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The Effects of the Nature of Science Beliefs on Science Teaching and Learning

Yıl 2007, Cilt 20, Sayı 2, 355 - 372, 01.08.2007

Öz

Kaynakça

  • 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, 785-810.
  • Abd-El-Khalick, F., & Lederman, N.G. (2000a). Improving science teachers’ conceptions of nature of science: a critical review of the literature. International Journal of Science Education, 22, 665-701.
  • Abd-El-Khalick, F., & Lederman, N.G. (2000b). The influence of history of science courses on students’ views of nature of science. Journal of Research in Science Teaching, 37, 1057-1095.
  • Aguirre, J.M., Haggerty, S.M., & Linder, C.J. (1990). Student teachers’ conceptions of science, teaching and learning: A case study in preservice science education. International Journal of Science Education, 12, 381-390.
  • Akerson, V.L., Abd-El-Khalick, F., & Lederman, N. G. (2000). Influence of a reflective explicit activity-based approach on elementary teachers’ conceptions of nature of science. Journal of Research in Science Teaching, 37, 295-317.
  • Akerson, V.L., & Hanuscin, D.L. (2007). Teaching nature of science through inquiry: Results of a 3-year professional development program. Journal of Research in Science Teaching, 44, 653-680.
  • Akindehin, F. (1988). Effect of an instructional package on preservice science teachers’ understanding of the nature of science and acquisitions of science related attitudes. Science Education, 72, 73-82.
  • American Association for the Advancement of Science. (1989). Science for all Americans. New York: Oxford University Press.
  • American Association for the Advancement of Science. (1993). Benchmarks for science literacy. New York: Oxford University Press.
  • Bağcı-Kılıç, G. (2003). Üçüncü uluslararası matemetik ve fen araştırması (TIMSS): Fen öğretimi, bilimsel araştırma ve bilimin doğası. İlköğretim-Online, 2, 42 51. http://www.ilkögretim-Online.org.tr.
  • Billeh, V.Y. & Hassan, O.E. (1975). Factors affecting teachers’ gain in understanding the nature of science. Journal of Research in Science Teaching, 12, 209-219.
  • Brickhouse, N.W. (1989). The teaching of the philosophy of science in secondary classrooms: case studies of teachers’ personal theories. International Journal of Science Education, 11, 437-449.
  • Carey, S. (1985). Conceptual change in childhood. Cambridge, MA: MIT Press.
  • Clough, M.P. (2000). The nature of science: Understanding how the game of science is played. The Clearing House, 74, 13-17.
  • Doymuş, K., Canpolat, N., Pınarbaşı, T., & Bayrakçeken, S. (2002). Fen derslerinin öğretiminde “teori” kavramı. Çağdaş Eğitim, 293, 21-26.
  • Duschl, R.A., & Wright, E. (1989). A case study of high school teachers’ decision making models for planning and teaching science. Journal of Research in Science Teaching, 26, 467-501.
  • Edmondson, K.M. (1989). The influence of students’ conceptions of scientific knowledge and their orientations to learning on their choices of learning strategy in a college introductory level biology course. Unpublished doctoral dissertation, Cornell University, Ithaca, NY.
  • Edmondson, K.M., & Novak, D.N. (1993). The interplay of scientific episte- mological views, learning strategies, and attitudes of college students. Journal of Research in Science Teaching, 30, 547-559.
  • Gallagher, J.J. (1991). Prospective and practicing secondary school science teachers’ knowledge and beliefs about the philosophy of science. Science Education, 75, 121-133.
  • Giere, R. N. (1988). Exploring Science: A Cognitive Approach. Chicago: The University of Chicago Press.
  • Kuhn, T. (1962). The structure of scientific revolution. Chicago, the University of Chicago Press.
  • Laplante, B. (1997). Teachers’ beliefs and instructional strategies in science: pushing analysis further. Science Education, 81, 277-294.
  • Lederman, N.G. (1992) Students’ and teachers’ conceptions of the nature of science: a review of the research. Journal of Research in Science Teaching, 29, 331-359.
  • Lederman, N.G., & Zeidler, D.L. (1987). Science teacher’s conceptions of nature of science: Do they really influence teaching behavior? Science Education, 71, 721-734.
  • Lyons, N. (1990). Dilemmas of knowing: Ethical and epistemological dimensions of teachers’ work and development. Harvard Educational Review, 60, 159- 180.
  • McComas, W.F. (1996). Ten myths of science: reexamining what we think we know about the nature of science. School Science and Mathematics, 96, 10-15.
  • National Research Council (1996). National Science Education Standards. National Academy Press: Washington, DC.
  • National Science Teacher Association (1982). Science-Technology-Society: Science Education for the 1980s .Washington, DC: NSTA.
  • Pomeroy, D. (1993). Implication of teachers’ beliefs about the nature of science: comparison of the beliefs of scientists, secondary science teachers, and elementary teachers. Science Education, 77, 261-278.
  • Posner, G.J., Strike, K. A., Hewson, P.W., & Gertzog, W.A. (1982). Accommodation of a scientific conceptions: Toward a theory of conceptual change. Science Education, 66, 211-227.
  • Reif, F., & Larkin, J.H. (1991). Cognition in scientific and everyday domains: comparison and learning implication. Journal of Research in Science Teaching, 9, 733-760.
  • Roth, W.M., & Roychoudhury, A. (1994). Physics students’ epistemologies and views about knowing and learning. Journal of Research in Science Teaching, 31, 5-30.
  • Ryan, A.G., & Aikenhead G.S. (1992). Students’ preconceptions about the epistemology of science. Science Education, 76, 559-580.
  • Songer, N.B., & Linn, M.C, (1991). How do students’ view of science influence knowledge integration. Journal of Research in Science Teaching, 28, 761- 784.
  • Smith, C.L. (1991). Understanding models and their use in science: conceptions of middle and high school students and experts. Journal of Research in Science Teaching, 28, 799-822.
  • Strike, K.A.., & Posner, G. (1982). Epistemological assumptions of college students: An initial report. Paper presented at the Annual Convocation of the Northeastern Educational Research Association, Ellenville, NY.
  • Schwartz, R.S., & Lederman, N. G. (2002). “It’s the nature of the beast”: The influence of knowledge and intentions on learning and teaching nature of science. Journal of Research in Science Teaching, 39, 205-236.
  • Taşar, F.T. (2003). Teaching history and the nature of science in science teacher education programs. Pamukkale Üniversitesi Eğitim Fakültesi Dergisi, 13, 30-42.
  • Tobias, S. (1990). They’re not dumb, they’re different: Stalking the second tier. Tucson: Research Corporation.
  • Tsai, C. -C. (1998). An analysis of scientific epistemological beliefs and learning orientations of Taiwanese eighth grades. Science Education, 82, 473-489.
  • Tsai, C.-C (1999). “Laboratory exercises help me memorize the scientific truths”: A study of eighth grades scientific epistemological views and learning in laboratory activities. Science Education, 83, 654-674.
  • von Glasersfeld, E. (1989). Cognition, construction of knowledge, and teaching. Synthese, 80, 121-140.
  • von Glasersfeld, E. (1993). Questions and answers about radical constructivism. In K. Tobin (Ed.), The Practice of Constructivism in Science Education. Hillsdale, NJ:Lawrence Erlbaum
  • Vygotsky, L.S. (1978). Mind and society: The development of higher mental processes. Cambridge, MA: Harvard University Press.
  • Wallace, C.S., Tsoi, M.Y., Calkin, J., & Darley, M. (2003). Learning from inquiry based laboratories in nonmajor biology: An interpretive study of the relationships among inquiry experience, epistemologies, and conceptual growth. Journal of Research in Science Teaching, 40, 986-1024.
  • Yerrick, R., Parke, H., & Nugent, J. (1997). Struggling to promote deeply rooted change: the “filtering effect” of teachers’ beliefs on understanding transformational views of teaching science. Science Education, 81, 137- 159.
  • Yerrick, R., Pedersen, J., & Arnason, J. (1998). “We’re just spectators”: A case study of science teaching, epistemology, and classroom management. Science education, 82, 619-648.
  • Bilimin Doğası Konusundaki İnançların Fen Bilgisi Öğretimi ve Öğrenimine Etkileri

