Özet:

This study aims to determine the level of knowledge of the teachers of sciences towards the scientists and to compare the nature of science in the context of the influence of the social and cultural environment from the point of view of domestic and foreign scientists. In the 2018/2019 semester, the data were collected through a standardized survey in the scanning work conducted with 143 teachers working in a province in the Anatolian Region. In data analysis, the data categorized with the help of the "Fundamental Measures for the Identification of the Scientific Human" list, prepared according to research questions, and the "Recognition of the Scientific Human" section, were imagically processed. According to the findings of the study, 90 of the 99 different names that participants expressed were scientists (22 indigenous, 68 foreign). Most of the answers given to both domestic and foreign scientists include insufficient knowledge about the fields of scientists, their contribution to science and the historical period in which they live. Even though the name is expressed, the number of units that contain information in these dimensions is quite large. In this regard, the highlight is the information about the historical period in which scientists have lived. The average of unresponsive units to the indigenous scientists expressed in these dimensions is about 92% within themselves. The number of foreigners is 47.3%. It is seen that the names of the scientists expressed and knowledgeable at a certain level are mostly foreign names in the license and pre-curriculum books or in popular science. Therefore, starting from the findings, a basic suggestion can be made on the view that local history, which is an important element determining culture for the understanding of the sociocultral nature of science, should be taken into account. This proposal is to emphasize the course integration of science history in both universal and cultural terms in the bachelor's and previously used science curricula books.

Özet:

In this study, it is aimed to determine the knowledge levels of science teachers for scientists and to compare them in terms of native-foreign scientists in the context of the Socio-cultural Nature of Science. The sample of the study consisted of 143 (72 males, 81 females) science teachers working in a province in Central Anatolia in the spring semester of 2018/2019. The study was designed according to the survey method was used in the study, which is one of the most commonly used methods to determine an existing situation.  The data were collected utilizing a standardized questionnaire, which was formed by taking into consideration the preparation steps proposed in the literature. In the data analysis, the data were categorized and descriptively processed with the help of ‘Basic Criteria for Determination of Scientists' list and the rubric of ‘Recognition of Scientist', which were prepared based on the research questions. According to the findings; 90 (22 domestic, 68 foreign) of 99 different names received from the participants are scientists. Also, although the names are expressed, there is a large number of units that do not contain information on these dimensions. The number of unanswered units about the historical period in which native scientists lived is greater. According to a small number of indigenous scientists, the unanswered units are approximately 92% and 47.34% of foreigners. On the other hand, most of the answers given to both domestic and foreign scientists contain insufficient information on the fields of scientists, their contributions to science and the historical period in which they live. The most frequently expressed, known and recognized scientists are foreign names found in textbooks or popular science.

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