BibTex RIS Kaynak Göster

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Yıl 2015, Cilt: 11 Sayı: 2, 717 - 741, 27.04.2015

Melek Nur Erdoğan , Fitnat Köseoğlu

Öz

In this study, a teaching sequence including an explicit-reflective teaching approach that improves students’ nature of science (NOS) understandings while teaching a science subject, chemical equilibrium, in chemistry curriculum was developed and the effect of it on students’ understanding of NOS development was examined. The case study approach was used in this research. 15 high school 11th grade students joint to instruction which was given with teaching sequence including explicit-reflective inquiry activities that was implemented three hours weekly for four weeks. The data were collected through open-ended questionnaire, semi-structured interviews and written reflections. The findings of the study showed that it had a positive effect on both students’ understandings of many aspects of NOS and increase of their interests in chemistry course

Anahtar Kelimeler

Nature of science explicit-reflective approach chemical equilibrium teaching

Kaynakça

  • Abd-El-Khalick, F., Bell, R. L., & Lederman, N. G. (1998). The nature of science and instructional practice: Making the unnatural natural. Science Education, 82(4), 417 -436.
  • Abd-El-Khalick, F. (2001). Embedding nature of science instruction in preservice elementary science courses: Abandoning scientism, but ... Journal of Science Teacher Education, 12, 215–233.
  • Abd-El-Khalick, F., & Akerson, V.L. (2004). Learning as conceptual change: Factors mediating the development of preservice elementary teachers‟views of nature of science”. Science Education, 88, 785–810.
  • Abd-El-Khalick, F., & Lederman, N.G. (2000). The influence of history of science courses on students' views of nature of science. Journal of Research In Science Teaching, 37(10), 1057-1095.
  • Aikenhead, G. S., & Ryan, A. G. (1992). The development of a new instrument: Views on Science- Technology- Society” (VOSTS). Science Education, 76(5), 477-491.
  • Akerson, V. L., Abd-El-Khalick, F., & Lederman, N.G. (2000). Influence of a reflective explicit activity-based approach on elementary teacher’ conceptions of nature of science. Journal of Research in Science Teaching, 37, 295-317.
  • Akindehin, F. (1988). Effect of an instructional package on preservice science teachers’ understanding of the nature of science and acquisition of science- related attitudes. Science Education, 72, 73–82.
  • American Association for the Advancement of Science-AAAS (1993). Benchmarks for science literacy. New York: Oxford University Press.
  • Bell, R., Abd-El-Khalick, F., Lederman, N. G., McComas, W. F., & Matthews, M. R. (2001). The nature of science and science education: A bibliography. Science and Education, 10 (1-2), 187-204.
  • Bybee, R. (2001). Teaching about evolution: Old controversy, new challenges. BioScience, 51(4), 309-312.
  • BouJaoude, S. (1996).Why an issue on science education? (Editorial). Scie-Quest, 6 (1), 4-5.
  • Briggs, M.W. (2006, July). Teaching Chemical Equilibrium using a Macro Level Analogy. The 19 th Biennial Conference on Chemical Education. 309-312.
  • DeBoer, G. E. (1991). A history of ideas in science education. New York: Teachers College Press.
  • Dogan, N., & Abd-El-Khalick, F. (2008). Turkish grade 10 students' and science teachers' conceptions of nature of science: A national study. Journal of Research in Science Teaching, 45(10), 1083–1112.
  • Doğan Bora, N. (2005).Türkiye Genelinde Ortaöğretim Fen Branşı Öğretmen ve Öğrencilerinin Bilimin Doğası Üzerine Görüşlerinin Araştırılması (Yayımlanmamış Doktora Tezi), Gazi Üniversitesi, Ankara.
  • Eick, C. J. (2000). Inquiry, nature of science, and evolution: The need for a more complex pedagogical content knowledge in science teaching. Electronic Journal of Science Education, 4. Retrieved April 10, 2010 from http://unr.edu/homepage/crowther/ejse/eick.html.
  • Erdoğan M. N.,& Köseoğlu F. (2012). Ortaöğretim fizik, kimya ve biyoloji dersi öğretim programlarinin bilimsel okuryazarlik temalari yönünden analizi. Kuram ve Uygulamada Eğitim Bilimleri Dergisi, 12(4), 2889-2904.
  • Erdoğan M. N. (2011). Açık-Düşündürücü Öğretim Dizini ile Bilimin Doğası Odaklı Fen İçeriği Öğretiminin Lise Öğrencilerinin Bilimin Doğası Anlayışlarına Etkisi (Yayımlanmamış Doktora Tezi), Gazi Üniversitesi, Ankara.
  • Irez, S. (2008). Nature of science as depicted in Turkish biology textbooks. Science Education, 93 (3), 422-447.
  • Jenkins, E. W. (1994). Public understanding of science and science education for action. Journal of Curriculum Studies, 26, 601–611.
  • Khishfe, R., & Abd-El-Khalick, F. (2002). The influence of explicit and reflective versus implicit inquiry-oriented instruction on sixth graders’ views of nature of science. Journal of Research in Science Teaching, 39(7), 551-578.
