Popüler Bilim Kitapları Etkili Bir Öğretim Aracı Olarak Kullanılabilir Mi?

Barış Eroğlu; Halil İbrahim Sağlam

doi:10.30703/cije.634928

Research Article

Popüler Bilim Kitapları Etkili Bir Öğretim Aracı Olarak Kullanılabilir Mi?

Year 2020, Volume: 9 Issue: 3, 656 - 678, 21.09.2020

Barış Eroğlu , Halil İbrahim Sağlam

https://doi.org/10.30703/cije.634928

Cited By: 3

Abstract

Araştırmanın amacı, Türkiye Bilimsel ve Teknolojik Araştırma Kurumu (TÜBİTAK) tarafından basımı gerçekleştirilen dört popüler bilim kitabının (Milyarlarca ve Milyarlarca, Olağanüstü Buluşlar, İki Kültür ve Meteor Avcısı) belirlenen bilimin doğası unsurları (Bilimsel bilginin deneysel doğası, Bilimsel bilginin sosyal ve kültürel yapı ile olan ilişkisi, Bilimsel bilginin değişebilir doğası ve Bilimsel bilgide yaratıcılık) açısından incelenmesidir. Bu inceleme sonunda ise bu kitapların bilimin doğası unsurları açısından etkili bir öğretim aracı olarak kullanılabilirlikleri değerlendirilmiştir. Araştırmada nitel paradigma hâkim olup yöntem olarak doküman incelemesinden yararlanılmıştır. Bu kapsamda araştırmaya dahil olan dört kitabın bilimin doğasına yönelik belirlenen dört temaya yönelik (bilimsel bilginin değişebilir doğası, bilimsel bilginin deneysel doğası, bilimsel bilginin sosyal ve kültürel yapı ile olan ilişkisi ve bilimsel bilgide yaratıcılık) içerik analizleri araştırmacılar tarafından gerçekleştirilmiştir. Araştırmacılar tarafından bağımsız bir şekilde Milyarlarca ve Milyarlarca isimli kitap analiz edilerek Cohen’s Kappa değerleri hesaplanarak ortak görüşe varılmıştır. Ardından bir araştırmacı tarafından diğer analizlere devam edilmiştir. Elde edilen bulgular neticesinde Milyarlarca ve Milyarlarca ile özellikle Olağanüstü Buluşlar isimli kitap, belirtilen bilimin doğasına yönelik unsurlar açısından zengin bir içerik sunarken, İki Kültür ve Meteor Avı isimli kitapların bu açıdan oldukça az bir içeriğe sahip oldukları tespit edilmiştir. Popüler bilim kaynaklarının gerek içerdiği konular ve bu içeriğin eğitimdeki yeri ve önemi, gerek temin edilebilirliği, gerek ise yazım tarzı ve kullanılabilirliği tartışılmıştır.

Keywords

Popüler bilim, Bilimin doğası, İçerik analizi, Doküman incelemesi, Öğretim aracı

Supporting Institution

Aksaray Üniversitesi Bap Koordinasyon Birimi

Project Number

2017-051

Thanks

Aksaray Üniversitesi Bap Koordinasyon Birimine sağladığı desteklerden dolayı teşekkür ederiz.

