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Son yıllarda yaşanan gelişmeler bilim ve bilimsel bilgiye verilen önemin artmasına neden olmuş, ilköğretim müfredatında klasik eğitim anlayışından uzaklaşılarak bilimsel bilginin önemi üzerine odaklanılmıştır. Farklı alanlarda yaşanan gelişmelerin toplumları oldukça etkilediği bu dönemde, sürece uyum sağlayabilmek amacıyla, bilimsel okuryazarlık üzerine yapılan vurgu artmış; bu bağlamda fen dersleri temel odak noktası haline gelmiştir. Araştırmada, fen bilgisi öğretmen adaylarının aktivite temelli bilimin doğası öğretimine yönelik görüşlerinin ve bu öğretimin bilimsel tutum ve süreç becerilerine olan etkisinin belirlenmesi amaçlanmıştır. Araştırma 2008–2009 eğitim-öğretim yılı güz döneminde, İstanbul’da bulunan büyük ölçekli bir üniversitenin, ilköğretim bölümü fen bilgisi öğretmenliği ABD birinci sınıfında öğrenim görmekte olan 22 öğretmen adayının katılımıyla gerçekleştirilmiştir. Araştırmada tek grup ön test-son test deneme modeli kullanılmıştır (Büyüköztürk ve diğ., 2009). Araştırma bizzat araştırmacının katılımıyla birlikte yürütülmüş ve sekiz hafta sürmüştür. Araştırmada işlenen derslerin temelini doğrudan öğretim yaklaşımına göre tasarlanmış aktiviteler oluşturmaktadır. Araştırma verileri 36 sorudan oluşan “bilimsel süreç becerileri” ölçeği; 40 sorudan oluşan “bilimsel tutum ölçeği” ve görüşme soruları kullanılarak toplanmıştır. Araştırma verileri SPSS programında “eşleştirilmiş iki grup testi” (paired sample t-test), betimsel istatistik tekniği ve içerik analizi kullanılarak değerlendirilmiştir. Araştırmadan elde edilen sonuçlar, aktivite temelli bilimin doğası öğretiminin, bilimsel süreç becerilerinin gelişimi açısından olumlu katkı sağladığını ortaya koymaktadır. Araştırmada öğretmen adaylarının bilimsel tutumları “iyi” seviyede olmasına karşın, her iki grupta yer alan öğretmen adaylarının bilimsel tutumlarının ön ve son test açısından anlamlı bir farklılık göstermediği tespit edilmiştir. Araştırmada bilimin doğası öğretimine ilişkin görüşler incelendiğinde ise öğretmen adaylarının, bilimin doğası öğretimine ilişkin genellikle olumlu açıklamalarda bulundukları görülmektedir.
The developments in recent years have led to an increase in the importance given to science and scientific knowledge, with the focus on the importance of scientific knowledge by removing from the classical understanding of education in primary education. In this period where the developments in different fields have greatly affected the societies, the emphasis on scientific literature has increased in order to be able to adapt to the process; in this context, the courses of science have become the main focus. The study aims to identify the views of teachers candidates on the teaching of the activity-based nature of science and the impact of this teaching on the scientific attitude and process skills. The research was carried out in the 2008-2009 educational year, with the participation of a large-scale university located in Istanbul, the Department of Primary Education Science Knowledge Teaching in the U.S. first-class study of 22 teachers candidates. In the study, a single group of pre-test-final test test models were used (Büyüköztürk and others, 2009). The research was carried out with the participation of the researcher and lasted eight weeks. The foundation of the courses processed in the research is the activities designed directly according to the teaching approach. The research data was collected using the scale of "scientific process skills" consisting of 36 questions; the scale of "scientific attitude" consisting of 40 questions and the interview questions. The research data was evaluated in the SPSS program using the "paired sample t-test", visual statistical technique and content analysis. The findings from the research show that the nature of activity-based science teaching has contributed positively to the development of scientific process skills. Although the scientific attitudes of the teacher candidates are at a "good" level, the study found that the scientific attitudes of the teacher candidates in both groups did not make a significant difference in terms of the prior and final test. When the research examines the views on the teaching of the nature of science, the teaching candidates often have positive statements on the teaching of the nature of science.
Science and scientific knowledge has gained big momentum for the last decades. This enables many countries to focus on scientific knowledge, moving away from outmoded educational approaches in primary educational curricula. In the contemporary world, in which scientific literacy really matters, science classes have finally started to attract the attention it deserves. The study aims at detecting the beliefs of science teacher candidates on teaching of the nature of activity-based science and the effects of such teaching on their scientific attitudes and process skills. The study was held on 22 teacher candidates who were taught in the science teaching department for primary schools of a big-scaled university in the Turkish city of Istanbul during the first semester of 2008-2009 schooling year. In the study, pre-test and post-test assessment model with single group was used (Büyüköztürk et al, 2009). The study had directly been made by the researchers for eight weeks in total. The classes in the scope of the study were constructed on the basis of direct teaching activities. Data of the study were collected by means of a ‘scientific process skills’ scale with 36 questions, a ‘scientific attitude scale’ with 40 questions, and a series of interviews with the teacher candidates. Findings of the study were assessed by using a paired sample t-test on SPSS program, qualitative statistical techniques and content analyses. Results of the study showed that teaching of the nature of activity-based science affected on scientific process skills in a positive manner. It was also found that there was no significant difference between the scientific attitudes of the teacher candidates from each group upon their pre-tests and post-tests although all of the teacher candidates’ scientific attitudes were ‘good.’ When the views of the candidates were analyzed on nature of science, it was seen that their explanations on teaching nature of science were positive in general.
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