  • Khishfe, R., & Lederman, N. (2006). Teaching nature of science within a controversial topic: Integrated versus nonintegrated. Journal of Research in Science Teaching, 43(4), 395.
  • Klopfer, L., & Cooley, W. (1963). The history of science cases for high schools in the development of students understanding of science and scientists. Journal of Research in Science Teaching, 1(1), 33-47.
  • Köseoğlu, F., Tümay H., Budak E., (2008). Bilimin doğası hakkında paradigma değişimleri ve öğretimi ile ilgili uygulamalar. GÜ, Gazi Eğitim Fakültesi Dergisi, 28(2), 221-237.
  • Köseoğlu, F.,Tümay H., Üstün U., (2010). Bilimin doğası öğretimi mesleki gelişim paketinin geliştirilmesi ve öğretmen adaylarına uygulanması ile ilgili tartışmalar. Ahi Evran Ün., Kırşehir Eğitim Fak. Dergisi, 11 (4), 129-162.
  • Lederman, N.G. (1992) Students' and teachers' conceptions of the nature of science: a review of the research. Journal of Research in Science Teaching, 29(4), 331-359.
  • Lederman, N. G., Schwartz, R. S., Abd-El-Khalick, F., & Bell, R. L. (2001). Preservice Teachers’ Understanding and Teaching of the Nature of Science: An Intervention Study. The Canadian Journal of Science, Mathematics, and Technology Education, 1(2), 135-160.
  • Lederman, N. G., Abd-El-Khalick, F., (2000) Avoiding De-Natured Science: Activities That Promote Understandings of the Nature of Science. W. McComas (Ed), The nature of science in science education (pp.83-126). Netherlands: Kluwer.
  • Lederman, N. G., Abd-El-Khalick, F., Bell, R. L., & Schwartz, R. S. (2002). Views of nature of science questionnaire (VNOS): Toward valid and meaningful assessment of learners’ conceptions of nature of science. Journal of Research in Science Teaching, 39(6), 497-521.
  • Lederman, N. G. (2007). Nature of science: Past, present, and future. In Abell, S. & Lederman, N. (Eds.) Handbook of Research on Science Education. Mahwah, New Jersey: Lawrence Erlbaum Associates, Publishers.
  • McComas, W. F. (1998). The principal elements of the nature of science: Dispelling the myths of science. In W. F. McComas (Ed.) The Nature of Science in Science Education: Rationales and Strategies. Kluwer (Springer) Academic Publishers, 53-70.
  • McComas, W. F., & Olson, J. K. (1998). International science education standards documents (41-52). In McComas (Ed.) The Nature of Science in Science Education: Rationales and Strategies. The Netherlands: Kluwer Academic Publishers.
  • MEB (2004). İlköğretim Fen ve Teknoloji dersi, 4-8 sınıflar öğretim pogramı. Ankara: TTKB.
  • MEB (2007) Ortaöğretim Fizik, Kimya, Biyoloji, Astronomi, eoloji dersi öğretim programı. Ankara: TTKB.
  • MEB (2013). Ortaöğretim Kimya Dersi (9,10,11 ve 12. sınıflar) öğretim programı. Ankara: TTKB.
  • Meichtry, Y.J. (1992). Influencing student understanding of the nature of science: Data from a case of curriculum development. Journal of Research in Science Teaching, 29, 389-407.
  • Merriam, S. (1998). Qualitative research and case study applications in education. San Francisco, CA: Jossey Bass, Inc.
  • Nickels, M. N., Nelson, C. E., & Beard, J. 1996. Better biology teaching by emphasizing evolution and the nature of science. The American Biology Teacher, 58, 332-336.
  • Osborne, J., & Collins, S. (2003). What 'Ideas-about-Science' Should be Taught in School Science? A Delphi Study of the Expert Community. Journal of Research in Science Teaching, 40, 692-720.
  • Scharmann, L. C., Smith, M. U., James, M. C., & Jensen, M. (2005). Explicit reflective nature of science instruction: Evolution, intelligent design, and umbrellaology. Journal of Science Teacher Education, 16, 27–41.
  • Schwartz, R. S., Lederman, N. G., & Crawford, B. (2004). Developing views about nature of science in authentic contexts: An explicit approach to bridging the gap between nature of science and scientific inquiry. Science Education, 88(4), 610-645.
  • Solomon, J., Duveen, J., Scot, L., & McCarthy, S. (1992). Teaching about the nature of science through history: Action research in the classroom. Journal of Research in Science Teaching, 29(4), 409-421.
  • Strauss, A.L., & J. Corbin, (1998). Basics of qualitative research: Techniques and procedures for developing grounded theory (2nd ed.). London: Sage.
  • Sunar S., & Geban, Ö. (2011). Turkish pre-service science teachers’ views on science-technology-society issues. Eurasian Journal of Physics and Chemistry Education, January (Special Issue), 9-24.
  • Wellington, J. (2000). Educational research, contemporary issues and practical approaches. London: Continuum.
  • Yalvaç, B., & Crawford, B. A. (2002). Eliciting prospective science teachers’ conceptions of the nature of science in Middle East Technical University (METU). Annual International Conference of the Association for the Education of Teachers in Science.
  • Yıldırım, A., & Şimşek, H. (1999). Sosyal bilimlerde nitel arastırma yöntemleri. Ankara: Seçkin Yayınevi.

