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Preservice Science Teachers’ Views about Scientific Inquiry: The Case of Turkey and Taiwan

Yıl 2020, Cilt 11, Sayı 2, 161 - 192, 30.04.2020
https://doi.org/10.17569/tojqi.618950

Öz

In recent years, the importance of examining the opinions of preservice science teachers who will educate future science literate individuals towards scientific research has been frequently mentioned. In this research, in order to contribute to the field, 88 preservice science teachers in Turkey and 80 preservice science teachers in Taiwan participated in the study. The data was collected via Views about Scientific Inquiry - VASI Questionnaires. Also, semi-structured interviews with volunteered preservice science teachers. Results showed that there is a significant difference on behalf of preservice science teachers in Taiwan in terms of “the way that the scientific inquiries are done”, “the place of experiment and observation in scientific inquiries” as for the first dimension, and “there is no single set or sequence of steps followed in all inquiries” as for the second dimension. Besides, the preservice science teachers from both countries stated their views in “scientific” level on the dimension of “The result of an inquiry should be in accordance with the collected data”. Moreover, it was revealed that preservice science teachers in Turkey have difficulty in defining that scientific research always starts with a question; and preservice science teachers in Taiwan have difficulty in defining the scientific data and scientific evidence. Considering all the findings, preservice science teachers’ views of scientific inquiry in Taiwan are better than them in Turkey. 

