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ORTAOKUL VE LİSE FEN ALANLARI ÖĞRETMEN ADAYLARININ NANOBİLİM VE NANOTEKNOLOJİ FARKINDALIK DÜZEYLERİNİN ÇEŞİTLİ DEĞİŞKENLERE GÖRE İNCELENMESİ

Yıl 2015, Sayı: 24, 363 - 389, 01.04.2015

Öz

Bu araştırmanın amacı ortaokul ve lise fen alanları (fen bilimleri, fizik, kimya, biyoloji) öğretmen adaylarının, nanobilim ve nanoteknoloji (NBT) farkındalık düzeylerini belirlemek ve cinsiyet, bölüm ve akademik başarı düzeyi değişkenlerine göre incelemektir. Araştırmanın çalışma grubunu 122 fen bilimleri, 60 biyoloji, 37 fizik ve 34 kimya öğretmen adayı olmak üzere toplam 253 öğretmen adayı (179 kız, 74 erkek) oluşturmaktadır. Araştırmada veri toplama aracı olarak “Nanobilim ve Nanoteknoloji Farkındalık Anketi” kullanılmıştır. Araştırmadan elde edilen bulgulara göre öğretmen adaylarının NBT farkındalıkları orta düzeydedir. Öğretmen adaylarının NBT farkındalıkları arasında bölüm değişkenine göre anlamlı fark bulunurken, cinsiyet ve akademik başarı düzeyi değişkenlerine göre anlamlı farklılıklar bulunamamıştır.