Explicit-reflective instruction of nature of science as embedded within the chemical equilibrium / Kimyasal denge konusuna entegre edilmiş açık-düşündürücü yaklaşımla bilimin doğası öğretimi

Yıl 2015, Cilt: 11 Sayı: 2, 717 - 741, 27.04.2015

Melek Nur Erdoğan , Fitnat Köseoğlu

Öz

Bu çalışmada, lise müfredatında bulunan kimyasal denge konusunun öğretimi sırasında öğrencilerin bilimin doğası ile ilgili anlayışlarını da açık-düşündürücü yaklaşımla geliştirme amaçlı bir öğretim dizini geliştirilmiş ve bu öğretim dizininin öğrencilerin bilimin doğası ile ilgili anlayışlarına etkisi incelenmiştir. Açık-düşündürücü sorgulayıcı-araştırma etkinliklerini içeren bu öğretim dizini ile verilen eğitime 15 lise 3. sınıf öğrencisi katılmış ve öğretim dizini haftada 3 saat olmak üzere dört hafta süreyle uygulanmıştır. Durum çalışması yöntemi kullanılan bu araştırmada anket, görüşme ve yazılı geri bildirim formu gibi çeşitli nitel veri kaynakları kullanılmış ve elde edilen veriler kalitatif olarak değerlendirilmiştir. Çalışmanın bulguları, öğrencilerin hem bilimin doğasının bir çok boyutu ile ilgili anlayışlarında olumlu yönde değişimler olduğunu hem de öğrencilerin kimya derslerine karşı olumlu bir tutum geliştirdiklerini göstermiştir.

