Doğrudan Yansitici Yaklaşimla Uygulanan Bi̇li̇mi̇n Doğasi Etki̇nli̇kleri̇ Bi̇li̇msel Ara

Öztürk, Fatma Önen

doi:10.9761/jasss2585

Cited by 1 publication

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“…Over time, researches on the teaching nature of science have begun to be shaped around the question of which approach is more effective. A significant part of the investigations reveals that the explicit-reflective approach is an effective approach to teaching the nature of science (Abd-El- Khalick, 2005;Ağlarcı, Sarıçayır, & Şahin, 2016;Erdoğan & Köseoğlu, 2015;Khishfe & Lederman, 2006;Koenig, Schen, & Bao, 2012;Önen-Öztürk, 2015;Wong, Firestone, Ronduen, & Bang, 2016). An important part of the nature of science researches fulfilled in Turkey was carried out with prospective teachers (Çelik, 2015;Erdoğan & Köseoğlu, 2015;Önen-Öztürk & Bayram, 2017).…”

Section: Purpose and Significancementioning

confidence: 99%

“…Bu tarihten sonra bilimin doğası anlayışlarını geliştirmeye odaklanan çalışmaların birçoğu öğretim stratejisi olarak açık-düşündürücü yaklaşımı merkeze almıştır. Yapılan araştırmaların önemli bir bölümü açık-düşündürücü öğretim stratejisinin bilimin doğası öğretiminde etkili bir yaklaşım olduğunu ortaya koymaktadır (Abd-El- Khalick, 2005;Ağlarcı, Sarıçayır, & Şahin, 2016;Erdoğan & Köseoğlu, 2015;Khishfe & Lederman, 2006;Koenig, Schen, & Bao, 2012;Önen-Öztürk, 2015;Wong, Firestone, Ronduen, & Bang, 2016). Buna karşın araştırmaların bir kısmı da bu yaklaşımın öğrencilerin bilimin doğası anlayışlarını geliştirmediğini ya da bu anlayışlarda sınırlı bir değişime neden olduğunu dile getirmektedir (Liu & Lederman, 2002;Morrison, Raab, & Ingram, 2009).…”

Section: Introductionunclassified

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Açık-Düşündürücü Yaklaşıma Dayalı Etkinliklerin Ortaokul Öğrencilerinin Bilimin Doğası Görüşlerine Etkisi

Çetinkaya

2019

Kuramsal Eğitimbilim

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The aim of this research is to examine the effect of nature of science (NOS) activities related science content based on explicit-reflective approach on 6th grade students. The study group consisted of 50 students studying in a public school in İstanbul. In this research pretest-posttest control group experimental design has been used. In the "Systems in our Body" unit, for the experimental group teaching NOS was carried out using the explicitreflective approach through the activities developed by Yalaki (2016). The methods and techniques suggested by the teaching program were used for the control group. The data were collected through the VNOS-D+ questionnaire. Analysis of the research data was carried out in two stages. In the first stage, the data were analyzed by content analysis. In the second stage, student responses were scored by dividing into 3 categories by a rubric developed by Yalaki and Çakmakçı (2011). The findings of this research reveal that the explicit-reflective approach does not make a significant difference in the 6th grade students' views on the nature of science. The instruction has provided meaningful difference in the tentative nature of science, while it didn't make any change in the subjective, creative and empirical nature of science.

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