Fen Bilgisi Öğretmen Adaylarının Üreme Sistemi Konusu Bağlamında Argümantasyon Kalitesinin Belirlenmesi

Year 2024, , 281 - 305, 24.04.2024

Handan Ürek

https://doi.org/10.33711/yyuefd.1386098

Abstract

Bu araştırma, insanda üreme sistemi konusu bağlamında çeşitli sosyobilimsel konular yardımıyla öğretmen adaylarının yazılı argümantasyon kalitesini ortaya çıkarmayı hedeflemektedir. Bu doğrultuda, Türkiye'de bir devlet üniversitesinde öğrenim görmekte olan 24 fen bilgisi öğretmen adayı ile bir durum çalışması gerçekleştirilmiştir. Araştırmanın verileri, beş adet açık uçlu sorudan oluşan bir anket yardımıyla toplanmış olup bu sorularda evlilik öncesinde genetik hastalıkların tespiti için test yapılması, gebelikte şeker yükleme testi yapılması, tasarım bebekler, taşıyıcı annelik ve akraba evliliği ele alınmıştır. Veri toplama sürecinde, katılımcılardan her bir sosyobilimsel konuyu destekleyip desteklemediklerini belirterek buna yönelik yazılı argüman oluşturmaları beklenmiştir. Toplanan veriler, içerik analizi ile Sadler ve Fowler (2006) tarafından ortaya konulan çerçeve yardımıyla analiz edilmiştir. Araştırma sonuçlarına göre, öğretmen adaylarının kendilerine sunulan sosyobilimsel konuları destekleme durumları ile argümantasyon seviyelerinin konuya göre değişiklik gösterdiği belirlenmiştir. Buna göre ikinci ve beşinci konularda oluşturulan argümanlarda ayrıntılı temelle gerekçelendirme öne çıkarken, üçüncü ve dördüncü konularda ise ayrıntılı temelle gerekçelendirme ve karşıt görüş seviyesi daha yüksek oranda gözlenmiştir. Gelecekte yapılacak çalışmalarda öğretmen adaylarının burada ele alınan konulara ilişkin argümantasyon becerilerinin geliştirilmesi için uygun bir öğretim süreci tasarlanması önerilebilir.

Keywords

Argümanlar, öğretmen adayları, sosyobilimsel konular.

Ethical Statement

Çalışma için etik kurul izni alınmıştır. İzin belgesi sisteme yüklenmiştir.

Determination of Argumentation Quality of Science Teacher Candidates in the Context of the Human Reproductive System Subject

Abstract

This study aims to determine teacher candidates' written argumentation quality with the help of various socio-scientific issues in the context of the human reproductive system subject. For this reason, a case study was conducted with 24 science teacher candidates studying at a state university in Turkey. Data was collected with a questionnaire involving five open-ended questions. The questions interrogated testing for genetic diseases before marriage, sugar-loading tests during pregnancy, designer babies, surrogacy, and consanguineous marriage. In the data-gathering process, the participants were asked whether they supported the given socio-scientific issue and to provide written arguments for each question. Data were analyzed using the content analysis and the framework introduced by Sadler and Fowler (2006). According to the results, teacher candidates’ support and argumentation levels varied with respect to the issue. The teacher candidates’ arguments dominated in justification with elaborated grounds for the second and fifth issues whereas justification with elaborated grounds and a counter-position level was observed in a higher percentage for the third and fourth issues. For future studies, it is recommended to design an instruction period to develop teacher candidates’ argumentation qualities on the issues addressed in this study paper.

Keywords

Arguments, socio-scientific issues, teacher candidates.

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