİ BİLİŞSEL YAPILARI VE GÖRÜŞLERİ

Yıl 2010, Cilt: 11 Sayı: 4, 209 - 221, 01.11.2010

Öz

Bu çalışma güz 2007 döneminde son sınıfta okuyan fen bilgisi öğretmen adaylarının N=41 teknolojinin doğası hakkındaki bilişsel yapılarını ve düşüncelerini araştırmak amacıyla yapılmıştır. Veri toplama sürecinde katılımcılar bir fen, teknoloji ve toplum dersi almaktaydılar. Veri toplamada üç araç kullanılmıştır: bir kelime ilişkilendirme testi KİT , Teknoloji hakkında Görüşler Anketi THGA ve bir mülakat protokolü. Veri sağlaması yapılması benzer bulgulara farklı yöntemlerle ulaşılmasını temin etmiştir. Bulgular şu sonuçlara işaret etmektedir: Katılımcıların teknoloji hakkındaki bilişsel yapıları ve teknolojinin tanımı hakkındaki bilgileri, teknoloji ve toplum arasındaki karşılıklı etkileşim ile teknolojinin toplumsal yapısı hakkındaki görüşleri düşük düzeydedir. Katılımcıların bilim ve teknoloji hakkında yeterince bir ayrım gözetemedikleri de ayrıca dikkate değer bir bulgudur. Katılımcılar, özde, teknolojiyi uygulamalı bilimin bir alt disiplini olarak görmektedirler. Teknoloji denince anlaşılan bilgisayarlar, icatlar ve bilimin ortaya koyduğu ürünler olmaktan öteye gitmemektedir. Bu durumun ortaya çıkmasında belki de en önemli rolü günlük deneyimler ve kitlesel medyada teknolojinin yansıtılış biçimi oynamaktadır.

Kaynakça

  • Aikenhead, G. S., Ryan, A. G., & Fleming, R. W. (1989). Views on Science–Technology– Society (form CDN. mc. 5). Saskatoon, Canada: Department of Curriculum Studies, University of Saskatchewan.
  • Aydın, F. (2009). Development of Pre-Service Science Teachers’ Views and Concepts About Nature of Technology and Effectiveness of Dilemmas in Teaching. PhD Thesis. Gazi University, Ankara.
  • Bahar, M., Johnstone, A. H. & Sutcliffe, R. (1999). Investigation of Students‟ Cognitive Structure in Elementary Genetics through Word Association Tests. Journal of Biological Education, 33, 134–141.
  • Barlex, D. & Pitt, J. (2002). The Relationship between Design and Technology and Science. In G. Owen-Jackson (Ed.), Teaching Design and Technology in Secondary School (pp.177–192). London and NY: Routledge.
  • Cachapuz, A. F. C. & Maskill, R. (1987). Detecting Changes with Learning in the Organization of Knowledge: Use of Word Association Tests to Follow the Learning of Collision Theory. International Journal of Science Education, 9, 491–504.
  • de Vries, M. J. (1996). Technology Education: Beyond the “Technology is Applied Science” Paradigm. Journal of Technology Education, 8(1), 7–15.
  • de Vries, M. J. (2003). Editorial. International Journal of Technology and Design Education, 13(3), 199–205.
  • de Vries, M. J. (2005). Teaching about Technology: An Introduction to the Philosophy of Technology for Non-Philosophers. Science & Technology Education Library, volume 27, Published by Springer.
  • Erdoğan, R. (2004). Investigation of the Pre-service Science Teachers’ Views on Nature of Science. Master‟s Thesis, Middle East Technical University, Ankara.
  • Gussarsky, E. & Gorodetsky, M. (1988). On the Equilibrium Concept: Constrained Word Associations and Conception. Journal of Research in Science Teaching, 25, 319–333.
  • ITEA (International Technology Education Association) (2003). Advancing Excellence in Technological Literacy: Student Assessment, Professional Development, and Program Standards. Reston, VA: Author.
  • Johnstone, A. H. & Moynihan, T. F. (1985). The Relationship between Performances in Word Association Tests and Achievement In Chemistry. European Journal of Science Education, 7, 57–66.
  • Jones, A. (1997). Recent Research in Learning Technological Concepts and Processes. International Journal of Technology and Design Education, 7(1–2), 83–96.
  • Jones, A. (2002). Research in Learning Technological Concepts and Process. In G. Owen- Jackson (Editor), Teaching Design and Technology in Secondary School, (pp. 79–91). London and New York: Routledge.
  • Jones, A., & Carr, M. (1992). Teachers‟ Perceptions of Technology Education: Implications for Curriculum Innovation. Research in Science Education, 22(1), 230–239.
  • Lieu, S. (1997). Teacher Understanding of the Nature of Science and Its Impact on Students Learning About the Nature of Science in STS/Constructivist Classrooms. Unpublished Doctoral Dissertation, The University of Iowa.
  • Maneesriwongul W., & Dixon, J. K. (2004). Instrument Translation Process: A Methods Review. Journal of Advanced Nursing, 48(2), 175–186.
  • MEB (Milli Eğitim Bakanlığı, Ministry of National Education) (2005). İlköğretim Fen ve Teknoloji Dersi (6, 7 ve 8. Sınıflar) Öğretim Programı. Science and Technology Course Curricula for Grades 6-8. Ankara: MEB.
  • Rose, L., & Dugger, W. (2003). What Americans Think About Technology. (2008, October, 14).
  • Rubba, P. A., Bradford, C. S., & Harkness, W. L. (1996). A New Scoring Procedure for the Views on Science-Technology-Society Instrument. International Journal of Science Education. 18(4), 387–400.
  • Shavelson, R. J. (1974). Methods for Examining Representations of a Subject-Matter Structure in a Student‟s Memory. Journal of Research in Science Teaching, 11, 231–249.
  • Tairab, H. H. (2001). Pre-service Teachers‟ Views of the Nature of Science and Technology Before and After a Science Teaching Methods Course. Research in Education, 65, 81-87.
  • Taşar, M. F. (2001). A Case Study of a Novice College Student's Alternative Framework and Learning of Force and Motion. PhD Thesis, The Pennsylvania State University.
  • Tsai, C-C. & Huang, C-M. (2001). Development of Cognitive Structures and Information Processing Strategies of Elementary School Students Learning About Biological Reproduction. Journal of Biological Education, 36 (1), 21-26.
  • Volk, K. S., & Dugger, W. E. (2005). East Meets West: What Americans and Hong Kong People Think about Technology. Journal of Technology Education, 17(1), 53– 68.