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. Abd-El-Khalick, F. (2005). Developing Deeper Understandings of Nature of Science: The Impact of a Philosophy of Science Course on Preservice Science Teachers’ Views and Instructional Planning. International Journal of Science Education. 27(1), 15–42.Abd-El-Khalick, F., & Akerson, V. L. (2004). Learning About Nature of Science as Conceptual Change: Factors that Mediate the Development of Preservice Elementary Teachers’ Views of Nature of Science. Science Education, 88(5), 785–810.Adisendjaja, Y.H., Rustaman, N.Y., Redjeki, S., & Satori, D. (2017). Science Teachers’ Understanding of Scientific Inquiry in Teacher Professional Development. Journal of Physics: Conference Series, 812, 1-5 Akçay, B. ve Koç, I. (2009). Inservice Science Teachers’ Views About the Nature of Science. Hasan Ali Yücel Eğitim Fakültesi Dergisi, 6(11), 1-11.Arı, Ü. (2010). Fen Bilgisi Öğretmen Adaylarının Ve Sınıf Öğretmen Adaylarının Bilimin Doğası Hakkındaki Görüşlerinin İncelenmesi. Yayımlanmamış Yüksek Lisans Tezi. Fırat Üniversitesi, Elazığ.Aslan, O., Yalçın N. & Taşar, M. F. (2009). Fen ve Teknoloji Öğretmenlerinin Bilimin Doğası Hakkındaki Görüşleri. Ahi Evran Üniversitesi Eğitim Fakültesi Dergisi. 10(3), 1-8.Aydemir, S., Ugras, M., Cambay, O. ve Kilic, A. (2017). Prospective Pre-School Teachers’ Views On The Nature Of Science And Scientific İnquiry. Üniversitepark Bülten, 6(2), 74-87American Association for the Advancement of Science (AAAS) (1993). Project 2061: Benchmarks for Science Literacy. New York: Oxford University Press.http://www.project2061.org/publications/bsl/online/index.phpAnderson, R. D. ( 2002). Reforming Science Teaching: What Research Says About Inquiry. Journal of Science Teacher Education, 13(1): 1-12,Bayır, E. (2016). Fen Bilimleri Öğretmenlerinin Bilimin Doğasına İlişkin Görüşleri: Bilişsel Harita Örneği. Kastamonu Eğitim Dergisi, 24(3), 1419-1436.Bologna Soares de Andrade, M., A.and Cola Levoratob, A.,C. (2017) Brazılıan Learners’ Understandıng About Scıentıfıc Inquıry. X Congreso Internacıonal Sobre Investıgacıón En Dıdáctıca De Las Cıencıas. 3555-3559Brown, A. S. & Brown, L. L. (2007). What are Science and Math Test Scores Really Telling Us?, The Bent of Tau Beta Pi, 13-17. http://www.tbp.org/pages/Publications/Bent/Features/W07Çavuş, S. (2010). İlköğretim Fen Bilgisi ve Matematik Öğretmenliği Lisans Öğrencilerinin Bilimin Doğası Hakkındaki Görüşlerinin Geliştirilmesi. Yayımlanmamış Yüksek Lisans Tezi, Abant İzzet Baysal Üniversitesi, Bolu.Çelikdemir, M. (2006). Examining middle school students’ understanding of the nature of science (Yayınlanmamış Y. Lisans Tezi). Orta Doğu Teknik Üniversitesi Sosyal Bilimler Enstitüsü, Ankara.Dıckınson, V. L., Abd-el khalıck, F. & Lederman, N. G. (2000). Changing Elementary Teachers’ Views of the NOS: Effective Strategies for Science Methods Courses. ED, 441-680.Doğan, N. (2017). Blending Problem Based Learning and History of Science Approaches to Enhance Views about Scientific Inquiry: New Wine in an Old Bottle Journal of Education and Training Studies, 5 (10). ISSN 2324-805X E-ISSN 2324-8068Driver, R., Leach, J., Millar, R., & Scott, P. (1996). Young People’s Images of Science. Philadelphia: Open University Press.Dursun, B. (2015). Fen Bilgisi Öğretmen Adaylarının Bilimin Doğası Ve Teknoloji Hakkındaki Görüşlerinin İncelenmesi. Yayımlanmamış Yüksek Lisans Tezi. İnönü Üniversitesi Eğitim Bilimleri Enstitüsü, Malatya.Gaigher, E., Lederman, N., & Lederman, J. (2014). Knowledge about inquiry: A study in South African high schools. International Journal of Science Education, 36(18), 3125-3147.Gess-Newsome, J. (2002). The Use and Impact of Explicit Instruction About the Nature of Science and Science Inquiry in an Elementary Science Methods Course. Science and Education, 11, 55-67.Haefner, L. A. & Zembal-Saul, C. (2004). Learning by Doing? Prospective Elementary Teachers’ Developing Understandings of Scientific Inquiry and Science and Learning. International Journal of Science Education, 26(13), 1653-1674Hill, H. C., Rowan, B., & Ball, D. L. (2005). Effects of Teachers' Mathematical Knowledge for Teaching on Student Achievement. American Educational Research Journal, 42(2), 371-406.http://dx.doi.org/10.3102/00028312042002371Johnson, R. B., & Onwuegbuzie, A. J. (2004). Mixed Methods Research: A Research Paradigm Whose Time Has Come. Educational Researcher, 33(7), 14–26.Leblebicioglu, G., Metin, D., Capkinoglu, E., Cetin, P. S., Eroglu Dogan, E., Schwartz, R. (2017). Determination of The Change in the Students’ Views of Nature of Scientific Inquiry at a Science Camp, Science and Education, (in print).Lederman, J. S. (2009). Teaching scientific inquiry: Exploration, Directed, Guided, and Opened-Ended Levels. In National geographic science: Best practices and research base (pp. 8–20). Hapton-BrownPublishers.Lederman N.G., Lederman J.S., Bartos,S. A., Bartles, S.L., Meyer, A.A. ve Schwartz, R.S. (2014). Meaningful Assessment Of Learners’ Understandings About Scientific Inquiry—Theviewsabout Scientific Inquiry (Vası) Questionnaire. Journal Of Research In Scıence Teachıng.Lederman, N. & Lederman, J. (2012). Nature of Scientific Knowledge and Scientific Inquiry: Building Instructional Capacity Through Professional Development. In B. J. Fraser, K. Tobin & C. J. McRobbie (Eds.), Second International Handbook of Science Education (24), pp. 335–359. Dordrecht: SpringerLederman N.G., Lederman J.S. ve Antink A. (2013). Nature of Science and Scientific Inquiry as Contexts for the Learning of Science and Achievement of Scientific Literacy. International Journal of Education in Mathematics, Science and Technology, 1(3), ISSN: 2147-611X.Liang, L. L, Chen, S., Chen, X., Kaya, O. N., Adams, A. D., Macklin, M. & Ebenezer, J. (2008). Assessing Preservice Elementary Teachers’ Views on The Nature of Scientific Knowledge: A Dual-Response Instrument. Asia-Pacific Forum on Science Learning and Teaching.Karaman, A., & Apaydın, S. (2014). Sınıf Öğretmenlerinin Bilimsel Araştırmanın Doğası Hakkındaki Anlayışlarına Astronomi Yaz Bilim Kampının Etkisi. Kastamonu Eğitim Dergisi, 22(2), 841-864.Karışan, D., Bilican, K., Şenler, B. (2017). Bilimsel Sorgulama Hakkında Görüş Anketi: Türkçeye Uyarlama, Geçerlik Ve Güvenirlik Çalışması. İnönü Üniversitesi Eğitim Fakültesi Dergisi, 18(1), 326-343. DOI: 10.17679/inuefd.307053Keser, Ö. F. (2005). Recommendations Towards Developing Educational Standards to Improve Science Education in Turkey, The Turkish Online Journal of Educational Technology – TOJET, 4(1), Article 6.Kilpatrick, A.J., Swaford, J. and Findell, B. (2001). Adding It UP: Helping Children Learn Mathematcs. Washington, DC: Natonal Academy Press.Kim M. & Chin C.,(2011), Pre-Service Teachers‟ Views on Practical Work With Inquiry Orientation in Textbookoriented Science Classrooms, International Journal of Environmental and Science Education, 6(1), 23-37Ma, H. (2011). Internet of Things: Objectives and Scientific Challenges. Journal of Computer Science and Technology, 26(6), 919–924.MEB (2005). İlköğretim Fen Ve Teknoloji Dersi Öğretim Programı. Ankara. MEB (2013). İlköğretim Kurumları (İlkokullar Ve Ortaokullar) Fen Bilimleri Dersi (3,4,5,6,7 Ve 8. Sınıflar) Öğretim Programı. Ankara.Mccomas, W. F. (2000). The principal elements of the nature of science: dispelling the myths In W. F. McComas (Ed.), The nature of science in science education. Rationales and Strategies. Dordrecht, The Netherlands: Kluwer Academic.Minogue, k. (2010). Can Rock Stars of Science Cut Through Noise?.Science https://www.sciencemag.org/news/2010/11/can-rock-stars-science-cut-through-noiseMinistry of Education [MOE], Taiwan. (2001) White Paper on Higher Education, Taipei: MOE.Morrison, J. A., Raab, F. J., & Ingram, D. (2009). Factors Influencing Elementary and Secondary Teachers’ Views of the Nature of Science. Journal of Research in Science Teaching, 46(4), 384-403.National Science Education Standards (NSES), (1996). National Committee on Science Education Standards and Assessment, National Research Council ISBN: 0-309-54985-X, 272, 8 1/4 x 10 1/2, http://www.nap.edu/catalog/4962.htmlOsborne, J., Collins, S., Ratcliffe, M., Millar, R., & Duschl, R. (2003). What “ideas-about-science” should be taught in school? A Delphi study of the expert community. Journal of Research in Science Teaching, 40, 692-720. doi:10.1002/tea.10105Palmquist, B. C., & Finley, F. N. (1997). Pre-service teachers’ views of the nature of science during a postbaccalaureate science-teaching program. Journal of Research in Science Teaching, 34(6), 595 – 615.Reif, F., & Larkin, J. H. (1991). "Cognition in scientific and everyday domains: Comparison and learning implications," Journal of Research in. Science Teaching, 28, 733-760.Schwartz RS, Lederman NG & Lederman JS. (2008). An Instrument to Assess Views of Scientific Inquiry: The Vosi Questionnaire. Annual Meeting of the National Association for Research in Science Teaching, March 30-April 2, Baltimore, MD. Available at http://homepages.wmich.edu/~rschwart/docs/VOSInarst08.pdf. Accessed 13 January 2014.Solomon, J., (1991). Teaching About the Nature of Science in the British National Curriculum, Science Education, 75 (l), PP. 95-103.Schneider, R., Krajcik, J., Marx, R.W., & Soloway, E. (2002). Student Learning in Project-Based Science Classrooms (Abstract). Journal of Research in Science Teaching. 39(5), 410-422.Schwartz RS, Lederman NG & Lederman JS. (2008). An Instrument to Assess Views of Scientific Inquiry: The Vosi Questionnaire. Annual Meeting of the National Association for Research in Science Teaching, March 30-April 2, Baltimore, MD. Available at http://homepages.wmich.edu/~rschwart/docs/VOSInarst08.pdf. Accessed 13 January 2014.Şenler, B. (2017). Fen Bilgisi Öğretmen Adaylarının Fen Öğretimine Yönelik Öz-Yeterlik İnançları İle Bilimsel Sorgulamaya İlişkin Görüşlerinin İncelenmesi. Eğitim Kuram ve Uygulama Araştırmaları Dergisi, 3(2), 50-59. Tuncel, G. (2012). Anlam Çözümleme Tablolarının Sosyal Bilgiler Öğretmen Adaylarının Ölçme Değerlendirme Sürecinde Kullanımı. Marmara Coğrafya Dergisi, 25, 127-136.Wang J, Lv Y, Jou M, and Zhang, J. (2016). Research on the Effects of Cloud-Based Pedagogy for Creative Talents: A Case Study on Chinese High School. Computers in Human Behavior, 2016, 63: 229-239.Yang, I.H., Park, S.W., Shin, J.Y., & Lim, S.M. (2017). Exploring Korean Middle School Students’ View About Scientific Inquiry. Eurasia Journal of Mathematics Science and Technology Education, 13(7), 3935-3958.Yenice, N ve Ceren-Atmaca, A. (2017). Fen Bilgisi Öğretmen Adaylarının Bilimin Ve Bilimsel Bilginin Doğasına Yönelik Bilgi Ve Görüşlerinin Belirlenmesi. Kuramsal Eğitimbilim Dergisi, 10(4), 366-393.