Bilimin Doğası Konusundaki İnançların Fen Bilgisi Öğretimi ve Öğrenimine Etkileri

Yıl 2007, Cilt 20, Sayı 2, 355 - 372, 01.08.2007

Öz

Bu çalışmada, fen öğretmenlerinin bilimin doğası konusundaki inançlarının öğretim şekillerini ve öğrencilerin bilimin doğası konusundaki inançlarının öğrenme şekillerini nasıl etkiledikleri tartışılmaktadır. İlgili kaynaklar, fen öğretmeni ve öğrencilerinin bilim hakkındaki inançlarının çoğunlukla olgucu (pozitivist) bakışla örtüştüğünü göstermektedir. Bu yüzden fen öğretmenleri, öğretimlerinde bilimsel süreçten çok bilimin nesnelliğini, tekrar edilebilirliğini ve bilimsel ürünleri vurgulamaktadır. Olgucu bakışa sahip öğrenciler ise ezber ve anlamsız öğrenme yolunu seçemktedirler. Bu çalışmada bilimin doğası ile öğretme ve öğrenme arasındaki ilişki göz önünde bulundurularak, anlamlı fen öğrenimi için yapılandırmacı yaklaşımı, paylaşılan bir öğrenme felsefesi olarak görmeyi içeren, bir çok eğitimsel çıkarım sunulmaktadır. Ayrıca, son araştırmalar ışığında, öğretmen adaylarının ve öğrencilerin bilimin doğası hakkındaki görüşlerinin, bilimsel araştırma içine oturtulmuş, açık ve yansıtmacı öğretim ile geliştirilebileceği önerilmektedir

