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Bilgi toplumunun inşasında önemli katkılar sağlayan bilim merkezleri, 1960-70’lerde yaygınlaşmaya başlamıştır. Bilim merkezleri, çocuk, genç ve yetişkinlere yönelik sergiler ve uygulamalarla toplumun tüm kesimlerine bilimi sevdirmeyi amaclar. Diğer taraftan bilimsel ve teknolojik gelişmeleri yakından takip ederek Dünya ile entegre bir toplum oluşmasına önemli katkılar sunar. Bilim merkezleri öğrenciler için etkili bir okul dışı öğrenme ortamı oluşturuken, öğretmenler için de hem öğretme becerilerinin artmasına hem de öğretme motivasyonlarının yükselmesine yardımcı olur. Bilim merkezleri öğretmen ve öğrencilerle birlikte yetişkinleri de bilgi toplumları için önemli olan hayat boyu öğrenme kavramıyla tanıştırma işlevini de gerçekleştirir. Nitel yöntemin tercih edildiği ve ilgili literatürden elde edilen verilerin değerlendirildiği bu çalışma, bilim-toplum ilişkileri bağlamında, bilgi toplumu olma sürecinde 1900’lü yıllardan itibaren gelişmeye başlayan bilim (teknoloji) merkezlerinin bu süreçteki etkilerini çeşitli boyutlarıyla değerlendirmeyi amaçlamaktadır. Bu çerçevede bilim merkezlerinin Dünya’da ve Türkiye’de tarihsel gelişimi, sınıflandırılması, bilim toplum ilişkilerine katkıları, bilim merkezlerinin informal eğitim alanındaki yansımaları ve yapılan akademik çalışmalarda elde edilen bireysel, toplumsal etkileri ortaya koymaktır. Bilgi toplumunda bilim-toplum ilişkilerinin düzenlenmesi ve sürdürülmesi bağlamında, bilim merkezlerine olan talebi de artırmıştır. Her yaştan ve her meslekten ziyaretçilerin çeşitli amaçlarla ziyaret ettikleri bu merkezler, giderek farklı alanları kapsayan tematik ve etkileşimli merkezler olarak cazibe merkezleri olmaya devam etmektedir.
Scientific centers that made significant contribution to the construction of the information society began to spread in the 1960-70s. Scientific centers, with exhibitions and practices for children, youth and adults, aim to love science to all sections of society. On the other hand, by closely monitoring the scientific and technological developments, it contributes significantly to the formation of an integrated society with the Earth. Scientific centers create an effective non-school learning environment for students, helping teachers to improve both their teaching skills and increase their teaching motivations. Scientific centers, along with teachers and students, also perform the function of introducing adults to the concept of lifelong learning, which is important for the information communities. This study, where the quality method is preferred and the data obtained from the relevant literature is evaluated, aims to evaluate the impact of the scientific (technological) centers in this process in the context of the scientific-society relations, which began to develop from the 1900s in the process of becoming the information society in various dimensions. In this framework, the scientific centers in the world and in Turkey are to reveal the historic development, classification, contribution to the scientific society relations, the reflections of the scientific centers in the field of informal education and the individual, social effects achieved in the academic studies carried out. In the context of the organization and maintenance of scientific-society relations in the information society, the demand for scientific centers has also increased. These centers, which visitors from all ages and professions visit for various purposes, continue to become attractions as thematic and interactive centers that cover increasingly different areas.
Science centers which make significant contributions to the construction of information society began to become widespread in 1960-1970s. Science centers aims to popularize science for all segments of society through exhibitions and practices aimed at children, youth and adults. On the other hand, they make significant contributions to the formation of a society which is integrated with the world by closely following scientific and technological developments. While science centers create an effective out-of-school environment for students, they help to promote both teachers? teaching skills and their motivation to teach. They also fulfill the function of introducing teachers and students to the concept of lifelong learning which is important for information society. This study, in which the qualitative method is preferred and the data obtained from the relevant literature is evaluated, aims to evaluate the impacts of science (technology) centers in the process of becoming an information society in the context of science-society relations since the 1900s. In this context, this study aims to reveal the scientific centers of historical development in the world and in Turkey, classification, science-society relationship to the contribution of science centers obtained in the reflection and the results of the academic studies on informal education in terms of individual and social impacts. In the context of organizing and maintaining science-society relations in the information society, the demand for science centers has increased. These centers, which are visited by visitors of all ages and professions for a variety of purposes, continue to be centers of attraction as thematic and interactive centers, increasingly covering different areas.
Field : Eğitim Bilimleri; Hukuk; İlahiyat; Sosyal, Beşeri ve İdari Bilimler
Journal Type : Uluslararası
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