Abstract:ÖzBu çalışmada, fen bilgisi öğretmen adaylarının bilimin doğası inanışlarını belirlenemeye yönelik bir ölçme aracının geliştirilmesi amaçlanmıştır. Bunun için önce ilgili literatürün ve farklı kültürlerde geliştirilmiş ölçme araçlarının ışığında Türkçe düşünülerek bilimin doğasına yönelik bir madde havuzu oluşturulmuş-tur. Sonra da hem uzmanlardan görüş alınarak hem de bir dizi istatistiksel işlemle söz konusu ölçme aracı-nın geçerlik ve güvenirlik analizleri yapılmıştır. İlgili süreçte toplam 364 öğretmen ada… Show more
“…With a similar approach, the goal of raising all individuals as scientifically literate is mentioned in the science education program of Turkey, and it is aimed to develop competence in subdimensions such as content knowledge, scientific research and process skills, the process of scientific knowledge production, decision-making and reasoning skills in socioscientific issues (Ministry of National Education, 2018). Such a goal indicates the necessity of going beyond the processes in which scientific concepts are memorized and focusing on creating deep understanding, developing high-level thinking skills, associating scientific concepts with real living conditions and scientific literacy skills are seen to be crucial in this sense (Özcan & Turgut, 2014;Kim & Kim, 2021; Organization for Economic Cooperation and Development [OECD], 2013). For understanding and justifying this importance attributed to scientific literacy, firstly a conceptual analysis must be made, but while doing this, the differentiation in the historical development process must also be considered.…”
The first aim of this research is to investigate preservice science teachers’ scientific literacy skills in terms of university entrance exam scores, academic achievement average scores, grade levels and academic achievement levels. And the second one is to determine the predictive power of university entrance exam scores and academic achievement average scores on scientific literacy skills. In line with these listed aims of the research, this study was carried out in survey design of the quantitative paradigm. 154 preservice science teachers constituted the participants of this research. The participants’ skills scores were obtained with “Scientific Literacy Skills Test” and the research hypotheses were tested statistically. Results revealed that participants’ scientific literacy skills differed in favor of upper classes, there was significant but low relationship between their skills and academic achievement average scores. In addition, it was found that participants’ university entrance exam scores did not significantly predict their skills, academic achievement average scores significantly predicted their skills but at a low rate (7%) and there was no significant relationship between their university entrance exam scores and skills. In line with these results, suggestions were made regarding the revision of universities' science teaching programs with the object to advance preservice science teachers' scientific literacy skills.
“…With a similar approach, the goal of raising all individuals as scientifically literate is mentioned in the science education program of Turkey, and it is aimed to develop competence in subdimensions such as content knowledge, scientific research and process skills, the process of scientific knowledge production, decision-making and reasoning skills in socioscientific issues (Ministry of National Education, 2018). Such a goal indicates the necessity of going beyond the processes in which scientific concepts are memorized and focusing on creating deep understanding, developing high-level thinking skills, associating scientific concepts with real living conditions and scientific literacy skills are seen to be crucial in this sense (Özcan & Turgut, 2014;Kim & Kim, 2021; Organization for Economic Cooperation and Development [OECD], 2013). For understanding and justifying this importance attributed to scientific literacy, firstly a conceptual analysis must be made, but while doing this, the differentiation in the historical development process must also be considered.…”
The first aim of this research is to investigate preservice science teachers’ scientific literacy skills in terms of university entrance exam scores, academic achievement average scores, grade levels and academic achievement levels. And the second one is to determine the predictive power of university entrance exam scores and academic achievement average scores on scientific literacy skills. In line with these listed aims of the research, this study was carried out in survey design of the quantitative paradigm. 154 preservice science teachers constituted the participants of this research. The participants’ skills scores were obtained with “Scientific Literacy Skills Test” and the research hypotheses were tested statistically. Results revealed that participants’ scientific literacy skills differed in favor of upper classes, there was significant but low relationship between their skills and academic achievement average scores. In addition, it was found that participants’ university entrance exam scores did not significantly predict their skills, academic achievement average scores significantly predicted their skills but at a low rate (7%) and there was no significant relationship between their university entrance exam scores and skills. In line with these results, suggestions were made regarding the revision of universities' science teaching programs with the object to advance preservice science teachers' scientific literacy skills.
“…Fen bilimleri öğretmenlerinin bilimin doğasına ilişkin görüşlerinin belirlenmesinde ise anketler, açık uçlu sorular ve bilişsel haritalardan (Aslan, Yalçın & Taşar, 2009;Aydemir, Kazanç & Karakaya Cırıt, 2017) yararlanılmıştır. Ancak yukarıdaki araştırmalar incelendiğinde gerek fen bilimleri öğretmen adaylarının gerekse fen bilimleri öğretmenlerinin bilimin doğası hakkındaki görüşlerinin belirlenmesinde daha çok likert tipi ölçeklerin kullanıldığı göze çarpmaktadır (Özcan & Turgut, 2014;Polat, 2018). Bu çalışmalarda likert tipi ölçekler dışında kullanılan alternatif ölçme değerlendirme araçlarının çok sınırlı olduğu görülmektedir.…”
Bu çalışmada fen bilimleri öğretmenlerinin bilimin doğası hakkında sahip oldukları kavramlarının kelime ilişkilendirme testi kullanılarak araştırılması amaçlanmıştır. Çalışma TÜBİTAK 2229 çalıştayı esnasında Türkiye'nin farklı illerinden projeye katılan 34 fen bilimleri öğretmeni ile gerçekleştirilmiştir. Çalışmanın verileri Kelime İlişkilendirme Testi (KİT) kullanılarak toplanmıştır. KİT'te anahtar kelimeler olarak bilim, bilim insanı, bilimsel bilgi, bilimsel yöntem, bilimin doğası, teori, kanun, deney, gözlem, kanıt, teknoloji ve yaratıcılık kelimeleri kullanılmıştır. Öğretmenlerin her anahtar kavram için ürettikleri cevap kavramlar doğrultusunda bir frekans tablosu oluşturulmuştur. Frekans tablosuna bağlı olarak geliştirilen kavram ağlarında kesme noktası tekniğinden yararlanılmıştır. Çalışma sonucunda fen bilimleri öğretmenlerinin bilimin doğası hakkında 172 kavram türettiklerini ancak öğretmenlerin bu kavramlar arasında ilişki kurmakta zorlandıkları tespit edilmiştir.
scite is a Brooklyn-based organization that helps researchers better discover and understand research articles through Smart Citations–citations that display the context of the citation and describe whether the article provides supporting or contrasting evidence. scite is used by students and researchers from around the world and is funded in part by the National Science Foundation and the National Institute on Drug Abuse of the National Institutes of Health.