BİLİMSEL OKURYAZARLIKTA İLK ADIM: AKADEMİK BİLGİ DÜZEYLERİNİN BİLİM, SÖZDE-BİLİM AYRIMI BAĞLAMINDA GELİŞTİRİLMESİ

Yıl 2015, Sayı: 24, 446 - 476, 01.04.2015

Serhat Ercan Ertan Çetinkaya Halil Turgut Kürşad Duru

Öz

Bilimsel okuryazarlığın, bilimsel içerik – terminoloji boyutuna odaklanılmış bu çalışmada, bilim sözde-bilim ayrımı tartışması bağlamında planlanmış bir öğretim sürecinin ortaokul öğrencilerinin akademik başarılarına etkisi araştırma konusu yapılmıştır. İlgili süreçte, Fen ve Teknoloji Dersi Öğretim Programı’nda (MEB, 2006) yer alan kazanımlarla ilişkilendirilmiş bazı sözde-bilimsel vakalar bir dizi etkinlik ile öğrencilere sunularak hem bütün sınıf hem de küçük gruplar halinde tartışmaya açılmıştır. Çalışma grubunda 18 ortaokul son sınıf öğrencisinin yer aldığı araştırmanın veri toplama aracını araştırmacılar tarafından geliştirilmiş “Akademik Bilgi Testi” (ABT) oluşturmuştur. ABT öğretim sürecinden önce ve sonra olmak üzere her öğrenciye toplam iki kez uygulanmıştır. ABT’den elde edilen veriler fen eğitimi alanında uzman araştırmacılar tarafından farklı zamanlarda iki kez kodlanarak İşaret ve Wilcoxon İşaretli Sıralar Testi ile analiz edilmiştir. Ulaşılan bulgular, bilim sözde-bilim bağlamı esas alınarak hazırlanan etkinliklerin, öğrencilerin ilgili kazanımlara yönelik akademik bilgi düzeylerinde anlamlı bir farklılık oluşturduğunu ortaya koymuştur.

Anahtar Kelimeler

Bilim Sözde-Bilim Ayrımı, Bilimsel Okuryazarlık, Bilimsel İçerik – Terminoloji

The First Step In Scientific Literacy: Improving Students’ Academic Knowledge In The Context of Science – Pseudoscience Demarcation

Öz

This study, which focused on the scientific content – terminology dimension of scientific literacy, aimed at investigating the effect of the teaching process planned within the context of issue of demarcation of science from pseudoscience on the academic achievement of middle school students. In the research process, pseudoscientific cases associated with some of the objectives included in the Science and Technology Program (MEB, 2006) were presented to the students and discussed both with the whole class and in small groups. The study group consisted of 18 final year middle school students. Data were collected by the “Academic Knowledge Test (AKT)” developed by the researchers. AKT was administered to each student twice: once at the beginning of the process and once at the end. The data obtained via AKT were

Anahtar Kelimeler

Issue of Demarcation, Scientific Literacy, Scientific Content – Terminology

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