Ortaokul Fen Bilimleri Ders Kitaplarındaki Okuma Parçalarının Bilim Tarihi Kullanımı Açısından İncelenmesi
Abstract
Fen bilimleri eğitiminde bilim tarihinin kullanımının rolü ve önemi sıklıkla vurgulanmaktadır. Öğrencilere günümüzde sadece bilimsel bilgilerinin aktarılmasının yeterli olmayacağı, bu bilgilerin oluşumunda rol oynayan etmenlerin tarihsel olarak anlatımının da gerektiği genel olarak kabul edilmektedir. Bu bağlamda bilim tarihi fen eğitiminde kullanılabilecek önemli bir argüman olarak karşımıza çıkmaktadır. Bununla birlikte tüm eğitim dallarında olduğu gibi fen bilimleri öğretiminde de ders kitapları önemli bir unsurdur. Buradan hareketle bu çalışmada, ortaokul fen bilimleri ders kitaplarındaki okuma parçalarında bilim tarihinin ne kadar ve nasıl kullanıldığını araştırılmıştır. Bu amaç doğrultusunda, Milli Eğitim Bakanlığı tarafından 2016-2017 eğitim öğretim yılında ortaokullarda ders kitabı olarak okutulmakta olan dört adet ders kitabı (5-8. sınıf) incelenmiştir. Araştırma amacına uygun olarak nitel bir paradigma belirlenmiş ve doküman analizi yöntemi tercih edilmiştir. Analizlerde bilim tarihi ile ilgili okuma parçalarının kavramsal, prosedürel ve bağlamsal bilim tarihi anlayışı bakımından incelenmesini sağlayan bir puanlama anahtarı kullanılmıştır. Araştırma sonucunda ortaokul fen bilimleri ders kitaplarında kavramsal, prosedürel ve bağlamsal anlayış için bilim tarihine yer verildiği fakat bu kullanımın yeterli olmadığı gözlenmiştir.
References
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- Abd‐El‐Khalick, F., Waters, M., & Le, A. P. (2008). Representations of nature of science in high school chemistry textbooks over the past four decades. Journal of research in science teaching, 45(7), 835-855.
- Chiappetta, E. L.,Sethna, G. H., ve Fillman, D. A. (1993). Do middle school life science textbooks provide a balance of scientific literacy themes? Journal of Research in Science Teaching, 30 (7), 787-797.
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- Wang, H.A., & Marsh, D.D. (2002). Science instruction with a humanistic twist: Teachers’ perception and practice in using the history of science in their classrooms. Science & Education, 11(2), 69–189.
- Winrich, C. (2013). Physics Teacher Use of The History of Science. Unpublished doctoral dissertation for Boston University. USA.
- Yıldırım, C. (2005). Bilim Felsefesi. Ankara. Remzi Kitabevi.
- Yıldız, S. (2013). Lise biyoloji ders kitaplarında bilim tarihi kullanımının incelenmesi. (Yayınlanmamış yüksek lisans tezi). Marmara Üniversitesi Eğitim Bilimleri Enstitüsü. İstanbul.
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Year 2017,
Volume: 6 Issue: 1, 185 - 199, 01.03.2017
Abstract
Recent studies in science education approve the importance of integrating history of science
into educational settings. According to the literature, it is not enough for teachers to transfer
not only scientific knowledge, and but also to explain the factors that has a key role in the
formation of scientific knowledge. In this context, the history of science emerges as an
important teaching method and technique that can be used in science education. Textbooks,
however, are an important element in the teaching of science as well as in all branches of
education. Textbooks are always the main source of learning environments. Therefore, this
study investigated how history of science was placed in the middle school science textbooks.
For this purpose, four textbooks (5-8th grade), which were approved by the Ministry of
National Education, were examined. A qualitative paradigm was determined as appropriate
for the purpose of the research, and document analysis was chosen as the research model.
Data analysis included a scoring key to examine the reading pieces related to the history of
science in terms of conceptual, procedural and contextual history of science. As a result of the
research, middle school science textbooks’ inclusion of history of science contents is a few in
number and limited to conceptual, procedural and contextual understanding.
References
- Abd-El-Khalick, F., & Lederman, N. G. (2000). The influence of history of science courses on students’ views of nature of science. Journal of Research in Science Teaching, 37(10), 1057-1095.
- Abd‐El‐Khalick, F., Waters, M., & Le, A. P. (2008). Representations of nature of science in high school chemistry textbooks over the past four decades. Journal of research in science teaching, 45(7), 835-855.
- Chiappetta, E. L.,Sethna, G. H., ve Fillman, D. A. (1993). Do middle school life science textbooks provide a balance of scientific literacy themes? Journal of Research in Science Teaching, 30 (7), 787-797.
- Çeken, R., & Eş, H. (2013). Bilimsel araştırmalarda doküman analizi. S. Baştürk (Ed.), Bilimsel araştırma yöntemleri (327-338). Ankara: Vize Yayıncılık.
- Drakopoulou, M., Skordoulis, C., & Halkia, K. (2005). History of science in 20th c. Greek science textbooks of primary education. In Proceedings International History, Philosophy and Science Teaching Conference (p. 12).