  • Abd-El-Khalick, F. (2005). Developing Deeper Understandings of Nature of Science: The Impact of a Philosophy of Science Course on Preservice Science Teachers’ Views and Instructional Planning. International Journal of Science Education. 27(1), 15–42.
  • Abd-El-Khalick, F., & Akerson, V. L. (2004). Learning About Nature of Science as Conceptual Change: Factors that Mediate the Development of Preservice Elementary Teachers’ Views of Nature of Science. Science Education, 88(5), 785–810.
  • Adisendjaja, Y.H., Rustaman, N.Y., Redjeki, S., & Satori, D. (2017). Science Teachers’ Understanding of Scientific Inquiry in Teacher Professional Development. Journal of Physics: Conference Series, 812, 1-5.
  • Akçay, B. ve Koç, I. (2009). Inservice Science Teachers’ Views About the Nature of Science. Hasan Ali Yücel Eğitim Fakültesi Dergisi, 6(11), 1-11.
  • Arı, Ü. (2010). Fen Bilgisi Öğretmen Adaylarının Ve Sınıf Öğretmen Adaylarının Bilimin Doğası Hakkındaki Görüşlerinin İncelenmesi. Yayımlanmamış Yüksek Lisans Tezi. Fırat Üniversitesi, Elazığ.
  • Aslan, O., Yalçın N. & Taşar, M. F. (2009). Fen ve Teknoloji Öğretmenlerinin Bilimin Doğası Hakkındaki Görüşleri. Ahi Evran Üniversitesi Eğitim Fakültesi Dergisi. 10(3), 1-8.
  • Aydemir, S., Ugras, M., Cambay, O. ve Kilic, A. (2017). Prospective Pre-School Teachers’ Views On The Nature Of Science And Scientific İnquiry. Üniversitepark Bülten, 6(2), 74-87.
  • American Association for the Advancement of Science (AAAS) (1993). Project 2061: Benchmarks for Science Literacy. New York: Oxford University Press. http://www.project2061.org/publications/bsl/online/index.php
  • Anderson, R. D. ( 2002). Reforming Science Teaching: What Research Says About Inquiry. Journal of Science Teacher Education, 13(1): 1-12.
  • Bayır, E. (2016). Fen Bilimleri Öğretmenlerinin Bilimin Doğasına İlişkin Görüşleri: Bilişsel Harita Örneği. Kastamonu Eğitim Dergisi, 24(3), 1419-1436.
  • Bologna Soares de Andrade, M., A.and Cola Levoratob, A.,C. (2017) Brazılıan Learners’ Understandıng About Scıentıfıc Inquıry. X Congreso Internacıonal Sobre Investıgacıón En Dıdáctıca De Las Cıencıas. 3555-3559.
  • Karaman, A., & Apaydın, S. (2014). Sınıf Öğretmenlerinin Bilimsel Araştırmanın Doğası Hakkındaki Anlayışlarına Astronomi Yaz Bilim Kampının Etkisi. Kastamonu Eğitim Dergisi, 22(2), 841-864.
  • Çavuş, S. (2010). İlköğretim Fen Bilgisi ve Matematik Öğretmenliği Lisans Öğrencilerinin Bilimin Doğası Hakkındaki Görüşlerinin Geliştirilmesi. Yayımlanmamış Yüksek Lisans Tezi, Abant İzzet Baysal Üniversitesi, Bolu.
  • Çelikdemir, M. (2006). Examining middle school students’ understanding of the nature of science (Yayınlanmamış Y. Lisans Tezi). Orta Doğu Teknik Üniversitesi Sosyal Bilimler Enstitüsü, Ankara.
  • Dickınson, V. L., Abd-el khalıck, F. & Lederman, N. G. (2000). Changing Elementary Teachers’ Views of the NOS: Effective Strategies for Science Methods Courses. ED, 441-680.
  • Doğan, N. (2017). Blending Problem Based Learning and History of Science Approaches to Enhance Views about Scientific Inquiry: New Wine in an Old Bottle Journal of Education and Training Studies, 5 (10). ISSN 2324-805X E-ISSN 2324-8068
  • Driver, R., Leach, J., Millar, R., & Scott, P. (1996). Young People’s Images of Science. Philadelphia: Open University Press.
  • Dursun, B. (2015). Fen Bilgisi Öğretmen Adaylarının Bilimin Doğası Ve Teknoloji Hakkındaki Görüşlerinin İncelenmesi. Yayımlanmamış Yüksek Lisans Tezi. İnönü Üniversitesi Eğitim Bilimleri Enstitüsü, Malatya.
  • Gaigher, E., Lederman, N., & Lederman, J. (2014). Knowledge about inquiry: A study in South African high schools. International Journal of Science Education, 36(18), 3125-3147.
  • Gess-Newsome, J. (2002). The Use and Impact of Explicit Instruction About the Nature of Science and Science Inquiry in an Elementary Science Methods Course. Science and Education, 11, 55-67.
  • Haefner, L. A. & Zembal-Saul, C. (2004). Learning by Doing? Prospective Elementary Teachers’ Developing Understandings of Scientific Inquiry and Science and Learning. International Journal of Science Education, 26(13), 1653-1674.
  • Hill, H. C., Rowan, B., & Ball, D. L. (2005). Effects of Teachers' Mathematical Knowledge for Teaching on Student Achievement. American Educational Research Journal, 42(2), 371-406.
  • Johnson, R. B., & Onwuegbuzie, A. J. (2004). Mixed Methods Research: A Research Paradigm Whose Time Has Come. Educational Researcher, 33(7), 14–26.
  • Leblebicioglu, G., Metin, D., Capkinoglu, E., Cetin, P. S., Eroglu Dogan, E., Schwartz, R. (2017). Determination of The Change in the Students’ Views of Nature of Scientific Inquiry at a Science Camp, Science and Education, (in print).
  • Lederman, J. S. (2009). Teaching scientific inquiry: Exploration, Directed, Guided, and Opened-Ended Levels. In National geographic science: Best practices and research base (pp. 8–20). Hapton-BrownPublishers.
  • Lederman N.G., Lederman J.S., Bartos,S. A., Bartles, S.L., Meyer, A.A. ve Schwartz, R.S. (2014). Meaningful Assessment Of Learners’ Understandings About Scientific Inquiry—Theviewsabout Scientific Inquiry (Vası) Questionnaire. Journal Of Research In Scıence Teachıng.
  • Lederman, N. & Lederman, J. (2012). Nature of Scientific Knowledge and Scientific Inquiry: Building Instructional Capacity Through Professional Development. In B. J. Fraser, K. Tobin & C. J. McRobbie (Eds.), Second International Handbook of Science Education (24), pp. 335–359. Dordrecht: Springer.
  • Lederman N.G., Lederman J.S. ve Antink A. (2013). Nature of Science and Scientific Inquiry as Contexts for the Learning of Science and Achievement of Scientific Literacy. International Journal of Education in Mathematics, Science and Technology, 1(3), ISSN: 2147-611X.
  • Liang, L. L, Chen, S., Chen, X., Kaya, O. N., Adams, A. D., Macklin, M. & Ebenezer, J. (2008). Assessing Preservice Elementary Teachers’ Views on The Nature of Scientific Knowledge: A Dual-Response Instrument. Asia-Pacific Forum on Science Learning and Teaching.
  • Karışan, D., Bilican, K., Şenler, B. (2017). Bilimsel Sorgulama Hakkında Görüş Anketi: Türkçeye Uyarlama, Geçerlik Ve Güvenirlik Çalışması. İnönü Üniversitesi Eğitim Fakültesi Dergisi, 18(1), 326-343.
  • Keser, Ö. F. (2005). Recommendations Towards Developing Educational Standards to Improve Science Education in Turkey, The Turkish Online Journal of Educational Technology – TOJET, 4(1), Article 6.
  • Kilpatrick, A.J., Swaford, J. and Findell, B. (2001). Adding It UP: Helping Children Learn Mathematcs. Washington, DC: Natonal Academy Press.
  • Kim M. & Chin C.,(2011), Pre-Service Teachers‟ Views on Practical Work With Inquiry Orientation in Textbookoriented Science Classrooms, International Journal of Environmental and Science Education, 6(1), 23-37.
  • Ma, H. (2011). Internet of Things: Objectives and Scientific Challenges. Journal of Computer Science and Technology, 26(6), 919–924.
  • MEB (2005). İlköğretim Fen Ve Teknoloji Dersi Öğretim Programı. Ankara.
  • MEB (2013). İlköğretim Kurumları (İlkokullar Ve Ortaokullar) Fen Bilimleri Dersi (3,4,5,6,7 Ve 8. Sınıflar) Öğretim Programı. Ankara.
  • Mccomas, W. F. (2000). The principal elements of the nature of science: dispelling the myths In W. F. McComas (Ed.), The nature of science in science education. Rationales and Strategies. Dordrecht, The Netherlands: Kluwer Academic.
  • Minogue, k. (2010). Can Rock Stars of Science Cut Through Noise?.Science https://www.sciencemag.org/news/2010/11/can-rock-stars-science-cut-through-noise
  • Ministry of Education [MOE], Taiwan. (2001) White Paper on Higher Education, Taipei: MOE.
  • Morrison, J. A., Raab, F. J., & Ingram, D. (2009). Factors Influencing Elementary and Secondary Teachers’ Views of the Nature of Science. Journal of Research in Science Teaching, 46(4), 384-403.
  • National Science Education Standards (NSES), (1996). National Committee on Science Education Standards and Assessment, National Research Council ISBN: 0-309-54985-X, 272, 8 1/4 x 10 1/2, http://www.nap.edu/catalog/4962.html
  • Osborne, J., Collins, S., Ratcliffe, M., Millar, R., & Duschl, R. (2003). What “ideas-about-science” should be taught in school? A Delphi study of the expert community. Journal of Research in Science Teaching, 40, 692-720.
  • Palmquist, B. C., & Finley, F. N. (1997). Pre-service teachers’ views of the nature of science during a postbaccalaureate science-teaching program. Journal of Research in Science Teaching, 34(6), 595 – 615.
  • Reif, F., & Larkin, J. H. (1991). "Cognition in scientific and everyday domains: Comparison and learning implications," Journal of Research in. Science Teaching, 28, 733-760.
  • Solomon, J., (1991). Teaching About the Nature of Science in the British National Curriculum, Science Education, 75 (l), PP. 95-103.
  • Schneider, R., Krajcik, J., Marx, R.W., & Soloway, E. (2002). Student Learning in Project-Based Science Classrooms (Abstract). Journal of Research in Science Teaching. 39(5), 410-422.
  • Schwartz RS, Lederman NG & Lederman JS. (2008). An Instrument to Assess Views of Scientific Inquiry: The Vosi Questionnaire. Annual Meeting of the National Association for Research in Science Teaching, March 30-April 2, Baltimore, MD. Available at http://homepages.wmich.edu/~rschwart/docs/VOSInarst08.pdf. Accessed 13 January 2014.
  • Schwartz RS, Lederman NG & Lederman JS. (2008). An Instrument to Assess Views of Scientific Inquiry: The Vosi Questionnaire. Annual Meeting of the National Association for Research in Science Teaching, March 30-April 2, Baltimore, MD. Available at http://homepages.wmich.edu/~rschwart/docs/VOSInarst08.pdf. Accessed 13 January 2014.
  • Şenler, B. (2017). Fen Bilgisi Öğretmen Adaylarının Fen Öğretimine Yönelik Öz-Yeterlik İnançları İle Bilimsel Sorgulamaya İlişkin Görüşlerinin İncelenmesi. Eğitim Kuram ve Uygulama Araştırmaları Dergisi, 3(2), 50-59.
  • Tuncel, G. (2012). Anlam Çözümleme Tablolarının Sosyal Bilgiler Öğretmen Adaylarının Ölçme Değerlendirme Sürecinde Kullanımı. Marmara Coğrafya Dergisi, 25, 127-136.
  • Wang J, Lv Y, Jou M, and Zhang, J. (2016). Research on the Effects of Cloud-Based Pedagogy for Creative Talents: A Case Study on Chinese High School. Computers in Human Behavior, 2016, 63: 229-239.
  • Yang, I.H., Park, S.W., Shin, J.Y., & Lim, S.M. (2017). Exploring Korean Middle School Students’ View About Scientific Inquiry. Eurasia Journal of Mathematics Science and Technology Education, 13(7), 3935-3958.
  • Yenice, N ve Ceren-Atmaca, A. (2017). Fen Bilgisi Öğretmen Adaylarının Bilimin Ve Bilimsel Bilginin Doğasına Yönelik Bilgi Ve Görüşlerinin Belirlenmesi. Kuramsal Eğitimbilim Dergisi, 10(4), 366-393.