Kaynakça

  • Akaygün, S. (2010). A Nanoscience Workshop for and from Pre-Service Teachers. Paper presented at the annual meeting of the 10th European Conference on Research in Chemistry Education, Pedagogical University of Kraków, Kraków, July 04-07.
  • Allen, E. E. & Bassett, D. R. (2008). Listen Up The Need for Public Engagement Nanotechnology Law & Business, 5(4), 429-439. Nanoscale Science and Technology.
  • Aslan, O., Şenel T. ve Zor, E. (2014). Preservice Science Teachers’ Awareness of Nanoscience and Nanotechnology., 10. Ulusal Nanobilim ve Nanoteknoloji Konferansı (NanoTR-10) sunulmuş bildiri, Yeditepe Üniversitesi, İstanbul, 17-21 Haziran.
  • Bağçeci, B., Döş, B. ve Sarıca, R. (2011). İlköğretim Öğrencilerinin Üstbilişsel Farkındalık Düzeyleri ile Akademik Başarısı Arasındaki İlişkinin İncelenmesi. Mustafa Kemal Üniversitesi Sosyal Bilimler Enstitüsü Dergisi, 8(16), 551-566.
  • Bamberger, Y. M., & Krajic, J. (2012). Teacher Belief and Change About Integrating Nanoscale Science and Technology into a Secondary Science Curriculum. Electronic Journal of Science Education, 16(1), 1-20.
  • Ban, K., & Kocijancic, S. (2011). Introducing Topics on Nanotechnologies to Middle and High School Curricula. Paper presented at the annual meeting of the 2nd World Conference on Technology and Engineering Education, Ljubljana, Slovenia, September 5-8.
  • Blonder, R., Parchmann, I., Akaygün, S., & Albe, V. (2014). Nanoeducation: Development Programmes in Nanoscience and Technology. In C. Bruguière., A, Tiberghien., & P. Clément. (Eds.), Topics and Trends in Current Science Education. 9th ESERA Conference Selected Contributions (pp. 159–174). New York: Springer.
  • Büyüköztürk, Ş., Kılıç Çakmak, E., Akgün, Ö.E., Karadeniz, Ş. ve Demirel, (3.baskı).Ankara: Pegem Akademi araştırma yöntemleri
  • Chang, S. N., Yeung, Y. Y., & Cheng, M. H. (2009). Ninth Graders’ Learning Interests, Life Experiences and Attitudes Towards Science & Technology. Journal of Science Education and Technology, 18(5), 447-457.
  • Chanunan, S. (2010). A Hands-on Experiment Based Professional Training Nanotechnology for Thai High School Science Teachers. Paper presented at the annual meeting of the 10th European Conference on Research in Chemistry Education, Pedagogical University of Kraków, Kraków, 2010 July 04-07. and
  • Department of Innovation, Industry and Regional Development. (DIIRD). Requirements for Victoria : Paper for Discussion. Melbourne.
  • Ekli, E. (2010). İlköğretim İkinci Kademe Öğrencilerinin Nanoteknoloji Hakkındaki Temel Bilgi ve Görüşleri ile Teknolojiye Yönelik Tutumlarının Bazı Değişkenler Açısından Araştırılması. Yüksek Lisans Tezi. Muğla Üniversitesi Fen Bilimleri Enstitüsü, Muğla.
  • Elmarzugi, N. A., Keleb, E. I., Mohamed, A. T., Benyones, H. M., Bendala, N. M., Mehemed, A. I., & Eid, A. M. (2014). Awareness of Libyan Students and Academic Staff Members of Nanotechnology. Journal of Applied Pharmaceutical Science, 4(06), 110-114.
  • Emrahoğlu, N. ve Öztürk, A. (2010). Fen Bilgisi Öğretmen Adaylarının Akademik Başarılarına Bilişsel Farkındalığın Etkisi: Bir Nedensel Karşılaştırma Araştırması. Ç.Ü. Sosyal Bilimler Enstitüsü Dergisi, 19(2), 18 – 30.
  • Erkoç, Ş. (2007). Nanobilim ve Nanoteknoloji. (2. Baskı), Ankara: ODTÜ Yayıncılık.
  • Farshchi, P., Sadrnezhaad, S. K., Nejad, N. M., Mahmoodi, M. & Abadi, L. I. G. (2011). Nanotechnology in the Public Eye: The Case of Iran, as a Developing Country. Journal of Nanoparticle Research, 13(8), 3511–3519.