Anahtar Kelimeler

Bilimin doğası açık-düşündürücü yaklaşım kimyasal denge öğretimi

Kaynakça

  • Abd-El-Khalick, F., Bell, R. L., & Lederman, N. G. (1998). The nature of science and instructional practice: Making the unnatural natural. Science Education, 82(4), 417 -436.
  • Abd-El-Khalick, F. (2001). Embedding nature of science instruction in preservice elementary science courses: Abandoning scientism, but ... Journal of Science Teacher Education, 12, 215–233.
  • Abd-El-Khalick, F., & Akerson, V.L. (2004). Learning as conceptual change: Factors mediating the development of preservice elementary teachers‟views of nature of science”. Science Education, 88, 785–810.
  • Abd-El-Khalick, F., & Lederman, N.G. (2000). The influence of history of science courses on students' views of nature of science. Journal of Research In Science Teaching, 37(10), 1057-1095.
  • Aikenhead, G. S., & Ryan, A. G. (1992). The development of a new instrument: Views on Science- Technology- Society” (VOSTS). Science Education, 76(5), 477-491.
  • Akerson, V. L., Abd-El-Khalick, F., & Lederman, N.G. (2000). Influence of a reflective explicit activity-based approach on elementary teacher’ conceptions of nature of science. Journal of Research in Science Teaching, 37, 295-317.
  • Akindehin, F. (1988). Effect of an instructional package on preservice science teachers’ understanding of the nature of science and acquisition of science- related attitudes. Science Education, 72, 73–82.
  • American Association for the Advancement of Science-AAAS (1993). Benchmarks for science literacy. New York: Oxford University Press.
  • Bell, R., Abd-El-Khalick, F., Lederman, N. G., McComas, W. F., & Matthews, M. R. (2001). The nature of science and science education: A bibliography. Science and Education, 10 (1-2), 187-204.
  • Bybee, R. (2001). Teaching about evolution: Old controversy, new challenges. BioScience, 51(4), 309-312.
  • BouJaoude, S. (1996).Why an issue on science education? (Editorial). Scie-Quest, 6 (1), 4-5.
  • Briggs, M.W. (2006, July). Teaching Chemical Equilibrium using a Macro Level Analogy. The 19 th Biennial Conference on Chemical Education. 309-312.
  • DeBoer, G. E. (1991). A history of ideas in science education. New York: Teachers College Press.
  • Dogan, N., & Abd-El-Khalick, F. (2008). Turkish grade 10 students' and science teachers' conceptions of nature of science: A national study. Journal of Research in Science Teaching, 45(10), 1083–1112.
  • Doğan Bora, N. (2005).Türkiye Genelinde Ortaöğretim Fen Branşı Öğretmen ve Öğrencilerinin Bilimin Doğası Üzerine Görüşlerinin Araştırılması (Yayımlanmamış Doktora Tezi), Gazi Üniversitesi, Ankara.
  • Eick, C. J. (2000). Inquiry, nature of science, and evolution: The need for a more complex pedagogical content knowledge in science teaching. Electronic Journal of Science Education, 4. Retrieved April 10, 2010 from http://unr.edu/homepage/crowther/ejse/eick.html.
  • Erdoğan M. N.,& Köseoğlu F. (2012). Ortaöğretim fizik, kimya ve biyoloji dersi öğretim programlarinin bilimsel okuryazarlik temalari yönünden analizi. Kuram ve Uygulamada Eğitim Bilimleri Dergisi, 12(4), 2889-2904.
  • Erdoğan M. N. (2011). Açık-Düşündürücü Öğretim Dizini ile Bilimin Doğası Odaklı Fen İçeriği Öğretiminin Lise Öğrencilerinin Bilimin Doğası Anlayışlarına Etkisi (Yayımlanmamış Doktora Tezi), Gazi Üniversitesi, Ankara.
  • Irez, S. (2008). Nature of science as depicted in Turkish biology textbooks. Science Education, 93 (3), 422-447.
  • Jenkins, E. W. (1994). Public understanding of science and science education for action. Journal of Curriculum Studies, 26, 601–611.
  • Khishfe, R., & Abd-El-Khalick, F. (2002). The influence of explicit and reflective versus implicit inquiry-oriented instruction on sixth graders’ views of nature of science. Journal of Research in Science Teaching, 39(7), 551-578.
  • Khishfe, R., & Lederman, N. (2006). Teaching nature of science within a controversial topic: Integrated versus nonintegrated. Journal of Research in Science Teaching, 43(4), 395.
  • Klopfer, L., & Cooley, W. (1963). The history of science cases for high schools in the development of students understanding of science and scientists. Journal of Research in Science Teaching, 1(1), 33-47.
  • Köseoğlu, F., Tümay H., Budak E., (2008). Bilimin doğası hakkında paradigma değişimleri ve öğretimi ile ilgili uygulamalar. GÜ, Gazi Eğitim Fakültesi Dergisi, 28(2), 221-237.
  • Köseoğlu, F.,Tümay H., Üstün U., (2010). Bilimin doğası öğretimi mesleki gelişim paketinin geliştirilmesi ve öğretmen adaylarına uygulanması ile ilgili tartışmalar. Ahi Evran Ün., Kırşehir Eğitim Fak. Dergisi, 11 (4), 129-162.