References

Abd-El-Khalick, F., Bell, R. L. ve Lederman, N. G. (1998). The nature of science and instructional practice: Making the unnatural natural. Science Education, 82, 417-437.
Afonso, A. S. ve Gilbert, J. K. (2013). The role of “popular” books in informal chemical education. International Journal of Science Education, 3(1), 77-99.
Ashall, F. (1994). Olağanüstü Buluşlar (G. Selamoğlu çev.) Ankara: TÜBİTAK.
Çakmakci, G. (2017). Using video vignettes of historical episodes for promoting pre-service teachers’ ideas about the nature of science. Science Education International, (28), 1, 7-29.
Çakmakçı, G. ve Yalaki, Y. 2012. Promoting Student Teachers’ Ideas About Nature Of Science Through Popular Media. Trondheim, Norway: STEAM/NTNU.
Ekiz, D. (2009). Bilimsel araştırma yöntemleri. Ankara: Anı Yayıncılık.
Forster, N. (1995). The analysis of company documentation. C. Cassell ve G. Symon (Eds.), Qualitative methods in organizational research: A practical guide. London: Sage.
Guerra, C. L. ve Payne, D. B. (1981). Using popular books and magazines to interest students in general Science, Journal of Reading, (24), 7, 583-586.
Halkia, K. ve Botouropoulou, I. (2005). Cultural and educational dimensions reflected in books popularizing scientific knowledge a case study: The Sky, a 19th century book popularizing astronomy, Science and Education, 14, 631-647.
Holbrook, J. ve Rannikmae, M. 2007. The nature of science education for enhancing scientific literacy. International Journal of Science Education , 29 (3), 1347-1362.
Kılıç, O. (2009). Çeviri yoluyla popüler bilim: Tübitak yayınları örneğinde Türkiye’de popüler bilim alanında çeviri yaklaşımları ve sorunları. (Yüksek lisans tezi). İstanbul Üniversitesi Sosyal Bilimler Enstitüsü Çeviribilim Anabilim Dalı Çeviri Bilim Dalı, İstanbul.
Landis, J. R. ve Koch, G. G. (1977). The measurement of observer agreement for categorical data. Biometrics, 33, 159-174.
Lederman, N. G. (1992). Students' and teachers conceptions of the nature of science: A review of the research. Journal of Research in Science Teaching , 29, 331-359.Lederman, N. G. (2007). Nature of science: Past, present, and future. s. In K. Abell, ve N. G.Lederman (Eds.), Handbook of research on science education s. 831- 880. Mahwah, New Jersey: Lawrence Erlbaum Associates, Publishers.
Lin, S-Y., Wu, M-T., Cho, Y-I. ve Chen, H-H. (2015). The effectiveness of a popular science promotion program on nanotechnology for elementary school students in I-Lan City. Research in Science & Technological Education, 33(1), 22-37.
Majetic, C. ve Pellegrino, C. (2014). When science and information literacy meet: an approach to exploring the sources of science news with non-science majors. College teaching, 62(3), 107-112.
McComas, W. F. (2002). The principal elements of the nature of science: Dispelling the myths. In W. F. McComas (Ed), The nature of science in science education. Rationales and strategies s.53-70. Dordrehct: Kluwer Academic Publishers.
McComas, W. F., Clough, M. ve Almazroa, H. (2002). The role and character of the nature of science in science education. In W. F. McComas (Ed.), The nature of science in science education. Rationales and strategies s.3-40. Dordrecht: Kluwer Academic Publishers.
National Science Teachers Association (NSTA). (1982). Science-technology-society: Science education for the 1980s. (An NSTA position statement). Washington, DC: NSTA.
Parkinson, J. ve Adendorff, R. (2004). The use of popular science articles in teaching scientific literacy. English for Specific Purposes, 23, 379-396.
Pelger, S. ve Nilsson, P. (2016). Popular science writing to support students’ learning of science and scientific literacy. Research in Science Education, 46, 439-456.
Price, C. A., Gean, K. ve Barnes, H. (2015). The effect of live interpretation with tether on attitudes and learning of children in the mythbusters exhibit. Journal of Museum Education, 40:2, 195-206.
Sagan, C. (1997). Milyarlarca ve Milyarlarca (F. Baytok çev.) Ankara: TÜBİTAK.
Simon, U. K., Steindl, H., Larcher, N., Kulac, H. ve Hotter, A. (2016). Young science journalism: writing popular science articles may contribute to an increase of high school students’ interest in the natural sciences. International Journal of Science Education, 38,(5), 814-841.
Singh, V. (2011). Using NASA science news articles to enhance learning in the classroom. The Physics Teacher, 49, 482.
Snow, C. P. (1993). İki Kültür (T. Birkan çev.) Ankara: TÜBİTAK.
Talim ve Terbiye Kurulu Başkanlığı [TTKB, 2018]. İlköğretim Kurumları (İlkokullar ve Ortaokullar) Fen Bilimleri Dersi (3, 4, 5, 6, 7 ve 8. Sınıflar) Öğretim Programı. Ankara: MEB.
Velentzas, A. ve Halkia, K. (2007). Thought experiments in the theory of relativity and in quantum mechanics: Their presence in textbooks and in popular science books, Science ve Education, 16, 353-370.
Verne, J. (1986). Meteor Avı (Ö. Aydın çev.) Ankara: TÜBİTAK.
Watermeyer, R. (2013). The presentation of science in everyday life: the science Show. Cultural Studies of Science Education, 8, 737-751.
Whitley, R. (1985). Knowledge producers and knowledge acquire Popularisation as a relation between scientific fields and their publics”, Expository Science: Forms and Functions of popularisation, (T. Shinn ve Richard Whitley Ed.). (s.3-28). New York: Springer.
Yıldırım, A. ve Şimşek, H. (2006). Sosyal bilimlerde nitel araştırma yöntemleri (5. Baskı). Ankara: Seçkin Yayıncılık.

