Middle School Students’ Understanding of Scientific Inquiry: An Investigation of Gender, Grade Level and School Type

Year 2020, Volume: 49, 162 - 189, 01.05.2020

Nihal Dogan , Çiğdem Han Tosunoğlu , Ferah Özer , Banu Akkan

https://doi.org/10.9779/pauefd.515080

Cited By: 9

Abstract

Scientific inquiry (SI) is one of the most important components in achieving the goal of scientifically literate students. Although it is expressed differently in terms of understanding and skill in curricula, it is obvious that students who have an adequate understanding of SI will develop the inquiry skills concurrently. Development of inquiry skills and understanding require careful planning and implementation of inquiry-based strategies and classroom practices. However, before planning and implementing the inquiry-based strategies there is a need for descriptive studies that examines the current state of students’ views in order to plan the quality and the content of the practices. Therefore, the aim of this study is to descriptively present the SI views of a total of n = 599 5^th, 6^th and 7th-grade students studying at five schools with different socio-economic status in Turkey. The primary data source of the study is the responses of students gathered from the Views About Scientific Inquiry (VASI), that is developed by Lederman et al. (2014), open-ended questionnaire. The results showed that middle school students' views about all aspects of SI are inadequate. Moreover, the in-depth analysis showed that the majority of students who hold informed views about SI are the 6th-grade students studying at upper-middle socioeconomic state schools.

Keywords

scientific inquiry, middle school students, scientific literacy

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

Abstract

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.