  • Foley E. T., & Hersam, M. C. (2006). Assessing the Need for Nanotechnology Education Reform in the United States. Nanotechnology Law & Business, 3(4), 467-484.
  • Fonash, S. (2001). Education and Training of the Nanotechnology Workforce. Journal of Nanoparticle Research, 3, 79–82.
  • Green, S. B., & Salkind, N. J. (2008). Using SPSS for Windows and Macintosh: Analyzing and Understanding Data. Fourth edition, Pearson International Edition.
  • Greenberg A. (2009). Integrating Nanoscience into the Classroom: Perspectives on Nanoscience Education Projets. ACS Nano, 3 (4), 762-769.
  • Gyalog, T. (2007). Nanoscience Education in Europe. Europhysicsnews, 38(1), 13-15.
  • Hingant, B., & Albe, V. (2010). Nanosciences and Nanotechnologies Learning and Teaching in Secondary Education: A Review of Literature. Studies in Science Education 46 (42) 121-152.
  • Jones, M. G., Blonder, R., Gardner, G. E., Albe, V., Falvo, M., & Chevrier, J. (2013). Nanotechnology and Nanoscale Science: Educational Challenges. International Journal of Science Education, 35(9), 1490–1512.
  • Jones, M. G., Paechter, M., Gardner, G., Yen, I., Taylor, A., & Tretter, T. (2011). Teachers’ Concepts of Spatial Scale. An International Comparison Between Austrian, Taiwanese, and The United States. International Journal of Science Education, 1– 21. doi: 10.1080/09500693.2011.610382.
  • Kadıoğlu, F. (2010). Fen Öğretiminde Öğrenim Gören Öğretmen Adaylarının Nanoteknoloji ile İlgili Güncel ve Geleceğe Yönelik Düşünceleri (Gazi Üniversitesi Eğitim Fakültesinde Yapılan Bir Araştırma. Yüksek Lisans Tezi. Gazi Üniversitesi Eğitim Bilimleri Enstitüsü, Ankara.
  • Karasar, N. (2003). Bilimsel Araştırma Yöntemleri (12.Baskı). Ankara: Nobel Yayın Dağıtım.
  • Kumar, D. D. (2007). Nanoscale Science and Technology in Teaching. Australian Journal of Education in Chemistry, 68, 20–22.
  • Laherto, A. (2010a). An Analysis of the Educational Significance of Nanoscience Technological Literacy. Science Education International, 21 (3), 160-175.
  • Nanotechnology in Scientific and Laherto, A. (2010b). Interdisciplinary Aspects of Nanoscience and Nanotechnology for Informal Education. In M.F. Taşar & G. Çakmakcı (Eds.), Contemporary Science Education Research: Teaching (pp. 105-111). Ankara, Turkey: Pegem Akademi.
  • Laherto, A. (2012). Nanoscience Education for Scientific Literacy, Opportunities and Challenges in Secondary School and in Out- of-School Settings. Helsinki: Academic Dissertation.
  • Milli Eğitim Bakanlığı (MEB). (2013). İlköğretim Kurumları (İlkokullar ve Ortaokullar) Fen Bilimleri Dersi (3, 4, 5, 6, 7 ve 8. Sınıflar) Öğretim Programı. Ankara: Millî Eğitim Bakanlığı Talim ve Terbiye Kurulu Başkanlığı.
  • Ng, W. (2009). Nanoscience and Nanotechnology for The Middle Years. Teaching Science, 55, 16-24.
  • Özsevgeç, T., Batman, D., Yazar, E. ve Yiğit, N. (2014). Öğretmen Adaylarının Teknolojik Terim Farkındalıklarının Belirlenmesi. Eğitim ve Bilim, 39(173), 235-248.
  • URL-1. Türkiye’de Nanoteknoloji Eğitimi ve Ar-Ge Faaliyetleri, [Online] http://www.nanott.hacettepe.edu.tr/nanobulten/08/nanobulten_0 8.pdf. Erişim tarihi: 15-Ekim-2009
  • URL-2. Why a Nationwide Information Campaign About Nanotechnology?, [Online] http://www.nanotruck.de/en/initiative-nanotruck/project- goal.html Retrieved on 15-October-2013
