21. Yüzyıl Becerileri İçin Fen Eğitimi Öğrenmeyi Derinleştirme

Turgut, Halil; Et, Sümeyra Zeynep; Diken, Emine Hatun; Şahingöz, Selçuk; Çite, Süleyman; Sönmez, Elif; Akkaş, Büşra Nur Çakan; Çevik, Ebru Ezberci; Şahin, Dilara; Karakuş, Esma; Memiş, Esra Kabataş; Yilmaz-Na, Elanur; Altan, Esra Bozkurt; YANIŞ-KELLECİ, Hilal; Karaçam, Sedat; Çibik, Ayşe Sert; Çelik, Burak; Hasançebi, Funda

doi:10.14527/9786257582100

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“…Uluslararası alanyazında "science literacy" veya "scientific literacy" olarak kullanılan bilimsel okuryazarlık kavramı, kökeni modern bilimin batıda toplumsal yaşamın üzerinde etkili olmaya başladığı 1500'lü yıllara kadar götürülebilse de (Turgut, 2021), bugünkü anlamıyla ilk defa Hurd'un (1958) "Bilimsel Okuryazarlık: Amerikan Okulları için Anlamı" başlıklı makalesinde kullanmaya başlamasıyla birlikte ortaya çıkmış ve günümüze dek pek çok farklı şekilde tanımlanmıştır (AAAS, 1993;Bybee, 1995;NRC, 1996;Hurd, 2000;DeBoer, 2000;Millar Vd., 1998;Wenning, 2006;Fives Vd., 2014). Ancak, tüm bu tanımlarda öğrencilerin öğrendikleri bilimsel bilgiyi gerçek dünya durumlarında kullanma yetenekleri vurgulanmaktadır (Gormally Vd., 2012).…”

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Fen Öğretmenlerinin Bilimsel Okuryazarlık Beceri Düzeylerinin Farklı Değişkenler Açısından Değerlendirilmesi

GÖKTEPE¹,

DOĞAN²,

DOĞAN³

2022

E-International Journal of Educational Research

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The aim of this study is to examine the scientific literacy skill levels of science teachers in terms of different variables. In the research, the survey model, which is one of the quantitative research methods, was used and 437 science teachers working in public schools in Sakarya formed the population of the research. 166 teachers selected from the population through simple random sampling formed the sample of the study. Test of Scientific Literacy Skills (TOSLS) was used as a data collection tool in the study. TOSLS measures two basic skills related to scientific literacy: (1) the ability to understand methods of inquiry that lead to scientific knowledge, and (2) to organize, analyze and interpret quantitative data and scientific information. According to the results of the research, it was determined that the overall scientific literacy skills of science teachers were at moderate level. Among the nine skills included in the TOSLS, teachers showed best performance in problem solving using quantitative skills, including probability and statistics (skill 7) and assessing the use and misuse of scientific information (skill 3) skills. Conversely, It was determined that they performed worst in creating graphical representations data (Skill 5) and in understanding the elements of the research design and how these elements affect the scientific results (Skill 4). While no significant difference was observed between the scientific literacy skill levels of the teachers according to the variables of gender, age, seniority, education level and following a scientific journal or website related to the field, a significant difference was observed in favor of science teachers according to the variable of undergraduate degree program.

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