An Investigation Of Pre-Service Science Teachers’ Cognitive Structures and Ideas About The Nature Of Technology

Yıl 2010, Cilt: 11 Sayı: 4, 209 - 221, 01.11.2010

Öz

The purposes of this study were to investigate pre-service science teachers‟ cognitive structures and ideas about the nature of technology. The study was conducted with the participation of senior pre-service science teachers N=41 in fall semester of 2007. The participants were enrolled in a science, technology and society course during data collection. Three instruments were used to gather data: a word association test WAT , Views about Technology Questionnaire VTQ and an interview protocol. Participants‟ cognitive structures about technology were investigated by using WAT. Participants‟ ideas about the nature technology were also investigated by using VTQ and the interview protocol. The data triangulation provided a means of observing similar findings by using different instruments. The findings suggest that participants‟ cognitive structures about technology and their knowledge about definition of technology, ideas about the mutual interaction between technology and society, and ideas about social structure of technology were found to be at a lower level naïve views . Notably, it was seen that the participants did not sufficiently discriminate between technology and science. In sum, they regard technology as a sub-discipline or output of applied science. They understand technology merely as computers, inventions and products of science, perhaps, due to their everyday experiences the way technology is presented news in mass media

Kaynakça

  • Aikenhead, G. S., Ryan, A. G., & Fleming, R. W. (1989). Views on Science–Technology– Society (form CDN. mc. 5). Saskatoon, Canada: Department of Curriculum Studies, University of Saskatchewan.
  • Aydın, F. (2009). Development of Pre-Service Science Teachers’ Views and Concepts About Nature of Technology and Effectiveness of Dilemmas in Teaching. PhD Thesis. Gazi University, Ankara.
  • Bahar, M., Johnstone, A. H. & Sutcliffe, R. (1999). Investigation of Students‟ Cognitive Structure in Elementary Genetics through Word Association Tests. Journal of Biological Education, 33, 134–141.
  • Barlex, D. & Pitt, J. (2002). The Relationship between Design and Technology and Science. In G. Owen-Jackson (Ed.), Teaching Design and Technology in Secondary School (pp.177–192). London and NY: Routledge.
  • Cachapuz, A. F. C. & Maskill, R. (1987). Detecting Changes with Learning in the Organization of Knowledge: Use of Word Association Tests to Follow the Learning of Collision Theory. International Journal of Science Education, 9, 491–504.
  • de Vries, M. J. (1996). Technology Education: Beyond the “Technology is Applied Science” Paradigm. Journal of Technology Education, 8(1), 7–15.
  • de Vries, M. J. (2003). Editorial. International Journal of Technology and Design Education, 13(3), 199–205.
  • de Vries, M. J. (2005). Teaching about Technology: An Introduction to the Philosophy of Technology for Non-Philosophers. Science & Technology Education Library, volume 27, Published by Springer.
  • Erdoğan, R. (2004). Investigation of the Pre-service Science Teachers’ Views on Nature of Science. Master‟s Thesis, Middle East Technical University, Ankara.