Keywords

Bilimsel Sorgulama, Ortaokul Öğrencileri

References

• Abd–El-Khalick, F., & Lederman, N. G. (2000). Improving science teachers’ conceptions of nature of science: A critical review of the literature. International Journal of Science Education, 22, 665–701.
• Aikenhead, G. S. (2006). Science education for everyday life: Evidence-based practice. New York: Teachers College Press.
• Akerson, V. L., & Hanuscin, D. L. (2007). Teaching nature of science through inquiry: Results of a 3‐year professional development program. Journal of Research in Science Teaching, 44(5), 653-680.
• American Association for the Advancement of Science [AAAS]. (1993). Benchmarks for science literacy. NewYork: Oxford University Press.
• Ann Haefner, L., & Zembal‐Saul, C. (2004). Learning by doing? Prospective elementary teachers' developing understandings of scientific inquiry and science teaching and learning. International Journal of Science Education, 26(13), 1653-1674.
• Araceli Ruiz-Primo, M., & Furtak, E. M. (2006). Informal formative assessment and scientific inquiry: Exploring teachers' practices and student learning. Educational Assessment, 11(3-4), 237-263.
• Aydeniz, M., Baksa, K., & Skinner, J. (2011). Understanding the impact of an apprenticeship-based scientific research program on high school students’ understanding of scientific inquiry. Journal of Science Education and Technology, 20(4), 403-421.
• Bell, R. L., Blair, L. M., Crawford, B. A., & Lederman, N. G. (2003). Just do it? Impact of a science apprenticeship program on high school students' understandings of the nature of science and scientific inquiry. Journal of Research in Science Teaching, 40(5), 487-509.
• Bolu, Y. (2017). 6.Sınıf öğrencilerinin bilimsel sorgulama, yaratıcılık, fen başarısı ve tutumlarına modellemeye dayalı fen öğretiminin etkisi. Yayımlanmamış Yüksek Lisans Tezi, Abant İzzet baysal Üniversitesi Eğitim Bilimleri Enstitüsü, Bolu.
• Crawford, B. (2014). From inquiry to scientific practices in the science classroom. In N. Lederman & S. Abell (Eds.), Handbook of research on science education, vol. II (pp. 515–544). New York: Taylor and Francis Group.
• DeBoer, G. E. (2000). Scientific literacy: Another look at its historical and contemporary meanings and its relationship to science education reform. Journal of Research in Science Teaching, 37(6), 582-601.
• Dogan, N., Cakmakci, G., Irez, S., Yalaki, Y., Erdas, E., Kaya, G., Ozer, F., Han, Tosunoğlu, Ç., Altıner, Z.B., Bala, V.G., Ertuğrul, G., Şardağ, M., Köylü, N.Z., & Gunsever, G., (2016). Etkinliklerle bilimin doğasının öğretimi. Y. Yalaki (Ed.), (Genişletilmiş 2. Baskı). Ankara: Pegem Akademi Yayıncılık.e-ISBN:978-605-318-397 6http://www.pegem.net/dosyalar/dokuman/191701_ekitap.pdf
• Erduran, S. & Jimenez-Aleixandre, M. P. (2008). Argumentation in science education: perspectives from classroom-based research. Dordrecht, Netherlands: Springer.
• Furtak, E. M. (2006). The problem with answers: An exploration of guided scientific inquiry teaching. Science Education, 90(3), 453-467.
• Gaigher, E., Lederman, N., & Lederman, J. (2014). Knowledge about Inquiry: A study in South African high schools. International Journal of Science Education, 36(18), 3125-3147.
• Haefner, L. A., & Zembal-Saul, C. (2004). Learning by doing? Prospective elementary teachers’ understandings of scientific inquiry and science teaching and learning. International Journal of Science Education, 26, 1653–1674.
• Han-Tosunoglu, C., Dogan, O. K., Yalaki, Y., Cakir, M., & İrez, S. (2017, April). Turkish 7th Grade Students’ Views about Scientific Inquiry. In J. Lederman & N. G. Lederman (Chair), International Collaborative Investigation of Beginning Seventh Grade Students’ Understandings of Scientific Inquiry. Symposium conducted at the meeting of National Association for Research in Science Teaching.
• Karaaslan, E. H. & Ayas, A. (2017). Fen Eğitiminde ‘Bilimsel Açıklama’ ve Önemi. Ahi Evran Üniversitesi Kırşehir Eğitim Fakültesi Dergisi (KEFAD) 17,3,101-120.
• Karasar, N. (2018). Bilimsel Araştırma Yöntemi: Kavramlar, İlkeler ve Teknikler. 33.Baskı. Ankara: Nobel Akademik Yayıncılık.
• Karışan, D., Bilican, K., & Şenler, B. (2017). Bilimsel Sorgulama Hakkında Görüş Anketi: Türkçeye Uyarlama, Geçerlik Ve Güvenirlik Çalışması. İnönü Üniversitesi Eğitim Fakültesi Dergisi, 18(1), 326-343.
• Leblebicioglu, G., Metin, D., Capkinoglu, E., Cetin, P. S., Dogan, E. E., & Schwartz, R. (2017). Changes in students’ views about nature of scientific inquiry at a science camp. Science & Education, 26(7-9), 889-917.
• Lederman, J. S. (2009). Teaching scientific inquiry: Exploration, directed, guided, and opened-ended levels. National geographic science: Best practices and research base, 8-20. Retrieved from http://bit. ly/2LMIrjR