Fen Öğretmen Adaylarının Bilimsel Araştırmaya Yönelik Görüşleri: Türkiye ve Tayvan Örneği

Yıl 2020, Cilt 11, Sayı 2, 161 - 192, 30.04.2020
https://doi.org/10.17569/tojqi.618950

Öz

Son yıllarda, geleceğin bilim okuryazarı bireylerini yetiştirecek olan öğretmen adaylarının bilimsel araştırmaya yönelik sahip oldukları görüşlerin incelenmesinin öneminden sıklıkla bahsedilmektedir. Bu doğrultuda alana katkı sağlamak amacıyla bu araştırmada, Türkiye ve Tayvan’daki fen öğretmen adaylarının bilimsel araştırmaya yönelik görüşleri incelenmiştir. Bu amaçla Türkiye’den 88 öğretmen adayı ve Tayvan’dan 80 öğretmen adayından bilimsel araştırmaya yönelik veriler toplanmıştır. Fen öğretmen adaylarının bilimsel araştırmaya yönelik görüşlerinin araştırılması için Lederman ve Lederman, Lederman, Bartos, Bartel, Meyer ve Schwartz (2014) tarafından geliştirilen Views About Scientific Inquiry Qustionnaire- VASI kullanılmıştır. Tarama modelinde olan bu araştırmada nitel ve nicel veri analizi yapılmıştır. Ayrıca ölçekte yer alan açık uçlu sorular sorularak, seçilen öğretmen adaylarıyla görüşmeler gerçekleştirilmiştir. Çalışmadan elde edilen bulgular doğrultusunda fen öğretmen adaylarının, bilimsel araştırmaların yapılışına ve deney-gözlemin bilimsel araştırmalardaki yerine ilişkin olan bilimsel araştırmanın birinci boyutuna ve bilimsel araştırmaların belli bir yöntemi ve basamağının olmadığına ilişkin olan ikinci boyutuna yönelik verdikleri cevaplarda ülke değişkenine göre Tayvan’daki fen öğretmen adayları lehine anlamlı bir farklılığın olduğu ortaya konmuştur. Ayrıca her iki ülkedeki fen öğretmen adaylarının bilimsel araştırmaya yönelik görüşlerinin “Çalışmanın sonucu, toplanan verilerle tutarlı olmalıdır” boyutunda “bilimsel” görüş düzeyinde toplandığı görülmüştür. Bunun yanında Türkiye’deki öğretmen adaylarının “Bilimsel araştırmalar her zaman bir problemle başlar” boyutunda; Tayvan’daki öğretmen adaylarının ise “veriler, kanıtlarla aynı değildir” boyutlarında çoğunlukla “yetersiz” görüş düzeyinde görüşe sahip oldukları belirlenmiştir. Sonuç olarak bilimsel araştırma düzeyleri göz önünde bulundurulduğunda Tayvan’daki öğretmen adaylarının Türkiye’deki öğretmen adaylarına göre daha iyi oldukları söylenebilir. 