Kaynakça

  • 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, 785-810.
  • Abd-El-Khalick, F., & Lederman, N.G. (2000a). Improving science teachers’ conceptions of nature of science: a critical review of the literature. International Journal of Science Education, 22, 665-701.
  • Abd-El-Khalick, F., & Lederman, N.G. (2000b). The influence of history of science courses on students’ views of nature of science. Journal of Research in Science Teaching, 37, 1057-1095.
  • Aguirre, J.M., Haggerty, S.M., & Linder, C.J. (1990). Student teachers’ conceptions of science, teaching and learning: A case study in preservice science education. International Journal of Science Education, 12, 381-390.
  • Akerson, V.L., Abd-El-Khalick, F., & Lederman, N. G. (2000). Influence of a reflective explicit activity-based approach on elementary teachers’ conceptions of nature of science. Journal of Research in Science Teaching, 37, 295-317.
  • Akerson, V.L., & Hanuscin, D.L. (2007). Teaching nature of science through inquiry: Results of a 3-year professional development program. Journal of Research in Science Teaching, 44, 653-680.
  • Akindehin, F. (1988). Effect of an instructional package on preservice science teachers’ understanding of the nature of science and acquisitions of science related attitudes. Science Education, 72, 73-82.
  • American Association for the Advancement of Science. (1989). Science for all Americans. New York: Oxford University Press.
  • American Association for the Advancement of Science. (1993). Benchmarks for science literacy. New York: Oxford University Press.
  • Bağcı-Kılıç, G. (2003). Üçüncü uluslararası matemetik ve fen araştırması (TIMSS): Fen öğretimi, bilimsel araştırma ve bilimin doğası. İlköğretim-Online, 2, 42 51. http://www.ilkögretim-Online.org.tr.
  • Billeh, V.Y. & Hassan, O.E. (1975). Factors affecting teachers’ gain in understanding the nature of science. Journal of Research in Science Teaching, 12, 209-219.
  • Brickhouse, N.W. (1989). The teaching of the philosophy of science in secondary classrooms: case studies of teachers’ personal theories. International Journal of Science Education, 11, 437-449.
  • Carey, S. (1985). Conceptual change in childhood. Cambridge, MA: MIT Press.
  • Clough, M.P. (2000). The nature of science: Understanding how the game of science is played. The Clearing House, 74, 13-17.
  • Doymuş, K., Canpolat, N., Pınarbaşı, T., & Bayrakçeken, S. (2002). Fen derslerinin öğretiminde “teori” kavramı. Çağdaş Eğitim, 293, 21-26.
  • Duschl, R.A., & Wright, E. (1989). A case study of high school teachers’ decision making models for planning and teaching science. Journal of Research in Science Teaching, 26, 467-501.
  • Edmondson, K.M. (1989). The influence of students’ conceptions of scientific knowledge and their orientations to learning on their choices of learning strategy in a college introductory level biology course. Unpublished doctoral dissertation, Cornell University, Ithaca, NY.
  • Edmondson, K.M., & Novak, D.N. (1993). The interplay of scientific episte- mological views, learning strategies, and attitudes of college students. Journal of Research in Science Teaching, 30, 547-559.
  • Gallagher, J.J. (1991). Prospective and practicing secondary school science teachers’ knowledge and beliefs about the philosophy of science. Science Education, 75, 121-133.
  • Giere, R. N. (1988). Exploring Science: A Cognitive Approach. Chicago: The University of Chicago Press.
  • Kuhn, T. (1962). The structure of scientific revolution. Chicago, the University of Chicago Press.
  • Laplante, B. (1997). Teachers’ beliefs and instructional strategies in science: pushing analysis further. Science Education, 81, 277-294.
  • Lederman, N.G. (1992) Students’ and teachers’ conceptions of the nature of science: a review of the research. Journal of Research in Science Teaching, 29, 331-359.
  • Lederman, N.G., & Zeidler, D.L. (1987). Science teacher’s conceptions of nature of science: Do they really influence teaching behavior? Science Education, 71, 721-734.
  • Lyons, N. (1990). Dilemmas of knowing: Ethical and epistemological dimensions of teachers’ work and development. Harvard Educational Review, 60, 159- 180.
  • McComas, W.F. (1996). Ten myths of science: reexamining what we think we know about the nature of science. School Science and Mathematics, 96, 10-15.
