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Bu çalışmanın amacı, fen bilimleri dersinde kullanılan bilim tarihi uygulamalarının ortaokul öğrencilerinin epistemolojik inançlarına olan etkisini araştırmaktır. Bu amaç doğrultusunda çalışma deneysel bir çalışma olup, ön test son test kontrol gruplu yarı deneysel model kullanılmıştır. Araştırma İstanbul ili Sarıyer ilçesinde bulunan devlet okulunda öğrenim gören 46 beşinci, 36 altıncı, 60 yedinci ve 55 sekizinci sınıf öğrencilerinden olmak üzere toplam 197 ortaokul öğrencisi ile gerçekleştirilmiştir. Deney ve kontrol grupları rastgele atanmış olup deney grubunda yer alan öğrencilere bilim tarihi uygulamaları ile zenginleştirilmiş fen öğretimi, kontrol grubunda yer alan öğrencilere ise mevcut programda yer alan öğretim yöntemleri kullanılarak öğretim yapılmıştır. Veri toplama aracı olarak uygulama öncesi ve sonrasında, Epistemolojik İnanış Ölçeği uygulanmıştır. Elde edilen nicel veriler istatistiksel olarak analiz edilmiştir. Araştırma sonuçlarına göre fen bilimleri dersinde, bilim tarihi uygulamaları kullanılarak eğitim gören ortaokul öğrencilerinin epistemolojik inançlarındaki değişimler tespit edilmiştir. Araştırma kapsamında mevcut programda yer alan fen öğretim yöntemlerinin uygulandığı kontrol ve bilim tarihi uygulamalarıyla desteklenmiş fen öğretimiyle ders işleyen deney grubuna uygulanan epistemolojik inançlar ölçeğinin toplam puan ve alt boyutları olan bilginin kaynağı, bilginin gelişimi ve bilginin gerekçelendirilmesi alt boyut puanlarının ön test son test puanları arasındaki ilişki incelenmiştir. Analiz sonuçları incelendiğinde kontrol grubunun epistemolojik inançlar ölçeği toplam puanlarına ait ön test puanlarının son test puanlarına göre daha yüksek olduğu görülmektedir. Deney grubunun epistemolojik inanç ölçeğine ait ön test puanlarının son test puanlarına göre daha yüksek olduğu görülmektedir. Epistemolojik inançlar ölçeği son test puanlarının deney ve kontrol grubuna göre farklılaşıp farklılaşmadığının belirlenmesi için yapılan mann whitney u testi sonucunun etki büyüklüğü 0,071 olarak bulunmuştur. Bu durumda, epistemolojik inançlar ölçeği puanlarının deney ve kontrol grubuna göre deney grubu lehine anlamlı farklılık gösterdiği söylenebilmektedir. Deney grubu kız öğrencilerinin epistemolojik inançlar ölçeği toplam puanlarında ve bilginin gerekçelendirilmesi alt boyutlarında son test puanlarının ön test puanlarına göre daha yüksek olduğu bulunmuştur. bu sonuçlardan yola çıkarak öğrencilerin epistemolojik inançlarına olumlu katkıda bulunması amacıyla okul ders kitaplarında bilim tarihine daha çok yer verilmeli ve bilim tarihi uygulamaları ile ilgili etkinlikler ders kitaplarına eklenmelidir.
The aim of this study is to explore the impact of the scientific history practices used in the course of sciences on the epistemological beliefs of high school students. The study in this direction is a experimental study, and a semi-experimental model with the last test control group is used in the pre-test. The research was carried out with a total of 197 high school students, including 46 fifth, 36 sixth, 60 seventh and 55 eighth class students, who studied in the state school located in the province of Istanbul or Sarıyer. Experimental and control groups were randomly assigned and taught students in the experimental group with scientific history practices enriched science teaching, while students in the control group were taught using the teaching methods included in the current program. Before and after application as a data collection tool, the Epistemological Faith Measurement has been applied. The quantum data obtained was statistically analyzed. According to the research results, in the course of science sciences, changes in the epistemological beliefs of high school students who are trained using scientific history practices have been detected. In the framework of the research, the control of the methods of teaching in the current program and the scientific history applications supported by the science teaching and the experimental group applied to the epistemological beliefs scale's total points and subdimensions of the source of knowledge, the development of knowledge and the justification of knowledge the relationship between the subdimensional points of the pre-test final test points was studied. When the results of the analysis are studied, the scale of epistemological beliefs of the control group shows that the preliminary test scores of the total points are higher than the final test scores. The test group’s pre-test scores for the epistemological belief scale are higher than the last test scores. The scale of epistemological beliefs found the effect size of the man whitney u test result to determine whether the final test points differ according to the test and control group at 0.071. In this case, epistemological beliefs can be said that the scale scores differ significantly in favor of the experimental group depending on the experimental and control group. The experimental group found that the scale of epistemological beliefs of the girls students in the total scores and the reasoning of knowledge in the lower scores was higher than the last test scores in the previous test scores. In order to contribute positively to the epistemological beliefs of the students, scientific history should be more included in the school curricula and the activities related to the practices of scientific history should be added to the curricula.
The aim of this study was to investigate the effects of history of science applications used in science courses on the secondary school students’ epistemological beliefs. For this purpose, the study was designed as an experimental study and the pretest posttest control group quasi-experimental model was used. The research was carried out with 197 secondary school students 5th grade=46, 6th grade= 36, 7th grade= 60, 8th grade= 55 at a public school in Sarıyer, İstanbul. The students were randomly assigned to the experimental and control groups. While the students in the experimental group were taught science enriched with applications of history of science, the students in the control group were instructed using the teaching methods included in the current program. Before and after the application, the Epistemological Belief Scale was applied in order to collect data. The quantitative data obtained were analyzed statistically. According to the results of the research, changes in epistemological beliefs of secondary school students who were educated by using science history applications were determined in the science course. The relationship between the pre-test post-test scores of the source of the information, the development of the information and the justification of the information, which is the total score and sub-dimensions of the epistemological beliefs scale applied to the experimental group that teaches the science teaching supported by the control and science history practices in which the science teaching methods in the current program are applied within the scope of the research. It was investigated. When the analysis results are examined, it is seen that the pretest scores of the control group's total scores of epistemological beliefs scale are higher than the posttest scores. It is seen that the pretest scores of the epistemological belief scale of the experimental group are higher than the posttest scores. The effect size of the mann whitney u test result, which was made to determine whether the posttest scores of the epistemological beliefs scale differed from the experimental and control groups, was found to be 0.071. In this case, it can be said that the scores of epistemological beliefs scale differ significantly in favor of the experimental group compared to the experimental and control groups. It was found that the posttest scores of the experimental group female students were higher in the total scores of epistemological beliefs scale and in the justification of knowledge sub-dimensions compared to the pre-test scores. Based on these results, in order to contribute positively to the students' epistemological beliefs, the history of science should be included more in school textbooks and activities related to the applications of science history should be added to the textbooks
Field : Eğitim Bilimleri; Filoloji; Güzel Sanatlar; Sosyal, Beşeri ve İdari Bilimler
Journal Type : Ulusal
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