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Bu araştırmada, açık-düşündürücü yaklaşıma dayalı konu alanı ile ilişkili bilimin doğası etkinliklerinin ortaokul 6. sınıf öğrencilerinin bilimin doğası görüşlerine etkisini incelemek amaçlanmıştır. Çalışma grubunu İstanbul’da bir devlet okulunda öğrenim gören 50 öğrencinin oluşturduğu bu araştırmada, ön-test son-test kontrol gruplu desen kullanılmıştır. “Vücudumuzdaki Sistemler” ünitesinde bilimin doğası öğretimi deney grubuna Yalaki (2016) tarafından geliştirilen etkinlikler ile açık-düşündürücü yaklaşımla, kontrol grubuna ise öğretim programının önerdiği yöntem ve teknikler kullanılarak dolaylı biçimde gerçekleştirilmiştir. Araştırma verileri VNOS-D+ formu kullanılarak toplanmıştır. Araştırma verilerinin analizi iki aşamada gerçekleştirilmiştir. Birinci aşamada veriler içerik analizi ile incelenmiş, ikinci aşamada ise öğrenci yanıtları Yalaki ve Çakmakçı (2011) tarafından geliştirilen dereceli puanlama anahtarı ile 3 kategoriye ayrılarak puanlanmıştır. Elde edilen puanlar istatistiksel analizde kullanılmıştır. Araştırma sonuçları etkinliklerin 6. sınıf öğrencilerinin bilimin doğası görüşlerinde anlamlı bir değişim oluşturmadığını göstermiştir. Etkinlikler bilimin ampirik doğası, bilimin subjektif doğası ve bilimin yaratıcı doğasında bir değişiklik oluşturmazken, bilimin değişken doğasında anlamlı bir değişim sağlamıştır. Ayrıca içerik analizi ile öğrencilerin bilim algılarına, bilimdeki değişime ilişkin düşüncelerine ve bilimin nesnelleğine ilişkin fikirlerine yönelik çeşitli sonuçlar elde edilmiştir. Araştırmadan elde edilen sonuçlar alanyazındaki çalışmalarla ilişkilendirilerek tartışılmış ve gelecekteki araştırmacılara öneriler sunulmuştur.
The aim of this research is to examine the effect of nature of science activities related science content based on explicit-reflective approach on 6th grade students. The study group consisted of 50 students studying in a public school in Istanbul. In this research pretest-posttest control group experimental design has been used. In the "Systems in our Body" unit, the teaching nature of science was carried out indirectly through the activities developed by Yalaki (2016) for the experimental group, using the explicit-reflective approach and for the control group using the methods and techniques suggested by the teaching program. The data were collected through the VNOS-D+ questionnaire. The analysis of the research data was carried out in two stages. In the first stage, the data were analyzed by content analysis. In the second stage, student responses were scored by dividing into 3 categories by a rubric developed by Yalaki and Çakmakçı (2011). The scores obtained were used for statistical analysis to clarify the level of meaningful of the change in the students' views on nature of the science. The findings of this research reveals that the explicit-reflective approach does not make a significant difference in the 6th grade students' views on the nature of science. The instruction has provided meaningful difference in the tentative nature of science, while it does not make any change in the subjective, creative and empirical nature of science. In addition, through content analysis, various results have been obtained for students’ ideas on science perceptions, on thinking about change in the future, and on the objectivity of science. The results obtained from the research have been discussed in correlate to the literature and some suggestions have been presented for future researchers.
The aim of this research is to examine the effect of nature of science activities related science content based on explicit-reflective approach on 6th grade students. The study group consisted of 50 students studying in a public school in İstanbul. In this research pretest-posttest control group experimental design has been used. In the "Systems in our Body" unit, the teaching nature of science was carried out indirectly through the activities developed by Yalaki (2016) for the experimental group, using the explicit-reflective approach and for the control group using the methods and techniques suggested by the teaching program. The data were collected through the VNOS-D+ questionnaire. Analysis of the research data was carried out in two stages. In the first stage, the data were analyzed by content analysis. In the second stage, student responses were scored by dividing into 3 categories by a rubric developed by Yalaki and Çakmakçı (2011). The scores obtained were used for statistical analysis to clarify the level of meaningful of the change in the students’ views on nature of the science. The findings of this research reveal that the explicit-reflective approach does not make a significant difference in the 6th grade students' views on the nature of science. The instruction has provided meaningful difference in the tentative nature of science, while it does not make any change in the subjective, creative and empirical nature of science. In addition, through content analysis, various results have been obtained for students' ideas on science perceptions, on thinking about change in the future, and on the objectivity of science. The results obtained from the research have been discussed in correlate to the literature and some suggestions have been presented for future researchers.
Field : Eğitim Bilimleri
Journal Type : Uluslararası
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