Can Popular Science Books Be Used as an Effective Teaching Tool?

Year 2020, Volume: 9 Issue: 3, 656 - 678, 21.09.2020

Barış Eroğlu , Halil İbrahim Sağlam

https://doi.org/10.30703/cije.634928

Cited By: 3

Abstract

The purpose of this research is to investigate the four popular science books (Billions and Billions, Remarkable Discoveries!, The Two Cultures, and The Chase of the Golden Meteor) pressed by The Scientific and Technological Research Council of Turkey (TUBİTAK) in terms of the determined nature of science (NOS) aspects (Experimental nature of the scientific knowledge, Cultural and social embeddedness in scientific knowledge, The tentativeness of scientific knowledge, and Creativity in scientific knowledge). At the end of the investigation, it was assessed whether these books can be used as an effective teaching tool in terms of the NOS or not. Qualitative paradigm dominated this research and document analysis was used as a method. In this context, researchers made a content analysis of these four books involved in this research according to determined four NOS aspects (tentativeness of scientific knowledge, empirical nature of scientific knowledge, the social and cultural embeddedness of scientific knowledge, and the creativity in scientific knowledge). The researchers analyzed independently the book Billions and Billions for interrater reliability, calculated Kappa scores, and consensus settled. After that one researcher continued the content analysis process for other books. According to research results, the books named Billions and Billions and especially Remarkable Discoveries presents a richer content for the determined NOS aspects than, Two Cultures and The Chase of the Golden Meteor. The topics covered by popular science resources and the place and importance of this content in education, its availability, its writing style and usability were discussed.