  • Lederman, N.G. (1992) Students' and teachers' conceptions of the nature of science: a review of the research. Journal of Research in Science Teaching, 29(4), 331-359.
  • Lederman, N. G., Schwartz, R. S., Abd-El-Khalick, F., & Bell, R. L. (2001). Preservice Teachers’ Understanding and Teaching of the Nature of Science: An Intervention Study. The Canadian Journal of Science, Mathematics, and Technology Education, 1(2), 135-160.
  • Lederman, N. G., Abd-El-Khalick, F., (2000) Avoiding De-Natured Science: Activities That Promote Understandings of the Nature of Science. W. McComas (Ed), The nature of science in science education (pp.83-126). Netherlands: Kluwer.
  • Lederman, N. G., Abd-El-Khalick, F., Bell, R. L., & Schwartz, R. S. (2002). Views of nature of science questionnaire (VNOS): Toward valid and meaningful assessment of learners’ conceptions of nature of science. Journal of Research in Science Teaching, 39(6), 497-521.
  • Lederman, N. G. (2007). Nature of science: Past, present, and future. In Abell, S. & Lederman, N. (Eds.) Handbook of Research on Science Education. Mahwah, New Jersey: Lawrence Erlbaum Associates, Publishers.
  • McComas, W. F. (1998). The principal elements of the nature of science: Dispelling the myths of science. In W. F. McComas (Ed.) The Nature of Science in Science Education: Rationales and Strategies. Kluwer (Springer) Academic Publishers, 53-70.
  • McComas, W. F., & Olson, J. K. (1998). International science education standards documents (41-52). In McComas (Ed.) The Nature of Science in Science Education: Rationales and Strategies. The Netherlands: Kluwer Academic Publishers.
  • MEB (2004). İlköğretim Fen ve Teknoloji dersi, 4-8 sınıflar öğretim pogramı. Ankara: TTKB.
  • MEB (2007) Ortaöğretim Fizik, Kimya, Biyoloji, Astronomi, eoloji dersi öğretim programı. Ankara: TTKB.
  • MEB (2013). Ortaöğretim Kimya Dersi (9,10,11 ve 12. sınıflar) öğretim programı. Ankara: TTKB.
  • Meichtry, Y.J. (1992). Influencing student understanding of the nature of science: Data from a case of curriculum development. Journal of Research in Science Teaching, 29, 389-407.
  • Merriam, S. (1998). Qualitative research and case study applications in education. San Francisco, CA: Jossey Bass, Inc.
  • Nickels, M. N., Nelson, C. E., & Beard, J. 1996. Better biology teaching by emphasizing evolution and the nature of science. The American Biology Teacher, 58, 332-336.
  • Osborne, J., & Collins, S. (2003). What 'Ideas-about-Science' Should be Taught in School Science? A Delphi Study of the Expert Community. Journal of Research in Science Teaching, 40, 692-720.
  • Scharmann, L. C., Smith, M. U., James, M. C., & Jensen, M. (2005). Explicit reflective nature of science instruction: Evolution, intelligent design, and umbrellaology. Journal of Science Teacher Education, 16, 27–41.
  • Schwartz, R. S., Lederman, N. G., & Crawford, B. (2004). Developing views about nature of science in authentic contexts: An explicit approach to bridging the gap between nature of science and scientific inquiry. Science Education, 88(4), 610-645.
  • Solomon, J., Duveen, J., Scot, L., & McCarthy, S. (1992). Teaching about the nature of science through history: Action research in the classroom. Journal of Research in Science Teaching, 29(4), 409-421.
  • Strauss, A.L., & J. Corbin, (1998). Basics of qualitative research: Techniques and procedures for developing grounded theory (2nd ed.). London: Sage.
  • Sunar S., & Geban, Ö. (2011). Turkish pre-service science teachers’ views on science-technology-society issues. Eurasian Journal of Physics and Chemistry Education, January (Special Issue), 9-24.
  • Wellington, J. (2000). Educational research, contemporary issues and practical approaches. London: Continuum.
  • Yalvaç, B., & Crawford, B. A. (2002). Eliciting prospective science teachers’ conceptions of the nature of science in Middle East Technical University (METU). Annual International Conference of the Association for the Education of Teachers in Science.
  • Yıldırım, A., & Şimşek, H. (1999). Sosyal bilimlerde nitel arastırma yöntemleri. Ankara: Seçkin Yayınevi.
Toplam 47 adet kaynakça vardır.

Ayrıntılar

Birincil Dil Türkçe
Bölüm Makaleler
Yazarlar

Melek Nur Erdoğan

Fitnat Köseoğlu

Yayımlanma Tarihi 27 Nisan 2015
Gönderilme Tarihi 3 Eylül 2014
Yayımlandığı Sayı Yıl 2015 Cilt: 11 Sayı: 2

Kaynak Göster

APA Erdoğan, M. N., & Köseoğlu, F. (2015). Explicit-reflective instruction of nature of science as embedded within the chemical equilibrium / Kimyasal denge konusuna entegre edilmiş açık-düşündürücü yaklaşımla bilimin doğası öğretimi. Eğitimde Kuram Ve Uygulama, 11(2), 717-741. https://doi.org/10.17244/eku.10274
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