  • URL-3. [Online] : http://www.nanokids.rice.edu/. Retrieved on 06- March-2014
  • URL-4. Awareness of and Attitudes Towards Nanotechnology and Synthetic Biology: A Report of Findings. [Online]
  • http://www.nanotechproject.org/process/assets/files/7040/final synbioreport.pdf Retrieved on 14-September-2014.
  • Retzbach, A., Marschall, J., Rahnke, M., Otto, L., & Maier, M. (2011). Public Understanding of Science and the Perception of Nanotechnology: Methodological Knowledge, Epistemological Beliefs, and Beliefs About Science. Journal of Nanoparticle Research, 13(12), 6231–6244. Roles of Interest in Science
  • Roco, M. C. (2003). Converging Science and Technology at The Nanoscale: Opportunities for Education and Training. Nature Biotechnology, 21, 1247–1249.
  • Roco, M. C. & Bainbridge, W. S. (2005). Societal Implications of Nanoscience and Nanotechnology: Maximizing Human Benefit. Journal of Nanoparticle Research, 7, 1–13.
  • Sabelli, N., Schank, P., Rosenquist, A., Stanford, T., Patton, C., Cormia, R., & Hurst, K. (2005). Report of the Workshop on Science and Technology Education at the Nanoscale. Draft Technical Report. Menlo Park, CA: SRI International.
  • Sagun Gököz, B. (2012). Design and Implementation of a Nanoscience & Nanotechnology Workshop: Investigating 11th Grade Students’ Awareness and Conceptual Understanding of Nanoscience & Nanotechnology. Yayınlanmamış Yüksek Lisans Tezi. Boğazici Universitesi Eğitim Bilimleri Enstitüsü, İstanbul.
  • Sahin, N., & Ekli, E. (2013). Nanotechnology Awareness, Opinions and Risk Perceptions Among Middle School Students. International Journal of Technology and Design Education, 23(4), 867-881.
  • Schank, P., Krajcik, J., & Yunker, M. (2007). Can Nanoscience Be a Catalyst for Education Reform?. In: F. Allhoff, P. Lin, J. Moor, J. Weckert (Editors), Nanoethics: The Ethical and Social Implications of Nanotechnology, Hobeken, NJ: Wiley Publishing.
  • Sheetza, T., Vidalb, J., Pearsonc, T. D., & Lozano, K. (2005). Nanotechnology: Awareness and Societal Concerns. Technology in Society, 27, 329–345.
  • Stevens, S., Sutherland, L., & Krajcik, J. (2009). The Big Ideas of Nanoscale Science and Engineering. Arlington, VA: NSTA Press.
  • Şenel, A. (2009). Nanoteknoloji Kavramlarına İlişkin Rehber Materyal Geliştirilmesi. Yüksek Lisans Tezi. Gazi Üniversitesi Eğitim Bilimleri Enstitüsü, Ankara.
  • Şenocak, E. (2014). A Survey on Nanotechnology in the View of the Turkish Public. Science Technology & Society, 19(1), 79–94.
  • The Royal Society and the Royal Academy of Engineering . (2004). Nanoscience Uncertainties. [Online] Retrieved on 27-November-2008, at URL
  • Nanotechnology: Opportunities and http://www.nanotec.org.uk/finalReport.htm
  • Uldrich, J., & Newberry, D. (2005). Sıradaki Büyük Şey Aslında Çok Küçük. (Çeviren:Tolga Alıcı). Ledo Yayınları.
  • Yawson, R. M. (2012). An Epistemological Framework for Nanoscience and Nanotechnology Literacy. International Journal of Technology and Design Education, 22(3), 297–310.
  • Yawson, R. M. (2010). Skill Needs and Human Resources Development in the Emerging Field of Nanotechnology. Journal of Vocational Education & Training, 62(3), 285-296.
  • Zenner, G., & Crone, W. (2008). Introducing Nanotechnology and Society Issues into the Classroom. In A. E. Sweeney, & S. Seal (Eds.), Nanoscale Science and Engineering Education (pp. 622- 647). Stevenson Ranch, CA: American Scientific Publishers.