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. Abd-El-Khalick, F. (2005). Developing Deeper Understandings of Nature of Science: The Impact of a Philosophy of Science Course on Preservice Science Teachers’ Views and Instructional Planning. International Journal of Science Education. 27(1), 15–42.Abd-El-Khalick, F., & Akerson, V. L. (2004). Learning About Nature of Science as Conceptual Change: Factors that Mediate the Development of Preservice Elementary Teachers’ Views of Nature of Science. Science Education, 88(5), 785–810.Adisendjaja, Y.H., Rustaman, N.Y., Redjeki, S., & Satori, D. (2017). Science Teachers’ Understanding of Scientific Inquiry in Teacher Professional Development. Journal of Physics: Conference Series, 812, 1-5 Akçay, B. ve Koç, I. (2009). Inservice Science Teachers’ Views About the Nature of Science. Hasan Ali Yücel Eğitim Fakültesi Dergisi, 6(11), 1-11.Arı, Ü. (2010). Fen Bilgisi Öğretmen Adaylarının Ve Sınıf Öğretmen Adaylarının Bilimin Doğası Hakkındaki Görüşlerinin İncelenmesi. Yayımlanmamış Yüksek Lisans Tezi. Fırat Üniversitesi, Elazığ.Aslan, O., Yalçın N. & Taşar, M. F. (2009). Fen ve Teknoloji Öğretmenlerinin Bilimin Doğası Hakkındaki Görüşleri. Ahi Evran Üniversitesi Eğitim Fakültesi Dergisi. 10(3), 1-8.Aydemir, S., Ugras, M., Cambay, O. ve Kilic, A. (2017). Prospective Pre-School Teachers’ Views On The Nature Of Science And Scientific İnquiry. Üniversitepark Bülten, 6(2), 74-87American Association for the Advancement of Science (AAAS) (1993). Project 2061: Benchmarks for Science Literacy. New York: Oxford University Press.http://www.project2061.org/publications/bsl/online/index.phpAnderson, R. D. ( 2002). Reforming Science Teaching: What Research Says About Inquiry. Journal of Science Teacher Education, 13(1): 1-12,Bayır, E. (2016). Fen Bilimleri Öğretmenlerinin Bilimin Doğasına İlişkin Görüşleri: Bilişsel Harita Örneği. Kastamonu Eğitim Dergisi, 24(3), 1419-1436.Bologna Soares de Andrade, M., A.and Cola Levoratob, A.,C. (2017) Brazılıan Learners’ Understandıng About Scıentıfıc Inquıry. X Congreso Internacıonal Sobre Investıgacıón En Dıdáctıca De Las Cıencıas. 3555-3559Brown, A. S. & Brown, L. L. (2007). What are Science and Math Test Scores Really Telling Us?, The Bent of Tau Beta Pi, 13-17. http://www.tbp.org/pages/Publications/Bent/Features/W07Çavuş, S. (2010). İlköğretim Fen Bilgisi ve Matematik Öğretmenliği Lisans Öğrencilerinin Bilimin Doğası Hakkındaki Görüşlerinin Geliştirilmesi. Yayımlanmamış Yüksek Lisans Tezi, Abant İzzet Baysal Üniversitesi, Bolu.Çelikdemir, M. (2006). Examining middle school students’ understanding of the nature of science (Yayınlanmamış Y. Lisans Tezi). Orta Doğu Teknik Üniversitesi Sosyal Bilimler Enstitüsü, Ankara.Dıckınson, V. L., Abd-el khalıck, F. & Lederman, N. G. (2000). Changing Elementary Teachers’ Views of the NOS: Effective Strategies for Science Methods Courses. ED, 441-680.Doğan, N. (2017). Blending Problem Based Learning and History of Science Approaches to Enhance Views about Scientific Inquiry: New Wine in an Old Bottle Journal of Education and Training Studies, 5 (10). ISSN 2324-805X E-ISSN 2324-8068Driver, R., Leach, J., Millar, R., & Scott, P. (1996). Young People’s Images of Science. Philadelphia: Open University Press.Dursun, B. (2015). Fen Bilgisi Öğretmen Adaylarının Bilimin Doğası Ve Teknoloji Hakkındaki Görüşlerinin İncelenmesi. Yayımlanmamış Yüksek Lisans Tezi. İnönü Üniversitesi Eğitim Bilimleri Enstitüsü, Malatya.Gaigher, E., Lederman, N., & Lederman, J. (2014). Knowledge about inquiry: A study in South African high schools. International Journal of Science Education, 36(18), 3125-3147.Gess-Newsome, J. (2002). The Use and Impact of Explicit Instruction About the Nature of Science and Science Inquiry in an Elementary Science Methods Course. Science and Education, 11, 55-67.Haefner, L. A. & Zembal-Saul, C. (2004). Learning by Doing? Prospective Elementary Teachers’ Developing Understandings of Scientific Inquiry and Science and Learning. International Journal of Science Education, 26(13), 1653-1674Hill, H. C., Rowan, B., & Ball, D. L. (2005). Effects of Teachers' Mathematical Knowledge for Teaching on Student Achievement. American Educational Research Journal, 42(2), 371-406.http://dx.doi.org/10.3102/00028312042002371Johnson, R. B., & Onwuegbuzie, A. J. (2004). Mixed Methods Research: A Research Paradigm Whose Time Has Come. Educational Researcher, 33(7), 14–26.Leblebicioglu, G., Metin, D., Capkinoglu, E., Cetin, P. S., Eroglu Dogan, E., Schwartz, R. (2017). Determination of The Change in the Students’ Views of Nature of Scientific Inquiry at a Science Camp, Science and Education, (in print).Lederman, J. S. (2009). Teaching scientific inquiry: Exploration, Directed, Guided, and Opened-Ended Levels. In National geographic science: Best practices and research base (pp. 8–20). Hapton-BrownPublishers.Lederman N.G., Lederman J.S., Bartos,S. A., Bartles, S.L., Meyer, A.A. ve Schwartz, R.S. (2014). Meaningful Assessment Of Learners’ Understandings About Scientific Inquiry—Theviewsabout Scientific Inquiry (Vası) Questionnaire. Journal Of Research In Scıence Teachıng.Lederman, N. & Lederman, J. (2012). Nature of Scientific Knowledge and Scientific Inquiry: Building Instructional Capacity Through Professional Development. In B. J. Fraser, K. Tobin & C. J. McRobbie (Eds.), Second International Handbook of Science Education (24), pp. 335–359. Dordrecht: SpringerLederman N.G., Lederman J.S. ve Antink A. (2013). Nature of Science and Scientific Inquiry as Contexts for the Learning of Science and Achievement of Scientific Literacy. International Journal of Education in Mathematics, Science and Technology, 1(3), ISSN: 2147-611X.Liang, L. L, Chen, S., Chen, X., Kaya, O. N., Adams, A. D., Macklin, M. & Ebenezer, J. (2008). Assessing Preservice Elementary Teachers’ Views on The Nature of Scientific Knowledge: A Dual-Response Instrument. Asia-Pacific Forum on Science Learning and Teaching.Karaman, A., & Apaydın, S. (2014). Sınıf Öğretmenlerinin Bilimsel Araştırmanın Doğası Hakkındaki Anlayışlarına Astronomi Yaz Bilim Kampının Etkisi. Kastamonu Eğitim Dergisi, 22(2), 841-864.Karışan, D., Bilican, K., Şenler, B. (2017). Bilimsel Sorgulama Hakkında Görüş Anketi: Türkçeye Uyarlama, Geçerlik Ve Güvenirlik Çalışması. İnönü Üniversitesi Eğitim Fakültesi Dergisi, 18(1), 326-343. DOI: 10.17679/inuefd.307053Keser, Ö. F. (2005). Recommendations Towards Developing Educational Standards to Improve Science Education in Turkey, The Turkish Online Journal of Educational Technology – TOJET, 4(1), Article 6.Kilpatrick, A.J., Swaford, J. and Findell, B. (2001). Adding It UP: Helping Children Learn Mathematcs. Washington, DC: Natonal Academy Press.Kim M. & Chin C.,(2011), Pre-Service Teachers‟ Views on Practical Work With Inquiry Orientation in Textbookoriented Science Classrooms, International Journal of Environmental and Science Education, 6(1), 23-37Ma, H. (2011). Internet of Things: Objectives and Scientific Challenges. Journal of Computer Science and Technology, 26(6), 919–924.MEB (2005). İlköğretim Fen Ve Teknoloji Dersi Öğretim Programı. Ankara. MEB (2013). İlköğretim Kurumları (İlkokullar Ve Ortaokullar) Fen Bilimleri Dersi (3,4,5,6,7 Ve 8. Sınıflar) Öğretim Programı. Ankara.Mccomas, W. F. (2000). The principal elements of the nature of science: dispelling the myths In W. F. McComas (Ed.), The nature of science in science education. Rationales and Strategies. Dordrecht, The Netherlands: Kluwer Academic.Minogue, k. (2010). Can Rock Stars of Science Cut Through Noise?.Science https://www.sciencemag.org/news/2010/11/can-rock-stars-science-cut-through-noiseMinistry of Education [MOE], Taiwan. (2001) White Paper on Higher Education, Taipei: MOE.Morrison, J. A., Raab, F. J., & Ingram, D. (2009). Factors Influencing Elementary and Secondary Teachers’ Views of the Nature of Science. Journal of Research in Science Teaching, 46(4), 384-403.National Science Education Standards (NSES), (1996). National Committee on Science Education Standards and Assessment, National Research Council ISBN: 0-309-54985-X, 272, 8 1/4 x 10 1/2, http://www.nap.edu/catalog/4962.htmlOsborne, J., Collins, S., Ratcliffe, M., Millar, R., & Duschl, R. (2003). What “ideas-about-science” should be taught in school? A Delphi study of the expert community. Journal of Research in Science Teaching, 40, 692-720. doi:10.1002/tea.10105Palmquist, B. C., & Finley, F. N. (1997). Pre-service teachers’ views of the nature of science during a postbaccalaureate science-teaching program. Journal of Research in Science Teaching, 34(6), 595 – 615.Reif, F., & Larkin, J. H. (1991). "Cognition in scientific and everyday domains: Comparison and learning implications," Journal of Research in. Science Teaching, 28, 733-760.Schwartz RS, Lederman NG & Lederman JS. (2008). An Instrument to Assess Views of Scientific Inquiry: The Vosi Questionnaire. Annual Meeting of the National Association for Research in Science Teaching, March 30-April 2, Baltimore, MD. Available at http://homepages.wmich.edu/~rschwart/docs/VOSInarst08.pdf. Accessed 13 January 2014.Solomon, J., (1991). Teaching About the Nature of Science in the British National Curriculum, Science Education, 75 (l), PP. 95-103.Schneider, R., Krajcik, J., Marx, R.W., & Soloway, E. (2002). Student Learning in Project-Based Science Classrooms (Abstract). Journal of Research in Science Teaching. 39(5), 410-422.Schwartz RS, Lederman NG & Lederman JS. (2008). An Instrument to Assess Views of Scientific Inquiry: The Vosi Questionnaire. Annual Meeting of the National Association for Research in Science Teaching, March 30-April 2, Baltimore, MD. Available at http://homepages.wmich.edu/~rschwart/docs/VOSInarst08.pdf. Accessed 13 January 2014.Şenler, B. (2017). Fen Bilgisi Öğretmen Adaylarının Fen Öğretimine Yönelik Öz-Yeterlik İnançları İle Bilimsel Sorgulamaya İlişkin Görüşlerinin İncelenmesi. Eğitim Kuram ve Uygulama Araştırmaları Dergisi, 3(2), 50-59. Tuncel, G. (2012). Anlam Çözümleme Tablolarının Sosyal Bilgiler Öğretmen Adaylarının Ölçme Değerlendirme Sürecinde Kullanımı. Marmara Coğrafya Dergisi, 25, 127-136.Wang J, Lv Y, Jou M, and Zhang, J. (2016). Research on the Effects of Cloud-Based Pedagogy for Creative Talents: A Case Study on Chinese High School. Computers in Human Behavior, 2016, 63: 229-239.Yang, I.H., Park, S.W., Shin, J.Y., & Lim, S.M. (2017). Exploring Korean Middle School Students’ View About Scientific Inquiry. Eurasia Journal of Mathematics Science and Technology Education, 13(7), 3935-3958.Yenice, N ve Ceren-Atmaca, A. (2017). Fen Bilgisi Öğretmen Adaylarının Bilimin Ve Bilimsel Bilginin Doğasına Yönelik Bilgi Ve Görüşlerinin Belirlenmesi. Kuramsal Eğitimbilim Dergisi, 10(4), 366-393.
  • Abd-El-Khalick, F. (2005). Developing Deeper Understandings of Nature of Science: The Impact of a Philosophy of Science Course on Preservice Science Teachers’ Views and Instructional Planning. International Journal of Science Education. 27(1), 15–42.
  • Abd-El-Khalick, F., & Akerson, V. L. (2004). Learning About Nature of Science as Conceptual Change: Factors that Mediate the Development of Preservice Elementary Teachers’ Views of Nature of Science. Science Education, 88(5), 785–810.
  • Adisendjaja, Y.H., Rustaman, N.Y., Redjeki, S., & Satori, D. (2017). Science Teachers’ Understanding of Scientific Inquiry in Teacher Professional Development. Journal of Physics: Conference Series, 812, 1-5.
  • Akçay, B. ve Koç, I. (2009). Inservice Science Teachers’ Views About the Nature of Science. Hasan Ali Yücel Eğitim Fakültesi Dergisi, 6(11), 1-11.
  • Arı, Ü. (2010). Fen Bilgisi Öğretmen Adaylarının Ve Sınıf Öğretmen Adaylarının Bilimin Doğası Hakkındaki Görüşlerinin İncelenmesi. Yayımlanmamış Yüksek Lisans Tezi. Fırat Üniversitesi, Elazığ.
  • Aslan, O., Yalçın N. & Taşar, M. F. (2009). Fen ve Teknoloji Öğretmenlerinin Bilimin Doğası Hakkındaki Görüşleri. Ahi Evran Üniversitesi Eğitim Fakültesi Dergisi. 10(3), 1-8.
  • Aydemir, S., Ugras, M., Cambay, O. ve Kilic, A. (2017). Prospective Pre-School Teachers’ Views On The Nature Of Science And Scientific İnquiry. Üniversitepark Bülten, 6(2), 74-87.
  • American Association for the Advancement of Science (AAAS) (1993). Project 2061: Benchmarks for Science Literacy. New York: Oxford University Press. http://www.project2061.org/publications/bsl/online/index.php
  • Anderson, R. D. ( 2002). Reforming Science Teaching: What Research Says About Inquiry. Journal of Science Teacher Education, 13(1): 1-12.
  • Bayır, E. (2016). Fen Bilimleri Öğretmenlerinin Bilimin Doğasına İlişkin Görüşleri: Bilişsel Harita Örneği. Kastamonu Eğitim Dergisi, 24(3), 1419-1436.
  • Bologna Soares de Andrade, M., A.and Cola Levoratob, A.,C. (2017) Brazılıan Learners’ Understandıng About Scıentıfıc Inquıry. X Congreso Internacıonal Sobre Investıgacıón En Dıdáctıca De Las Cıencıas. 3555-3559.
  • Karaman, A., & Apaydın, S. (2014). Sınıf Öğretmenlerinin Bilimsel Araştırmanın Doğası Hakkındaki Anlayışlarına Astronomi Yaz Bilim Kampının Etkisi. Kastamonu Eğitim Dergisi, 22(2), 841-864.
  • Çavuş, S. (2010). İlköğretim Fen Bilgisi ve Matematik Öğretmenliği Lisans Öğrencilerinin Bilimin Doğası Hakkındaki Görüşlerinin Geliştirilmesi. Yayımlanmamış Yüksek Lisans Tezi, Abant İzzet Baysal Üniversitesi, Bolu.
  • Çelikdemir, M. (2006). Examining middle school students’ understanding of the nature of science (Yayınlanmamış Y. Lisans Tezi). Orta Doğu Teknik Üniversitesi Sosyal Bilimler Enstitüsü, Ankara.
  • Dickınson, V. L., Abd-el khalıck, F. & Lederman, N. G. (2000). Changing Elementary Teachers’ Views of the NOS: Effective Strategies for Science Methods Courses. ED, 441-680.
  • Doğan, N. (2017). Blending Problem Based Learning and History of Science Approaches to Enhance Views about Scientific Inquiry: New Wine in an Old Bottle Journal of Education and Training Studies, 5 (10). ISSN 2324-805X E-ISSN 2324-8068
  • Driver, R., Leach, J., Millar, R., & Scott, P. (1996). Young People’s Images of Science. Philadelphia: Open University Press.
  • Dursun, B. (2015). Fen Bilgisi Öğretmen Adaylarının Bilimin Doğası Ve Teknoloji Hakkındaki Görüşlerinin İncelenmesi. Yayımlanmamış Yüksek Lisans Tezi. İnönü Üniversitesi Eğitim Bilimleri Enstitüsü, Malatya.