  • National Research Council (1996). National Science Education Standards. National Academy Press: Washington, DC.
  • National Science Teacher Association (1982). Science-Technology-Society: Science Education for the 1980s .Washington, DC: NSTA.
  • Pomeroy, D. (1993). Implication of teachers’ beliefs about the nature of science: comparison of the beliefs of scientists, secondary science teachers, and elementary teachers. Science Education, 77, 261-278.
  • Posner, G.J., Strike, K. A., Hewson, P.W., & Gertzog, W.A. (1982). Accommodation of a scientific conceptions: Toward a theory of conceptual change. Science Education, 66, 211-227.
  • Reif, F., & Larkin, J.H. (1991). Cognition in scientific and everyday domains: comparison and learning implication. Journal of Research in Science Teaching, 9, 733-760.
  • Roth, W.M., & Roychoudhury, A. (1994). Physics students’ epistemologies and views about knowing and learning. Journal of Research in Science Teaching, 31, 5-30.
  • Ryan, A.G., & Aikenhead G.S. (1992). Students’ preconceptions about the epistemology of science. Science Education, 76, 559-580.
  • Songer, N.B., & Linn, M.C, (1991). How do students’ view of science influence knowledge integration. Journal of Research in Science Teaching, 28, 761- 784.
  • Smith, C.L. (1991). Understanding models and their use in science: conceptions of middle and high school students and experts. Journal of Research in Science Teaching, 28, 799-822.
  • Strike, K.A.., & Posner, G. (1982). Epistemological assumptions of college students: An initial report. Paper presented at the Annual Convocation of the Northeastern Educational Research Association, Ellenville, NY.
  • Schwartz, R.S., & Lederman, N. G. (2002). “It’s the nature of the beast”: The influence of knowledge and intentions on learning and teaching nature of science. Journal of Research in Science Teaching, 39, 205-236.
  • Taşar, F.T. (2003). Teaching history and the nature of science in science teacher education programs. Pamukkale Üniversitesi Eğitim Fakültesi Dergisi, 13, 30-42.
  • Tobias, S. (1990). They’re not dumb, they’re different: Stalking the second tier. Tucson: Research Corporation.
  • Tsai, C. -C. (1998). An analysis of scientific epistemological beliefs and learning orientations of Taiwanese eighth grades. Science Education, 82, 473-489.
  • Tsai, C.-C (1999). “Laboratory exercises help me memorize the scientific truths”: A study of eighth grades scientific epistemological views and learning in laboratory activities. Science Education, 83, 654-674.
  • von Glasersfeld, E. (1989). Cognition, construction of knowledge, and teaching. Synthese, 80, 121-140.
  • von Glasersfeld, E. (1993). Questions and answers about radical constructivism. In K. Tobin (Ed.), The Practice of Constructivism in Science Education. Hillsdale, NJ:Lawrence Erlbaum
  • Vygotsky, L.S. (1978). Mind and society: The development of higher mental processes. Cambridge, MA: Harvard University Press.
  • Wallace, C.S., Tsoi, M.Y., Calkin, J., & Darley, M. (2003). Learning from inquiry based laboratories in nonmajor biology: An interpretive study of the relationships among inquiry experience, epistemologies, and conceptual growth. Journal of Research in Science Teaching, 40, 986-1024.
  • Yerrick, R., Parke, H., & Nugent, J. (1997). Struggling to promote deeply rooted change: the “filtering effect” of teachers’ beliefs on understanding transformational views of teaching science. Science Education, 81, 137- 159.
  • Yerrick, R., Pedersen, J., & Arnason, J. (1998). “We’re just spectators”: A case study of science teaching, epistemology, and classroom management. Science education, 82, 619-648.
  • Bilimin Doğası Konusundaki İnançların Fen Bilgisi Öğretimi ve Öğrenimine Etkileri

Ayrıntılar

Birincil Dil Türkçe
Bölüm Makaleler
Yazarlar

Gökhan ÖZDEMİR Bu kişi benim

Yayımlanma Tarihi 1 Ağustos 2007
Başvuru Tarihi 14 Kasım 2015
Kabul Tarihi
Yayınlandığı Sayı Yıl 2007, Cilt 20, Sayı 2

Kaynak Göster

APA Özdemir, G. (2007). Bilimin Doğası Konusundaki İnançların Fen Bilgisi Öğretimi ve Öğrenimine Etkileri . Uludağ Üniversitesi Eğitim Fakültesi Dergisi , 20 (2) , 355-372 . Retrieved from https://dergipark.org.tr/tr/pub/uefad/issue/16686/173398