Fen Bilimleri ve Sınıf Öğretmenlerinin Popüler Bilime İlişkin Görüşleri

Year 2023, Volume: 5 Issue: 2, 443 - 468, 31.12.2023

Ersin Karademir , Songül Uçar

Abstract

Fen öğretiminde farklı ve yenilikçi yaklaşımlar kullanmak oldukça önemlidir. Bilimsel içeriklerin aktarımının daha anlaşılır olması, öğrencilerin bilim konusunda daha meraklı olmasını sağlamaktadır. Popüler bilim içerikler de bu aktarım yöntemlerinden biridir. Popüler bilim dergileri, kitapları, videolar, belgeseller vb. birçok materyal bilimin anlaşılmasında önemli bir rol oynar. Bu açıdan bakıldığında fen derslerinde popüler bilim içeriklerini kullanmak öğretmenlere avantaj sunmaktadır. Bu çalışmada fen bilimleri ve sınıf öğretmenlerinin popüler bilime yönelik bakış açıları ve tutumlarını incelemek amaçlanmıştır. Bu amaç doğrultusunda nitel ve nicel verilerin birlikte ele alındığı karma desen tercih edilmiştir. Nitel kısımda 7 sınıf öğretmeni ve 7 fen bilimleri öğretmeni ile açık uçlu görüşmeler gerçekleştirilmiştir. Nicel kısmında ise Uçar ve Karademir (2020) tarafından geliştirilen Popüler Bilime Yönelik tutum ölçeği ile 175 fen bilimleri ve 298 sınıf öğretmeninden veri toplanmıştır. Verilerden elde edilen bulgulara göre popüler bilim içeriklerini fen bilimleri öğretmenlerinin sınıf öğretmenlerinden daha fazla ve çeşitli olarak kullandığı tespit edilmiştir. Tutum ölçeğinden elde edilen bulgulara göre yeni göreve başlayanların popüler bilime yönelik tutumlarının çok yıllık kıdeme sahip öğretmenlerden daha yüksek olduğu tespit edilmiştir.

Keywords

Popüler bilim, bakış açıları, tutum, bilim eğitimi, bilim

Science and Primary School Teachers' Perspectives on Popular Science

Abstract

It is very important to use different and innovative approaches in science teaching. The fact that the transfer of scientific content is more understandable makes students more curious about science. Popular science content is one of these transfer methods. Popular science magazines, books, videos, documentaries, etc. Many materials play an important role in understanding science. From this point of view, using popular science content in science lessons offers teachers an advantage. In this study, it is aimed to examine the perspectives and attitudes of science and primary school teachers towards popular science. For this purpose, mixed design, in which qualitative and quantitative data are handled together, was preferred. In the qualitative part, open-ended interviews were conducted with 7 primary school teachers and 7 science teachers. In the quantitative part, data were collected from 175 science and 298 primary school teachers with the attitude scale towards Popular Science developed by Uçar and Karademir (2020). According to the findings obtained from the data, it has been determined that science teachers use popular science content more and more diversely than primary school teachers. According to the findings obtained from the attitude scale, it has been determined that the attitudes of the new recruits towards popular science are higher than the teachers with many years of seniority.

Keywords

Popular science, perspectives, attitude, science education, science

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