  • Gaigher, E., Lederman, N., & Lederman, J. (2014). Knowledge about inquiry: A study in South African high schools. International Journal of Science Education, 36(18), 3125-3147.
  • Gess-Newsome, J. (2002). The Use and Impact of Explicit Instruction About the Nature of Science and Science Inquiry in an Elementary Science Methods Course. Science and Education, 11, 55-67.
  • Haefner, L. A. & Zembal-Saul, C. (2004). Learning by Doing? Prospective Elementary Teachers’ Developing Understandings of Scientific Inquiry and Science and Learning. International Journal of Science Education, 26(13), 1653-1674.
  • Hill, H. C., Rowan, B., & Ball, D. L. (2005). Effects of Teachers' Mathematical Knowledge for Teaching on Student Achievement. American Educational Research Journal, 42(2), 371-406.
  • Johnson, R. B., & Onwuegbuzie, A. J. (2004). Mixed Methods Research: A Research Paradigm Whose Time Has Come. Educational Researcher, 33(7), 14–26.
  • Leblebicioglu, G., Metin, D., Capkinoglu, E., Cetin, P. S., Eroglu Dogan, E., Schwartz, R. (2017). Determination of The Change in the Students’ Views of Nature of Scientific Inquiry at a Science Camp, Science and Education, (in print).
  • Lederman, J. S. (2009). Teaching scientific inquiry: Exploration, Directed, Guided, and Opened-Ended Levels. In National geographic science: Best practices and research base (pp. 8–20). Hapton-BrownPublishers.
  • Lederman N.G., Lederman J.S., Bartos,S. A., Bartles, S.L., Meyer, A.A. ve Schwartz, R.S. (2014). Meaningful Assessment Of Learners’ Understandings About Scientific Inquiry—Theviewsabout Scientific Inquiry (Vası) Questionnaire. Journal Of Research In Scıence Teachıng.
  • Lederman, N. & Lederman, J. (2012). Nature of Scientific Knowledge and Scientific Inquiry: Building Instructional Capacity Through Professional Development. In B. J. Fraser, K. Tobin & C. J. McRobbie (Eds.), Second International Handbook of Science Education (24), pp. 335–359. Dordrecht: Springer.
  • Lederman N.G., Lederman J.S. ve Antink A. (2013). Nature of Science and Scientific Inquiry as Contexts for the Learning of Science and Achievement of Scientific Literacy. International Journal of Education in Mathematics, Science and Technology, 1(3), ISSN: 2147-611X.
  • Liang, L. L, Chen, S., Chen, X., Kaya, O. N., Adams, A. D., Macklin, M. & Ebenezer, J. (2008). Assessing Preservice Elementary Teachers’ Views on The Nature of Scientific Knowledge: A Dual-Response Instrument. Asia-Pacific Forum on Science Learning and Teaching.
  • Karışan, D., Bilican, K., Şenler, B. (2017). Bilimsel Sorgulama Hakkında Görüş Anketi: Türkçeye Uyarlama, Geçerlik Ve Güvenirlik Çalışması. İnönü Üniversitesi Eğitim Fakültesi Dergisi, 18(1), 326-343.
  • Keser, Ö. F. (2005). Recommendations Towards Developing Educational Standards to Improve Science Education in Turkey, The Turkish Online Journal of Educational Technology – TOJET, 4(1), Article 6.
  • Kilpatrick, A.J., Swaford, J. and Findell, B. (2001). Adding It UP: Helping Children Learn Mathematcs. Washington, DC: Natonal Academy Press.
  • Kim M. & Chin C.,(2011), Pre-Service Teachers‟ Views on Practical Work With Inquiry Orientation in Textbookoriented Science Classrooms, International Journal of Environmental and Science Education, 6(1), 23-37.
  • Ma, H. (2011). Internet of Things: Objectives and Scientific Challenges. Journal of Computer Science and Technology, 26(6), 919–924.
  • MEB (2005). İlköğretim Fen Ve Teknoloji Dersi Öğretim Programı. Ankara.
  • MEB (2013). İlköğretim Kurumları (İlkokullar Ve Ortaokullar) Fen Bilimleri Dersi (3,4,5,6,7 Ve 8. Sınıflar) Öğretim Programı. Ankara.
  • Mccomas, W. F. (2000). The principal elements of the nature of science: dispelling the myths In W. F. McComas (Ed.), The nature of science in science education. Rationales and Strategies. Dordrecht, The Netherlands: Kluwer Academic.
  • Minogue, k. (2010). Can Rock Stars of Science Cut Through Noise?.Science https://www.sciencemag.org/news/2010/11/can-rock-stars-science-cut-through-noise
  • Ministry of Education [MOE], Taiwan. (2001) White Paper on Higher Education, Taipei: MOE.
  • Morrison, J. A., Raab, F. J., & Ingram, D. (2009). Factors Influencing Elementary and Secondary Teachers’ Views of the Nature of Science. Journal of Research in Science Teaching, 46(4), 384-403.
  • National Science Education Standards (NSES), (1996). National Committee on Science Education Standards and Assessment, National Research Council ISBN: 0-309-54985-X, 272, 8 1/4 x 10 1/2, http://www.nap.edu/catalog/4962.html
  • Osborne, J., Collins, S., Ratcliffe, M., Millar, R., & Duschl, R. (2003). What “ideas-about-science” should be taught in school? A Delphi study of the expert community. Journal of Research in Science Teaching, 40, 692-720.
  • Palmquist, B. C., & Finley, F. N. (1997). Pre-service teachers’ views of the nature of science during a postbaccalaureate science-teaching program. Journal of Research in Science Teaching, 34(6), 595 – 615.
  • Reif, F., & Larkin, J. H. (1991). "Cognition in scientific and everyday domains: Comparison and learning implications," Journal of Research in. Science Teaching, 28, 733-760.
  • Solomon, J., (1991). Teaching About the Nature of Science in the British National Curriculum, Science Education, 75 (l), PP. 95-103.
  • Schneider, R., Krajcik, J., Marx, R.W., & Soloway, E. (2002). Student Learning in Project-Based Science Classrooms (Abstract). Journal of Research in Science Teaching. 39(5), 410-422.
  • Schwartz RS, Lederman NG & Lederman JS. (2008). An Instrument to Assess Views of Scientific Inquiry: The Vosi Questionnaire. Annual Meeting of the National Association for Research in Science Teaching, March 30-April 2, Baltimore, MD. Available at http://homepages.wmich.edu/~rschwart/docs/VOSInarst08.pdf. Accessed 13 January 2014.
  • Schwartz RS, Lederman NG & Lederman JS. (2008). An Instrument to Assess Views of Scientific Inquiry: The Vosi Questionnaire. Annual Meeting of the National Association for Research in Science Teaching, March 30-April 2, Baltimore, MD. Available at http://homepages.wmich.edu/~rschwart/docs/VOSInarst08.pdf. Accessed 13 January 2014.
  • Şenler, B. (2017). Fen Bilgisi Öğretmen Adaylarının Fen Öğretimine Yönelik Öz-Yeterlik İnançları İle Bilimsel Sorgulamaya İlişkin Görüşlerinin İncelenmesi. Eğitim Kuram ve Uygulama Araştırmaları Dergisi, 3(2), 50-59.
  • Tuncel, G. (2012). Anlam Çözümleme Tablolarının Sosyal Bilgiler Öğretmen Adaylarının Ölçme Değerlendirme Sürecinde Kullanımı. Marmara Coğrafya Dergisi, 25, 127-136.
  • Wang J, Lv Y, Jou M, and Zhang, J. (2016). Research on the Effects of Cloud-Based Pedagogy for Creative Talents: A Case Study on Chinese High School. Computers in Human Behavior, 2016, 63: 229-239.
  • Yang, I.H., Park, S.W., Shin, J.Y., & Lim, S.M. (2017). Exploring Korean Middle School Students’ View About Scientific Inquiry. Eurasia Journal of Mathematics Science and Technology Education, 13(7), 3935-3958.
  • Yenice, N ve Ceren-Atmaca, A. (2017). Fen Bilgisi Öğretmen Adaylarının Bilimin Ve Bilimsel Bilginin Doğasına Yönelik Bilgi Ve Görüşlerinin Belirlenmesi. Kuramsal Eğitimbilim Dergisi, 10(4), 366-393.