Examining Nanoscience and Nanotechnology Awareness Level of Middle and High School Preservice Science Teachers in Terms of Different Variables

Yıl 2015, Sayı: 24, 363 - 389, 01.04.2015

Öz

The purpose of this research was to determine nanoscience and nanotechnology (NST) awareness level of middle and high schools preservice science teachers and to investigate these levels according to gender, department academic achievement variables. The sample of the research consisted of 122 science, 60 biology, 37 physics and 34 chemistry preservice teachers, a total of 253 people (179 of whom are female and 74 of whom are male). Data of this study were collected using the “Nanoscience and Nanotechnology Awareness Questionnaire”. The results of this study showed that NST awareness level of the preservice science teachers were mid-range. While there were meaningful differences between NST awareness level of the preservice science teachers according to the variables of department, no meaningful differences between the awareness level of the participants were found according to the variable of type of task.

Kaynakça

  • Akaygün, S. (2010). A Nanoscience Workshop for and from Pre-Service Teachers. Paper presented at the annual meeting of the 10th European Conference on Research in Chemistry Education, Pedagogical University of Kraków, Kraków, July 04-07.
  • Allen, E. E. & Bassett, D. R. (2008). Listen Up The Need for Public Engagement Nanotechnology Law & Business, 5(4), 429-439. Nanoscale Science and Technology.
  • Aslan, O., Şenel T. ve Zor, E. (2014). Preservice Science Teachers’ Awareness of Nanoscience and Nanotechnology., 10. Ulusal Nanobilim ve Nanoteknoloji Konferansı (NanoTR-10) sunulmuş bildiri, Yeditepe Üniversitesi, İstanbul, 17-21 Haziran.
  • Bağçeci, B., Döş, B. ve Sarıca, R. (2011). İlköğretim Öğrencilerinin Üstbilişsel Farkındalık Düzeyleri ile Akademik Başarısı Arasındaki İlişkinin İncelenmesi. Mustafa Kemal Üniversitesi Sosyal Bilimler Enstitüsü Dergisi, 8(16), 551-566.
  • Bamberger, Y. M., & Krajic, J. (2012). Teacher Belief and Change About Integrating Nanoscale Science and Technology into a Secondary Science Curriculum. Electronic Journal of Science Education, 16(1), 1-20.
  • Ban, K., & Kocijancic, S. (2011). Introducing Topics on Nanotechnologies to Middle and High School Curricula. Paper presented at the annual meeting of the 2nd World Conference on Technology and Engineering Education, Ljubljana, Slovenia, September 5-8.
  • Blonder, R., Parchmann, I., Akaygün, S., & Albe, V. (2014). Nanoeducation: Development Programmes in Nanoscience and Technology. In C. Bruguière., A, Tiberghien., & P. Clément. (Eds.), Topics and Trends in Current Science Education. 9th ESERA Conference Selected Contributions (pp. 159–174). New York: Springer.
  • Büyüköztürk, Ş., Kılıç Çakmak, E., Akgün, Ö.E., Karadeniz, Ş. ve Demirel, (3.baskı).Ankara: Pegem Akademi araştırma yöntemleri
  • Chang, S. N., Yeung, Y. Y., & Cheng, M. H. (2009). Ninth Graders’ Learning Interests, Life Experiences and Attitudes Towards Science & Technology. Journal of Science Education and Technology, 18(5), 447-457.
  • Chanunan, S. (2010). A Hands-on Experiment Based Professional Training Nanotechnology for Thai High School Science Teachers. Paper presented at the annual meeting of the 10th European Conference on Research in Chemistry Education, Pedagogical University of Kraków, Kraków, 2010 July 04-07. and
  • Department of Innovation, Industry and Regional Development. (DIIRD). Requirements for Victoria : Paper for Discussion. Melbourne.
  • Ekli, E. (2010). İlköğretim İkinci Kademe Öğrencilerinin Nanoteknoloji Hakkındaki Temel Bilgi ve Görüşleri ile Teknolojiye Yönelik Tutumlarının Bazı Değişkenler Açısından Araştırılması. Yüksek Lisans Tezi. Muğla Üniversitesi Fen Bilimleri Enstitüsü, Muğla.
  • Elmarzugi, N. A., Keleb, E. I., Mohamed, A. T., Benyones, H. M., Bendala, N. M., Mehemed, A. I., & Eid, A. M. (2014). Awareness of Libyan Students and Academic Staff Members of Nanotechnology. Journal of Applied Pharmaceutical Science, 4(06), 110-114.
