Candidate Classroom Teachers’ Perceptions about being Scientific in the Context of Pseudoscience

Eş, Hüseyin; Turgut, Halil

doi:10.21891/jeseh.409497

Cited by 5 publications

(4 citation statements)

References 30 publications

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“…Positive results were obtained in this study. The finding that the participants increased their knowledge about the distinction between science-pseudoscience through argumentation approach was supported by the studies conducted by Çekbas (2017) with science teacher candidates and Eş and Turgut (2018) with classroom teacher candidates.…”

Section: Discussionmentioning

confidence: 67%

“…Araştırmanın üçüncü boyutu olan öğrencilerin bilimsel bilgiye ait ön görüşleri incelendiğinde öğrencilerin bilimsel bilgiyi genel olarak araştırma sonucu elde edilmiş, deneysel ve kanıtlanmış bilgi olarak gördüğü söylenebilir. Gerek üniversite gerekse ortaokul öğrencilerinin bilimsel bilgiyi, daha çok kanıtlanma, deney-gözlem içerme ve uzman kişilerce ortaya atılma şeklinde tanımlaması ulaşılan sonucu destekler niteliktedir (Eş & Turgut, 2018;Saka & Sürmeli, 2017;Tatar vd., 2011;Turgut, 2009;Turgut vd., 2016). Ayrıca çalışmanın nitel boyutunda öğrencilerin sözde-bilimi kanıtlanmamış bilgiler olarak görmesi de bilimin kanıtlanabilir olması gerektiği görüşünü ortaya çıkarmaktadır.…”

Section: Türkçe Geni̇şleti̇lmi̇ş öZetunclassified

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Öğrencilerinin bilim sözde-bilim ayrımına ilişkin görüşlerinin geliştirilmesi

Biçer¹,

Yalman

2021

Turkish Journal of Education

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This research aimed to determine and develop 8 th grade students' views on the demarcation between science and pseudoscience. In this context, the study was designed with convergent parallel design which is a mixed research method. The study group for the quantitative dimension was composed of 32 8th graders in a secondary school in Akdeniz district of Mersin province. The study group for the qualitative dimension consisted of six students selected from among these 32 students by purposeful sampling method. As data collection tools, Pseudoscience Belief Scale which consisted of 21 questions and a semistructured interview form composed of nine questions were used. During the data analysis, statistical calculations were done by using the SPSS package program for the quantitative dimension. Content analysis method was used to categorize qualitative as codes and themes. Based on the study results, it was observed that the pseudoscientific beliefs were not based on gender and it was found that students' pseudoscientific beliefs decreased with the implementation in which the argumentation method was used.

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Section: Discussionmentioning

confidence: 67%

Section: Türkçe Geni̇şleti̇lmi̇ş öZetunclassified

Öğrencilerinin bilim sözde-bilim ayrımına ilişkin görüşlerinin geliştirilmesi

Biçer¹,

Yalman

2021

Turkish Journal of Education

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“…In recent years, there have been many studies showing that practical studies on pseudoscientific claims and practices are carried out in this context (e.g. Es & Turgut, 2018;Kaplan, 2014;Turgut, Akcay & Irez, 2010). Discussions based on the issue of demarcation may scaffold the argumentation within the pseudoscience context.…”

Section: Introductionmentioning

confidence: 99%

The Influence of Concept Cartoon-Supported Issue of Demarcation-Based Scientific Argumentation on Argumentation Skills and Pseudoscientific Beliefs

DURUK,

ÇAVUŞ,

AKGÜN

2023

Journal of Computer and Education Research

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Studies have found that argumentation may lessen students' pseudoscientific beliefs. However, few studies of argumentation have been handled in the context of pseudoscientific beliefs. The purpose of the present study was to examine the influence of concept cartoon-supported issue of demarcation-based scientific argumentation on middle school students’ pseudoscientific beliefs. A pre-test/post-test quasi-experimental design including a control group was employed. Participants were 22 grade 7 Turkish female middle school students sampled from two classes of a single-sex school located at the edge of a southeastern town center in Turkey. When supported by the use of concept cartoons, issue of demarcation-based scientific argumentation significantly reduced the pseudoscientific beliefs with a large effect size and this decrease was retained even after 10 months. In addition, students’ argumentation skills significantly improved. Instructors should offer metacognitive tools in pedagogical approaches along with argumentation to foster middle school students’ argumentation skills and lessen their pseudoscientific beliefs.

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“…According to Smith and Sharmann (1999 the characteristics that make an field more scientific are "The object and Process of Study" and "Values of Science"; the characteristics that make a field less scientific are "Espousing a Theological Position", "Valuing Authority over Evidence "and" Fideism‖. When we look at the approaches in the literature, it can be said that this approach is better suited then giving certain lines for scientific or non-scientific (Eş and Turgut, 2018). Every day there are lots of news about information that is claimed to be scientific through the Internet, newspapers or televisions.…”

Section: Introductionmentioning

confidence: 99%

How Do Prospective Elementary and Gifted Education Teachers of Gifted Students Perceive Scientists and Distinguish Science from Pseudoscience?

Erdoğan¹

2019

Journal of Education in Science Environment and Health

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The present study aims to examine the perceptions towards scientists and science/pseudoscience distinctions of gifted education and elementary education teacher candidates who will educate gifted students especially at the elementary education level. A total of 92 volunteer prospective teachers, composed of candidates from gifted education and elementary education departments, participated in the study, which was carried out as a survey research. The data were collected using the Draw-a-Scientist Test and the Science/Pseudoscience Distinction Scale. The results of the study showed that both groups of prospective teachers' crafted drawings that reflected stereotypical perceptions in terms of appearance, work carried out by scientists, and gender. However, according to the results of the independent samples t-test, the elementary education teacher candidates were found to reflect more stereotypical characteristics in their drawings of scientists than the gifted education teacher candidates. The candidates' science/pseudoscience distinction scores did not significantly differ in department and there was a negative significant correlation between stereotypical image scores and scientific method scores.

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Candidate Classroom Teachers’ Perceptions about being Scientific in the Context of Pseudoscience

Abstract: This article may be used for research, teaching, and private study purposes. Any substantial or systematic reproduction, redistribution, reselling, loan, sub-licensing, systematic supply, or distribution in any form to anyone is expressly forbidden.

Cited by 5 publications

References 30 publications

Öğrencilerinin bilim sözde-bilim ayrımına ilişkin görüşlerinin geliştirilmesi

Öğrencilerinin bilim sözde-bilim ayrımına ilişkin görüşlerinin geliştirilmesi

The Influence of Concept Cartoon-Supported Issue of Demarcation-Based Scientific Argumentation on Argumentation Skills and Pseudoscientific Beliefs

How Do Prospective Elementary and Gifted Education Teachers of Gifted Students Perceive Scientists and Distinguish Science from Pseudoscience?

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