• Lederman, J. S., Lederman, N.G., Bartos, S. A., Bartels, S. L, Meyer, A. A., & Schwartz, R. S. (2014). Meaningful assessment of learners’ understandings about scientific inquiry—the views about scientific inquiry (VASI) questionnaire. Journal of Research in Science Teaching, 51(1) 65-83.
• Lederman, J.S., Lederman, N.G., Bartels, S., Jimenez, J., Akubo, M., vd. (2019). An international collaborative investigation of beginning seventh grade students’ understandings of scientific inquiry: Establishing a baseline. Journal of Research in Science Teaching. DOI: 10.1002/tea.21512.
• Lotter, C., Harwood, W. S., & Bonner, J. J. (2006). Overcoming a learning bottleneck: Inquiry professional development for secondary science teachers. Journal of Science Teacher Education, 17(3), 185-216.
• Lotter, C., Harwood, W. S., & Bonner, J. J. (2007). The influence of core teaching conceptions on teachers' use of inquiry teaching practices. Journal of research in science teaching, 44(9), 1318-1347.
• Manlove, S., Lazonder, A. W., & de Jong, T. (2006). Regulative support for collaborative scientific inquiry learning. Journal of Computer Assisted Learning, 22(2), 87-98.
• Metz, K. E. (2004). Children’s understanding of scientific inquiry: Their conceptualization of uncertainty in investigations of their own design. Cognitionand Instruction, 22(2), 219–290.
• Milli Eğitim Bakanlığı (2005). İlköğretim Fen ve Teknoloji Dersi Öğretim Programı. Ankara: Milli Eğitim Basımevi.
• Milli Eğitim Bakanlığı (2013). Fen Bilimleri Dersi (3, 4, 5, 6, 7 ve 8. Sınıflar) Öğretim Programı. Ankara: Milli Eğitim Basımevi..
• Milli Eğitim Bakanlığı (MEB, 2015). Türk Eğitim Sistemi ve Ortaöğretim. Ortaöğretim Genel Müdürlüğü. Ankara. ISBN 978-975-11-3898-9 http://ogm.meb.gov.tr/meb_iys_dosyalar/2017_06/13153013_TES_ve_ORTAYYRETYM_son10_2.pdf
• Milli Eğitim Bakanlığı (2018). Fen Bilimleri Dersi (3, 4, 5, 6, 7 ve 8. Sınıflar) Öğretim Programı. Ankara: Milli Eğitim Basımevi.
• National Research Council [NRC]. (2000). Inquiry and the national science education standards. Washington, DC: National Academy Press.
• National Research Council [NRC]. (2011). A framework for K-12 science education: Practices, crosscutting concepts, and core ideas. Washington, DC: National Academy Press.
• NGSS Lead States. (2013). Next generation science standards: For states, by states. Washington, DC: The National Academy Press.
• Osborne, J. (2014). Scientific practices and inquiry in the science classroom. In N. Lederman & S. Abell (Eds.), The handbook of research on science education, vol. II (pp. 579–599). New York: Taylor and Frances Group.
• Roberts, D. A. (2008). Scientific Literacy/Science Literacy. In S. K. Abell & N. G. Lederman (Eds.), Handbook of Research on Science Education (pp. 729-780). Mahwah, NJ: Lawrence Erlbaum Associates.
• Roberts, P., Priest, H., & Traynor, M. (2006). Reliability and validity in research. Nursing standard, 20, (44). 41-45.
• Roth, W. M., McGinn, M. K., & Bowen, G. M. (1998). How prepared are preservice teachers to teach scientific inquiry? Levels of performance in scientific representation practices. Journal of Science Teacher Education, 9(1), 25-48.
• Ruiz‐Primo, M. A., & Furtak, E. M. (2006a). Exploring teachers' informal formative assessment practices and students' understanding in the context of scientific inquiry. Journal of research in science teaching, 44(1), 57-84.Ruiz-Primo, M. A., & Furtak, E. M. (2006b). Informal formative assessment and scientific inquiry: Exploring teachers' practices and student learning. Educational Assessment, 11(3-4), 237-263.
• Yıldırım, A., & Şimşek, H. (2006). Sosyal bilimlerde nitel arastirma yöntemleri. Ankara: Seçkin Yayıncılık.
• Schwartz, R. S., Lederman, N. G., & Crawford, B. A. (2004). Developing views of nature of science in an authentic context: An explicit approach to bridging the gap between nature of science and scientific inquiry. Science Education, 88(2), 610–645.
• Schwartz, R. S., Lederman, N. G., & Lederman, J. S. (2008). An instrument to assess views of scientific inquiry: the VOSI questionnaire, National Association for Research in Science Teaching, March 30–April 2, 2008. Baltimore, U.S.
• Senler, B. (2015). Middle School Students' Views of Scientific Inquiry: An International Comparative Study. Science Education International, 26(2), 166-179.
• Taş, U. E., Arıcı, Ö., Ozarkan, H. B. & Özgürlük, B. (2016). Uluslararası Öğrenci Değerlendirme Programı-PISA 2015 Ulusal Raporu. Ankara: MEB Yayınları.
• Yazar (2017)
• Yazar and Yazar (2018)
• Wee, B., Fast, J., Shepardson, D., Harbor, J., & Boone, W. (2004). Students' Perceptions of Environmental‐Based Inquiry Experiences. School Science and Mathematics, 104(3), 112-118.