  • Emrahoğlu, N. ve Öztürk, A. (2010). Fen Bilgisi Öğretmen Adaylarının Akademik Başarılarına Bilişsel Farkındalığın Etkisi: Bir Nedensel Karşılaştırma Araştırması. Ç.Ü. Sosyal Bilimler Enstitüsü Dergisi, 19(2), 18 – 30.
  • Erkoç, Ş. (2007). Nanobilim ve Nanoteknoloji. (2. Baskı), Ankara: ODTÜ Yayıncılık.
  • Farshchi, P., Sadrnezhaad, S. K., Nejad, N. M., Mahmoodi, M. & Abadi, L. I. G. (2011). Nanotechnology in the Public Eye: The Case of Iran, as a Developing Country. Journal of Nanoparticle Research, 13(8), 3511–3519.
  • Foley E. T., & Hersam, M. C. (2006). Assessing the Need for Nanotechnology Education Reform in the United States. Nanotechnology Law & Business, 3(4), 467-484.
  • Fonash, S. (2001). Education and Training of the Nanotechnology Workforce. Journal of Nanoparticle Research, 3, 79–82.
  • Green, S. B., & Salkind, N. J. (2008). Using SPSS for Windows and Macintosh: Analyzing and Understanding Data. Fourth edition, Pearson International Edition.
  • Greenberg A. (2009). Integrating Nanoscience into the Classroom: Perspectives on Nanoscience Education Projets. ACS Nano, 3 (4), 762-769.
  • Gyalog, T. (2007). Nanoscience Education in Europe. Europhysicsnews, 38(1), 13-15.
  • Hingant, B., & Albe, V. (2010). Nanosciences and Nanotechnologies Learning and Teaching in Secondary Education: A Review of Literature. Studies in Science Education 46 (42) 121-152.
  • Jones, M. G., Blonder, R., Gardner, G. E., Albe, V., Falvo, M., & Chevrier, J. (2013). Nanotechnology and Nanoscale Science: Educational Challenges. International Journal of Science Education, 35(9), 1490–1512.
  • Jones, M. G., Paechter, M., Gardner, G., Yen, I., Taylor, A., & Tretter, T. (2011). Teachers’ Concepts of Spatial Scale. An International Comparison Between Austrian, Taiwanese, and The United States. International Journal of Science Education, 1– 21. doi: 10.1080/09500693.2011.610382.
  • Kadıoğlu, F. (2010). Fen Öğretiminde Öğrenim Gören Öğretmen Adaylarının Nanoteknoloji ile İlgili Güncel ve Geleceğe Yönelik Düşünceleri (Gazi Üniversitesi Eğitim Fakültesinde Yapılan Bir Araştırma. Yüksek Lisans Tezi. Gazi Üniversitesi Eğitim Bilimleri Enstitüsü, Ankara.
  • Karasar, N. (2003). Bilimsel Araştırma Yöntemleri (12.Baskı). Ankara: Nobel Yayın Dağıtım.
  • Kumar, D. D. (2007). Nanoscale Science and Technology in Teaching. Australian Journal of Education in Chemistry, 68, 20–22.
  • Laherto, A. (2010a). An Analysis of the Educational Significance of Nanoscience Technological Literacy. Science Education International, 21 (3), 160-175.
  • Nanotechnology in Scientific and Laherto, A. (2010b). Interdisciplinary Aspects of Nanoscience and Nanotechnology for Informal Education. In M.F. Taşar & G. Çakmakcı (Eds.), Contemporary Science Education Research: Teaching (pp. 105-111). Ankara, Turkey: Pegem Akademi.
  • Laherto, A. (2012). Nanoscience Education for Scientific Literacy, Opportunities and Challenges in Secondary School and in Out- of-School Settings. Helsinki: Academic Dissertation.
  • Milli Eğitim Bakanlığı (MEB). (2013). İlköğretim Kurumları (İlkokullar ve Ortaokullar) Fen Bilimleri Dersi (3, 4, 5, 6, 7 ve 8. Sınıflar) Öğretim Programı. Ankara: Millî Eğitim Bakanlığı Talim ve Terbiye Kurulu Başkanlığı.
  • Ng, W. (2009). Nanoscience and Nanotechnology for The Middle Years. Teaching Science, 55, 16-24.
  • Özsevgeç, T., Batman, D., Yazar, E. ve Yiğit, N. (2014). Öğretmen Adaylarının Teknolojik Terim Farkındalıklarının Belirlenmesi. Eğitim ve Bilim, 39(173), 235-248.
  • URL-1. Türkiye’de Nanoteknoloji Eğitimi ve Ar-Ge Faaliyetleri, [Online] http://www.nanott.hacettepe.edu.tr/nanobulten/08/nanobulten_0 8.pdf. Erişim tarihi: 15-Ekim-2009
  • URL-2. Why a Nationwide Information Campaign About Nanotechnology?, [Online] http://www.nanotruck.de/en/initiative-nanotruck/project- goal.html Retrieved on 15-October-2013