- Erdem, A.R. (2005). Üniversitelerimizin bilim tarihimizdeki yeri. Bilim, Eğitim ve Düşünce Dergisi. Ocak 2005, Cilt 5, Sayı 1.
- Galili, I. (2008). The history of physics as a tool for teaching. In M. Vicentini & E. Sassi (Eds.), Connecting research in physics education with teacher education. International Commission on Physics Education.
- Justi, R., & Gilbert, J. (1999). A cause of a historical science teaching: use of hiybrid models. Science Education, 83(2), 163-177.
- Kılıç, F. (2010). Ortaöğretim kimya ders kitaplarında atom teorilerinin sunumunun bilim tarihi ve felsefesi açısından incelenmesi ve öğretmen görüşleri. (Yayınlanmamış Yüksek Lisans Tezi). Gazi Üniversitesi Eğitim Bilimleri Enstitüsü Kimya Eğitimi Anabilim Dalı. Ankara.
- Kindi, V. (2005). The relation of history of science to philosophy of science in the structure of scientific revolutions and kuhn's later philosophical work. Perspectives on Science, 13(4), 495-530.
- Kipnis, N. (1998). A history of science approach to the nature of science: Learning science by rediscovering it. In W. F. McComas (Ed.), The nature of science in science education: Rationales and strategies (pp. 177-196). Boston: Kluwer Academic Publishers.
- Laçin Şimşek, C., (2009). Fen ve teknoloji dersi öğretim programları ve kitapları bilim tarihinden ne kadar ve nasıl yararlanıyor? İlköğretim Online Dergisi, 8(1), 129-145.
- Matthews, M. R. (1994). Science teaching: the role of history and philosophy of science. New York: Routledge.
- Niaz, M. (1998). From cathode rays to alpha particles to quantum of action: a rational reconstruction of structure of the atom and its implications for chemistry textbooks. Science Education, 82(5), 527-552.
- Niaz, M., & Coştu, B. (2012). Presentation of origin of the covalent bond in turkish general chemistry textbooks: a history and philosophy of science perspective. Educación Química, 23(2), 257-264.
- Niaz, M., & Rodríguez, M.A. (2000). Teaching chemistry as rhetoric of conclusions or heuristic principles-A history and philosophy of science perspective. Chemistry Education Research and Practice, 1(3), 315-322.
- Philips, M.C., & Chiappetta, E.L. (2007). Do middle school science textbooks present a balanced view of the nature of science? Annual meeting of National Association for Research in Science Teaching. New Orleans, LA.
- Rieff, R., Harwood, W.S., & Phillipson, T. (2002). A scientific method based upon research scientists’ conceptions of scientific inquiry. (ERIC Document Reproduction Service No. ED 465 618). Cumhuriyet International Journal of Education-CIJE e–ISSN: 2147-1606 Vol 6 (1), 2017, 185 – 199 - 197 -
- Shortland, M., & Warvick, A. (1989). Introduction. Teaching the history of science. M. Shortland and A. Warvick (Editors), (p.1-16). Basil Blackwell: Oxford.
- Toulmin, S., & Goodfield, J. (1999). The fabric of the heavens: The development of astronomy and dynamics. Chicago: University of Chigago Press.
- Wang, H. A. (1998). Science in Historical Perspectives: A Content Analysis of the History of Science in Secondary School Physics Textbooks, Doctoral dissertation for the University of Southern California, Los Angeles, USA.
- Wang, H. A., & Cox-Petersen, A. M. (2002). A comparison of elementary, secondary and student teachers' perceptions and practices related to history of science instruction. Science & Education, 11(1), 69-81.
- Wang, H.A. (1999). A content analysis of the history of science in the national science educational standarts documents and four secondary science textbooks. Annual Meeting of the American Educational Research Association at Mondrea. Canada.
- Wang, H.A., & Marsh, D.D. (2002). Science instruction with a humanistic twist: Teachers’ perception and practice in using the history of science in their classrooms. Science & Education, 11(2), 69–189.
- Winrich, C. (2013). Physics Teacher Use of The History of Science. Unpublished doctoral dissertation for Boston University. USA.
- Yıldırım, C. (2005). Bilim Felsefesi. Ankara. Remzi Kitabevi.
- Yıldız, S. (2013). Lise biyoloji ders kitaplarında bilim tarihi kullanımının incelenmesi. (Yayınlanmamış yüksek lisans tezi). Marmara Üniversitesi Eğitim Bilimleri Enstitüsü. İstanbul.
- Yörükoğulları, E. (2013). Tarih öncesi çağlarda bilim ve teknoloji. E.Yörükoğulları ve E.İhsanoğlu (Eds) Bilim ve Teknoloji Tarihi. (2-27).Eskişehir: Anadolu Üniversitesi Yayını.
There are 28 citations in total.
Details
| Other ID | JA47DT67KE |
|---|---|
| Journal Section | Research Article |
| Authors | |
| Publication Date | March 1, 2017 |
| Published in Issue | Year 2017Volume: 6 Issue: 1 |
