Improving Science Teachers’ Views about Scientific Inquiry

Çiğdemoğlu, Ceyhan; Köseoğlu, Fitnat

doi:10.1007/s11191-019-00054-0

Cited by 24 publications

(15 citation statements)

References 42 publications

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“…Yukarıda kısaca özet olarak verilen bilimsel sorgulama ise ilgili güncel alan yazın incelendiğinde, genellikle öğretmenlerin sorgulamaya dayalı öğretim niteliklerinin artırılmasına yönelik deneysel ya da yarı deneysel çalışmalar (Furtak, 2006;Ruiz-Primo & Furtak, 2006a;Ruiz-Primo & Furtak, 2006b;Çiğdemoğlu & Köseoğlu, 2019;Donohue, Buck & Akerson, 2020), öğretmen adaylarının bilimsel sorgulama hakkındaki görüşlerinin belirlemeye dayalı betimsel çalışmalar (Roth, McGinn & Bowen, 1998;Schwarz, 2008;Karışan, Bilican & Şenler, 2017, Doğan, 2017Baykar, Yakar & Liu, 2018) ve üst yaş grup öğrencilerinin bilimsel sorgulama görüşlerini belirlemeye yönelik betimsel çalışmalar (Bell, Blair, Crawford & Lederman, 2003;Manlove, Lazonder & Jong, 2006;Gaigher, Lederman & Lederman, 2014) gerçekleştirildiği görülmektedir. Bu alanda öğretmenlerin sorgulamaya dayalı öğretim niteliklerini arttıracak uygulamaların yanı sıra, mevcut sınırlı sayıdaki çalışmalara (Leblebicioğlu ve diğ.., 2017;Bolu, 2017; ilave olarak daha fazla sayıda öğrencilerin hali hazırda bu anlayış ve beceriler hakkında sahip oldukları görüşleri ortaya koyan (Hamed, Rivero & Jimenez, 2018;Lederman ve diğ., 2019) ve bu görüşlerin geliştirilmesine yönelik deneysel ve yarı-deneysel çalışmalara da ihtiyaç vardır.…”

Section: Introductionunclassified

Ortaokul Öğrencilerinin Bilimsel Sorgulama Görüşleri: Cinsiyet, Sınıf Düzeyi ve Okul Türü Değişkenlerinin İncelenmesi

Doğan

Tosunoğlu

Özer

et al. 2020

Pamukkale University Journal of Education

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Bilimsel sorgulama (BS), bilim okuryazarı öğrencilerin hedefine ulaşmada en önemli bileşenlerden birisidir. Öğretim programında 'anlayış' ve 'beceri' olarak farklı ifade edilmiş olsa da BS hakkında bilinçli düzeyde görüşlere sahip olan öğrencilerin bu konudaki becerilerinin de daha fazla gelişeceği açıktır. Sorgulama becerilerinin ve anlayışının geliştirilmesi, sorgulamaya dayalı stratejilerin ve sınıf içi uygulamalarının dikkatli bir şekilde planlanmasını ve uygulanmasını gerektirir. Ancak, sorgulamaya dayalı stratejileri planlama ve uygulama öncesinde, uygulamaların kalitesini ve içeriğini planlama adına öğrencilerin bu konudaki hazırbulunuşluluklarını ve görüşlerini inceleyen betimleyici çalışmalara ihtiyaç vardır. Bu nedenle bu çalışmanın amacı, sosyo ekonomik düzeyleri farklı beş okulda öğrenim gören toplam n = 599 5, 6 ve 7. sınıf öğrencilerinin bilimsel sorgulama hakkındaki görüşlerinin betimsel olarak ortaya konulmasıdır. Çalışmanın birincil veri kaynağı, Lederman vd. (2014) tarafından geliştirilen, açık uçlu Bilimsel Sorgulama Hakkında Görüşler Anketi'ne (VASI) verilen öğrencileri yanıtlarıdır. Çalışma sonuçları, ortaokul öğrencilerinin bilimsel sorgulamanın tüm bileşenleri hakkında görüşlerinin yetersiz düzeyde olduğunu göstermiştir. Çalışmanın sonuçları derinlemesine incelendiğinde ise, bilinçli düzeyde görüşlere sahip olan ortaokul öğrencilerinin büyük bir kısmını, özellikle üst-orta sosyoekonomik düzey okulların 6. sınıflarında öğrenim gören öğrencilerin oluşturduğu görülmüştür.

