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Ders kitapları öğretimde önemli ve sık kullanılan bir materyaldir. Bu araştırmada ders kitabı olarak 2019-2020 eğitim-öğretim yılında okutulan ve EBA'da verilen 7. sınıf fen bilimleri kitaplarında yer alan Kuvvet ve Enerji ünitesinin bilimin doğasıyla ilgili temaları içermesi bakımından incelenmesi amaçlanmıştır. Analitik araştırma yöntemlerinden doküman analizi yöntemi araştırmada uygulanmıştır. Araştırmada Niaz ve Maza (2011) tarafından verilen dokuz bilimin doğası teması dikkate alınarak hazırlanan rubrik ile veriler toplanmıştır. İncelenen kitaplarda Kuvvet ve Enerji ünitesinde bilimin doğası temalarının yeterli düzeyde temsil edilmedikleri belirlenmiştir. En fazla değinilen tema gözlemlerin teori yüklü olduğu ve bilimsel bilginin deney gözlem ve akıl yürütmeye dayalı olduğu temalarıdır. Bilimde teorilerin yeri, bilimsel yöntem, yasa ve teorilerin farkı temalarına iki kitapta da hiç değinilmediği tespit edilmiştir. İncelenen iki kitabın bilimin doğasını öğretimini dolaylı olarak desteklediği sonucuna varılmıştır.Fen bilimleri ders kitaplarının diğer ünitelerinin de bilimin doğası temalarını kapsaması bakımından incelenmesi ve fen ders kitabı yazımında bu temalara daha fazla vurgu yapılması önerilmiştir.
Teaching books are an important and frequently used material in teaching. This study aims to study the Power and Energy Unit, which is included in the 7th class science books, which was taught as a curriculum in the 2019-2020 educational year and provided by the EBA, in terms of the subject matter related to the nature of science. The method of document analysis from analytical research methods has been applied in the research. In the study, the data were collected with the rubric prepared taking into account the theme of the nature of the nine sciences given by Niaz and Maza (2011). In the books reviewed, it has been determined that the nature of the subjects of science are not represented adequately in the Power and Energy Unit. The topics most referred to are the topics where observations are theoretically loaded and where scientific knowledge is based on experimental observations and mindfulness. The place of the theories in science, the scientific method, the differential themes of law and theories have been found not mentioned in both books. The two books reviewed have come to the conclusion that the nature of science is indirectly supported by teaching.The other units of science curricula are also recommended to be studied in terms of covering the nature of science subjects and more emphasis on these subjects in the writing of the science curriculum.
Textbooks are an important and frequently used material in teaching. In this study, it is aimed to examine the nature of science themes of the Force and Energy unit in the 7th grade science books given in EBA which are taught as a 2019-2020 education-training textbook. Document analysis method, one of the Analytical Research methods, was applied in the research.In the research, the data were collected with the rubric prepared by taking into account the nine nature of science theme given by Niaz and Maza (2011). It was determined that the nature of science themes in the Force and Energy unit were not sufficiently represented in the reviewed books.. The most emphasized themes are that "observations are theory-laden" and "scientific knowledge is based on experimental observation and reasoning". It has been determined that the place of theories in science, scientific method, and the difference of laws and theories are not mentioned in either of the books. It was concluded that the two books examined indirectly support teaching the nature of science. It was suggested that more emphasis should be placed on these themes in science textbook writing since other titles of science textbooks also cover the nature of science themes.
Alan : Eğitim Bilimleri
Dergi Türü : Ulusal
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