Ayrıntılar

Birincil Dil İngilizce
Konular Sosyal
Bölüm Makaleler
Yazarlar

Hatice BAYKARA Bu kişi benim
Pamukkale Üniversitesi
0000-0002-5219-9782
Türkiye


Zeha YAKAR> (Sorumlu Yazar)
Pamukkale Üniversitesi
0000-0003-4221-2821
Türkiye

Destekleyen Kurum Pamukkale Üniversitesi
Proje Numarası 2016HZDP030
Teşekkür Pamukkale Üniversitesi Bilimsel Araştırmalar Koordinatörlüğüne desteklerinden dolayı teşekkürlerimizi sunarız. Bu çalışmanın gerçekleşmesindeki katkılarından dolayı Prof. Dr. Shiang-Yao Liu'ya teşekkürlerimizi sunarız.
Yayımlanma Tarihi 30 Nisan 2020
Başvuru Tarihi 11 Eylül 2019
Kabul Tarihi 29 Nisan 2020
Yayınlandığı Sayı Yıl 2020, Cilt 11, Sayı 2

Kaynak Göster

Bibtex @araştırma makalesi { tojqi618950, journal = {Turkish Online Journal of Qualitative Inquiry}, eissn = {1309-6591}, address = {}, publisher = {Abdullah KUZU}, year = {2020}, volume = {11}, number = {2}, pages = {161 - 192}, doi = {10.17569/tojqi.618950}, title = {Preservice Science Teachers’ Views about Scientific Inquiry: The Case of Turkey and Taiwan}, key = {cite}, author = {Baykara, Hatice and Yakar, Zeha} }
APA Baykara, H. & Yakar, Z. (2020). Preservice Science Teachers’ Views about Scientific Inquiry: The Case of Turkey and Taiwan . Turkish Online Journal of Qualitative Inquiry , 11 (2) , 161-192 . DOI: 10.17569/tojqi.618950
MLA Baykara, H. , Yakar, Z. "Preservice Science Teachers’ Views about Scientific Inquiry: The Case of Turkey and Taiwan" . Turkish Online Journal of Qualitative Inquiry 11 (2020 ): 161-192 <https://dergipark.org.tr/tr/pub/tojqi/issue/54063/618950>
Chicago Baykara, H. , Yakar, Z. "Preservice Science Teachers’ Views about Scientific Inquiry: The Case of Turkey and Taiwan". Turkish Online Journal of Qualitative Inquiry 11 (2020 ): 161-192
RIS TY - JOUR T1 - Fen Öğretmen Adaylarının Bilimsel Araştırmaya Yönelik Görüşleri: Türkiye ve Tayvan Örneği AU - HaticeBaykara, ZehaYakar Y1 - 2020 PY - 2020 N1 - doi: 10.17569/tojqi.618950 DO - 10.17569/tojqi.618950 T2 - Turkish Online Journal of Qualitative Inquiry JF - Journal JO - JOR SP - 161 EP - 192 VL - 11 IS - 2 SN - -1309-6591 M3 - doi: 10.17569/tojqi.618950 UR - https://doi.org/10.17569/tojqi.618950 Y2 - 2020 ER -
EndNote %0 Turkish Online Journal of Qualitative Inquiry Preservice Science Teachers’ Views about Scientific Inquiry: The Case of Turkey and Taiwan %A Hatice Baykara , Zeha Yakar %T Preservice Science Teachers’ Views about Scientific Inquiry: The Case of Turkey and Taiwan %D 2020 %J Turkish Online Journal of Qualitative Inquiry %P -1309-6591 %V 11 %N 2 %R doi: 10.17569/tojqi.618950 %U 10.17569/tojqi.618950
ISNAD Baykara, Hatice , Yakar, Zeha . "Preservice Science Teachers’ Views about Scientific Inquiry: The Case of Turkey and Taiwan". Turkish Online Journal of Qualitative Inquiry 11 / 2 (Nisan 2020): 161-192 . https://doi.org/10.17569/tojqi.618950
AMA Baykara H. , Yakar Z. Preservice Science Teachers’ Views about Scientific Inquiry: The Case of Turkey and Taiwan. TOJQI. 2020; 11(2): 161-192.
Vancouver Baykara H. , Yakar Z. Preservice Science Teachers’ Views about Scientific Inquiry: The Case of Turkey and Taiwan. Turkish Online Journal of Qualitative Inquiry. 2020; 11(2): 161-192.
IEEE H. Baykara ve Z. Yakar , "Preservice Science Teachers’ Views about Scientific Inquiry: The Case of Turkey and Taiwan", Turkish Online Journal of Qualitative Inquiry, c. 11, sayı. 2, ss. 161-192, Nis. 2020, doi:10.17569/tojqi.618950