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Section: Introductionunclassified

Ortaokul Öğrencilerinin Bilimsel Sorgulama Görüşleri: Cinsiyet, Sınıf Düzeyi ve Okul Türü Değişkenlerinin İncelenmesi

Doğan

Tosunoğlu

Özer

et al. 2020

Pamukkale University Journal of Education

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“…Both make learning activities more meaningful because student activities are directed at critical thinking skills, creative thinking skills, problem-solving skills, and good decision-making abilities. This result is supported by the results of research showing that both have a relationship between science process skills and inquiry learning with critical thinking skills [28] [29], creative thinking skills [30] [20] [31], problem solving abilities [32] and decision making [33]. The implications of the development of this system to support science teachers in developing lesson plans must continue to be developed.…”

Section: Discussionmentioning

confidence: 76%

Exploring Science Teachers' Lesson Plans by the Implementation of Intelligent Tutoring Systems in Blended Learning Environments

Gunawan¹,

Liliasari²,

Kaniawati³

et al. 2020

ujer

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Recent technological developments have increasingly supported the science learning that presents artificial intelligence as part of Internet of Things (IoT). Its implementation can be carried out through Intelligent Tutoring Systems (ITS) in blended learning environment. This technology was used to support 29 Indonesian junior secondary science teachers in creating innovative lesson plans, which are members of competencies improvement programs. The purpose of this study was to describe the lesson plans that contain an integrated science teaching, supported by ITS in blended learning. The lesson plan product was analyzed descriptively. This Qualitative method was used to determine its characteristics about curriculum integration, learning activity, technology integration, higher order thinking skills, and assessment process. The result revealed that most teachers have strongly represented aspects of these all required aspects. The lesson plan created reflects the ability of teachers who are creative and capable to integrate various contents in learning activities. Learning activities are student-centered oriented to higher-order thinking skills. Technological support applied in learning activities is also an aid for students to be more motivated, as well as the presentation of assessment aspects that are relevant to the learning objectives. There are still some inadequacies in these results to be discussed. Thus, the potential future researches for supporting the science teaching are highly welcomed.

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“…It was emphasized how important in-service trainings are especially in learning and teaching of NOSI for in-service teachers. For this reason, it is necessary to give additional seminars and increase the trainings in order to revise inservice trainings and to teach and implement issues such as NOSI, because it is clearly known that the education received during the undergraduate period is not sufficient (e.g., Baykara & Yakar, 2020;Bostan-Saroğlan, 2018;Crawford et al, 2005) and teaching camps for NOS/NOSI are effective (Çiğdemoğlu & Köseoğlu, 2019;Lotter, Harwood & Bonner, 2006). Increasing the number of such studies, particularly focusing on teachers' views on NOSI and its reasons, will expand the national literature and there will be more examples of the importance and application of the NOSI concept.…”

Section: Discussionmentioning

confidence: 99%

“…Adisendjaja, Rustaman, Redjeki and Satori (2017), in their study of science teachers' understanding of scientific inquiry in a professional development program focused on NOS and scientific inquiry, stated that most science teachers had insufficient understanding of scientific inquiry. In their study examining the understanding of science teachers' understanding of NOSI and their use of scientific inquiry in their lesson plans, who participated in a professional development program, Çiğdemoğlu and Köseoğlu (2019) revealed that teachers had insufficient views about scientific inquiry before the program. They reported that teachers' views improved after the program.…”

mentioning

confidence: 99%

Fen Bilimleri Öğretmenlerinin Bilimsel Sorgulamanın Doğası Görüşleri

Mesci

Kartal

2021

Bartın Üniversitesi Eğitim Fakültesi Dergisi

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The aim of this study is to examine in-service science teachers’ views on nature of scientific inquiry and the possible reasons that led to these views. This study was designed as a multi-case study. 22 middle school science teachers who are currently working in various national education schools in Turkey, voluntarily participated in this study. The data were collected online through the open-ended VASI questionnaire and the follow-up semi-structured interviews, and were holistically analyzed with content analysis. According to the analysis, it was seen that the teachers who participated in this study generally had naive and mix views about the nature of scientific inquiry. It has been observed that these opinions of teachers vary depending on their education level, the courses they took in undergraduate and graduate terms, and the quality of education in in-service training. For example, the teachers who continue their master's and doctorate education in science education have quite an informed view. With this study, it is recommended to give importance to scientific inquiry in teacher training programs and in-service courses, and to encourage teachers to pursue graduate education in the field of science education.

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Improving Science Teachers’ Views about Scientific Inquiry

Cited by 24 publications

References 42 publications

Ortaokul Öğrencilerinin Bilimsel Sorgulama Görüşleri: Cinsiyet, Sınıf Düzeyi ve Okul Türü Değişkenlerinin İncelenmesi

Ortaokul Öğrencilerinin Bilimsel Sorgulama Görüşleri: Cinsiyet, Sınıf Düzeyi ve Okul Türü Değişkenlerinin İncelenmesi

Exploring Science Teachers' Lesson Plans by the Implementation of Intelligent Tutoring Systems in Blended Learning Environments

Fen Bilimleri Öğretmenlerinin Bilimsel Sorgulamanın Doğası Görüşleri

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