  • Gussarsky, E. & Gorodetsky, M. (1988). On the Equilibrium Concept: Constrained Word Associations and Conception. Journal of Research in Science Teaching, 25, 319–333.
  • ITEA (International Technology Education Association) (2003). Advancing Excellence in Technological Literacy: Student Assessment, Professional Development, and Program Standards. Reston, VA: Author.
  • Johnstone, A. H. & Moynihan, T. F. (1985). The Relationship between Performances in Word Association Tests and Achievement In Chemistry. European Journal of Science Education, 7, 57–66.
  • Jones, A. (1997). Recent Research in Learning Technological Concepts and Processes. International Journal of Technology and Design Education, 7(1–2), 83–96.
  • Jones, A. (2002). Research in Learning Technological Concepts and Process. In G. Owen- Jackson (Editor), Teaching Design and Technology in Secondary School, (pp. 79–91). London and New York: Routledge.
  • Jones, A., & Carr, M. (1992). Teachers‟ Perceptions of Technology Education: Implications for Curriculum Innovation. Research in Science Education, 22(1), 230–239.
  • Lieu, S. (1997). Teacher Understanding of the Nature of Science and Its Impact on Students Learning About the Nature of Science in STS/Constructivist Classrooms. Unpublished Doctoral Dissertation, The University of Iowa.
  • Maneesriwongul W., & Dixon, J. K. (2004). Instrument Translation Process: A Methods Review. Journal of Advanced Nursing, 48(2), 175–186.
  • MEB (Milli Eğitim Bakanlığı, Ministry of National Education) (2005). İlköğretim Fen ve Teknoloji Dersi (6, 7 ve 8. Sınıflar) Öğretim Programı. Science and Technology Course Curricula for Grades 6-8. Ankara: MEB.
  • Rose, L., & Dugger, W. (2003). What Americans Think About Technology. (2008, October, 14).
  • Rubba, P. A., Bradford, C. S., & Harkness, W. L. (1996). A New Scoring Procedure for the Views on Science-Technology-Society Instrument. International Journal of Science Education. 18(4), 387–400.
  • Shavelson, R. J. (1974). Methods for Examining Representations of a Subject-Matter Structure in a Student‟s Memory. Journal of Research in Science Teaching, 11, 231–249.
  • Tairab, H. H. (2001). Pre-service Teachers‟ Views of the Nature of Science and Technology Before and After a Science Teaching Methods Course. Research in Education, 65, 81-87.
  • Taşar, M. F. (2001). A Case Study of a Novice College Student's Alternative Framework and Learning of Force and Motion. PhD Thesis, The Pennsylvania State University.
  • Tsai, C-C. & Huang, C-M. (2001). Development of Cognitive Structures and Information Processing Strategies of Elementary School Students Learning About Biological Reproduction. Journal of Biological Education, 36 (1), 21-26.
  • Volk, K. S., & Dugger, W. E. (2005). East Meets West: What Americans and Hong Kong People Think about Technology. Journal of Technology Education, 17(1), 53– 68.
Toplam 25 adet kaynakça vardır.

Ayrıntılar

Birincil Dil Türkçe
Bölüm Research Article
Yazarlar

Fatih Aydın Bu kişi benim

Fatih Taşar Bu kişi benim

Yayımlanma Tarihi 1 Kasım 2010
Yayımlandığı Sayı Yıl 2010 Cilt: 11 Sayı: 4

Kaynak Göster

APA Aydın, F., & Taşar, F. (2010). FEN BİLGİSİ ÖĞRETMEN ADAYLARININ TEKNOLOJİNİN DOĞASI HAKKINDAKİ BİLİŞSEL YAPILARI VE GÖRÜŞLERİ. Ahi Evran Üniversitesi Kırşehir Eğitim Fakültesi Dergisi, 11(4), 209-221.

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