  • URL-3. [Online] : http://www.nanokids.rice.edu/. Retrieved on 06- March-2014
  • URL-4. Awareness of and Attitudes Towards Nanotechnology and Synthetic Biology: A Report of Findings. [Online]
  • http://www.nanotechproject.org/process/assets/files/7040/final synbioreport.pdf Retrieved on 14-September-2014.
  • Retzbach, A., Marschall, J., Rahnke, M., Otto, L., & Maier, M. (2011). Public Understanding of Science and the Perception of Nanotechnology: Methodological Knowledge, Epistemological Beliefs, and Beliefs About Science. Journal of Nanoparticle Research, 13(12), 6231–6244. Roles of Interest in Science
  • Roco, M. C. (2003). Converging Science and Technology at The Nanoscale: Opportunities for Education and Training. Nature Biotechnology, 21, 1247–1249.
  • Roco, M. C. & Bainbridge, W. S. (2005). Societal Implications of Nanoscience and Nanotechnology: Maximizing Human Benefit. Journal of Nanoparticle Research, 7, 1–13.
  • Sabelli, N., Schank, P., Rosenquist, A., Stanford, T., Patton, C., Cormia, R., & Hurst, K. (2005). Report of the Workshop on Science and Technology Education at the Nanoscale. Draft Technical Report. Menlo Park, CA: SRI International.
  • Sagun Gököz, B. (2012). Design and Implementation of a Nanoscience & Nanotechnology Workshop: Investigating 11th Grade Students’ Awareness and Conceptual Understanding of Nanoscience & Nanotechnology. Yayınlanmamış Yüksek Lisans Tezi. Boğazici Universitesi Eğitim Bilimleri Enstitüsü, İstanbul.
  • Sahin, N., & Ekli, E. (2013). Nanotechnology Awareness, Opinions and Risk Perceptions Among Middle School Students. International Journal of Technology and Design Education, 23(4), 867-881.
  • Schank, P., Krajcik, J., & Yunker, M. (2007). Can Nanoscience Be a Catalyst for Education Reform?. In: F. Allhoff, P. Lin, J. Moor, J. Weckert (Editors), Nanoethics: The Ethical and Social Implications of Nanotechnology, Hobeken, NJ: Wiley Publishing.
  • Sheetza, T., Vidalb, J., Pearsonc, T. D., & Lozano, K. (2005). Nanotechnology: Awareness and Societal Concerns. Technology in Society, 27, 329–345.
  • Stevens, S., Sutherland, L., & Krajcik, J. (2009). The Big Ideas of Nanoscale Science and Engineering. Arlington, VA: NSTA Press.
  • Şenel, A. (2009). Nanoteknoloji Kavramlarına İlişkin Rehber Materyal Geliştirilmesi. Yüksek Lisans Tezi. Gazi Üniversitesi Eğitim Bilimleri Enstitüsü, Ankara.
  • Şenocak, E. (2014). A Survey on Nanotechnology in the View of the Turkish Public. Science Technology & Society, 19(1), 79–94.
  • The Royal Society and the Royal Academy of Engineering . (2004). Nanoscience Uncertainties. [Online] Retrieved on 27-November-2008, at URL
  • Nanotechnology: Opportunities and http://www.nanotec.org.uk/finalReport.htm
  • Uldrich, J., & Newberry, D. (2005). Sıradaki Büyük Şey Aslında Çok Küçük. (Çeviren:Tolga Alıcı). Ledo Yayınları.
  • Yawson, R. M. (2012). An Epistemological Framework for Nanoscience and Nanotechnology Literacy. International Journal of Technology and Design Education, 22(3), 297–310.
  • Yawson, R. M. (2010). Skill Needs and Human Resources Development in the Emerging Field of Nanotechnology. Journal of Vocational Education & Training, 62(3), 285-296.
  • Zenner, G., & Crone, W. (2008). Introducing Nanotechnology and Society Issues into the Classroom. In A. E. Sweeney, & S. Seal (Eds.), Nanoscale Science and Engineering Education (pp. 622- 647). Stevenson Ranch, CA: American Scientific Publishers.
Toplam 55 adet kaynakça vardır.

Ayrıntılar

Birincil Dil Türkçe
Bölüm Research Article
Yazarlar

Oktay Aslan Bu kişi benim

Tuba Şenel Bu kişi benim

Yayımlanma Tarihi 1 Nisan 2015
Yayımlandığı Sayı Yıl 2015 Sayı: 24

Kaynak Göster

APA Aslan, O., & Şenel, T. (2015). ORTAOKUL VE LİSE FEN ALANLARI ÖĞRETMEN ADAYLARININ NANOBİLİM VE NANOTEKNOLOJİ FARKINDALIK DÜZEYLERİNİN ÇEŞİTLİ DEĞİŞKENLERE GÖRE İNCELENMESİ. Dicle Üniversitesi Ziya Gökalp Eğitim Fakültesi Dergisi(24), 363-389. https://doi.org/10. 14582/