Keywords

Project Number

2017-051

References

Abd-El-Khalick, F., Bell, R. L. ve Lederman, N. G. (1998). The nature of science and instructional practice: Making the unnatural natural. Science Education, 82, 417-437.
Afonso, A. S. ve Gilbert, J. K. (2013). The role of “popular” books in informal chemical education. International Journal of Science Education, 3(1), 77-99.
Ashall, F. (1994). Olağanüstü Buluşlar (G. Selamoğlu çev.) Ankara: TÜBİTAK.
Çakmakci, G. (2017). Using video vignettes of historical episodes for promoting pre-service teachers’ ideas about the nature of science. Science Education International, (28), 1, 7-29.
Çakmakçı, G. ve Yalaki, Y. 2012. Promoting Student Teachers’ Ideas About Nature Of Science Through Popular Media. Trondheim, Norway: STEAM/NTNU.
Ekiz, D. (2009). Bilimsel araştırma yöntemleri. Ankara: Anı Yayıncılık.
Forster, N. (1995). The analysis of company documentation. C. Cassell ve G. Symon (Eds.), Qualitative methods in organizational research: A practical guide. London: Sage.
Guerra, C. L. ve Payne, D. B. (1981). Using popular books and magazines to interest students in general Science, Journal of Reading, (24), 7, 583-586.
Halkia, K. ve Botouropoulou, I. (2005). Cultural and educational dimensions reflected in books popularizing scientific knowledge a case study: The Sky, a 19th century book popularizing astronomy, Science and Education, 14, 631-647.
Holbrook, J. ve Rannikmae, M. 2007. The nature of science education for enhancing scientific literacy. International Journal of Science Education , 29 (3), 1347-1362.
Kılıç, O. (2009). Çeviri yoluyla popüler bilim: Tübitak yayınları örneğinde Türkiye’de popüler bilim alanında çeviri yaklaşımları ve sorunları. (Yüksek lisans tezi). İstanbul Üniversitesi Sosyal Bilimler Enstitüsü Çeviribilim Anabilim Dalı Çeviri Bilim Dalı, İstanbul.
Landis, J. R. ve Koch, G. G. (1977). The measurement of observer agreement for categorical data. Biometrics, 33, 159-174.
Lederman, N. G. (1992). Students' and teachers conceptions of the nature of science: A review of the research. Journal of Research in Science Teaching , 29, 331-359.Lederman, N. G. (2007). Nature of science: Past, present, and future. s. In K. Abell, ve N. G.Lederman (Eds.), Handbook of research on science education s. 831- 880. Mahwah, New Jersey: Lawrence Erlbaum Associates, Publishers.
Lin, S-Y., Wu, M-T., Cho, Y-I. ve Chen, H-H. (2015). The effectiveness of a popular science promotion program on nanotechnology for elementary school students in I-Lan City. Research in Science & Technological Education, 33(1), 22-37.
Majetic, C. ve Pellegrino, C. (2014). When science and information literacy meet: an approach to exploring the sources of science news with non-science majors. College teaching, 62(3), 107-112.
McComas, W. F. (2002). The principal elements of the nature of science: Dispelling the myths. In W. F. McComas (Ed), The nature of science in science education. Rationales and strategies s.53-70. Dordrehct: Kluwer Academic Publishers.
McComas, W. F., Clough, M. ve Almazroa, H. (2002). The role and character of the nature of science in science education. In W. F. McComas (Ed.), The nature of science in science education. Rationales and strategies s.3-40. Dordrecht: Kluwer Academic Publishers.
National Science Teachers Association (NSTA). (1982). Science-technology-society: Science education for the 1980s. (An NSTA position statement). Washington, DC: NSTA.
Parkinson, J. ve Adendorff, R. (2004). The use of popular science articles in teaching scientific literacy. English for Specific Purposes, 23, 379-396.
Pelger, S. ve Nilsson, P. (2016). Popular science writing to support students’ learning of science and scientific literacy. Research in Science Education, 46, 439-456.
Price, C. A., Gean, K. ve Barnes, H. (2015). The effect of live interpretation with tether on attitudes and learning of children in the mythbusters exhibit. Journal of Museum Education, 40:2, 195-206.
Sagan, C. (1997). Milyarlarca ve Milyarlarca (F. Baytok çev.) Ankara: TÜBİTAK.
Simon, U. K., Steindl, H., Larcher, N., Kulac, H. ve Hotter, A. (2016). Young science journalism: writing popular science articles may contribute to an increase of high school students’ interest in the natural sciences. International Journal of Science Education, 38,(5), 814-841.
Singh, V. (2011). Using NASA science news articles to enhance learning in the classroom. The Physics Teacher, 49, 482.
Snow, C. P. (1993). İki Kültür (T. Birkan çev.) Ankara: TÜBİTAK.
Talim ve Terbiye Kurulu Başkanlığı [TTKB, 2018]. İlköğretim Kurumları (İlkokullar ve Ortaokullar) Fen Bilimleri Dersi (3, 4, 5, 6, 7 ve 8. Sınıflar) Öğretim Programı. Ankara: MEB.
Velentzas, A. ve Halkia, K. (2007). Thought experiments in the theory of relativity and in quantum mechanics: Their presence in textbooks and in popular science books, Science ve Education, 16, 353-370.
Verne, J. (1986). Meteor Avı (Ö. Aydın çev.) Ankara: TÜBİTAK.
Watermeyer, R. (2013). The presentation of science in everyday life: the science Show. Cultural Studies of Science Education, 8, 737-751.
Whitley, R. (1985). Knowledge producers and knowledge acquire Popularisation as a relation between scientific fields and their publics”, Expository Science: Forms and Functions of popularisation, (T. Shinn ve Richard Whitley Ed.). (s.3-28). New York: Springer.
Yıldırım, A. ve Şimşek, H. (2006). Sosyal bilimlerde nitel araştırma yöntemleri (5. Baskı). Ankara: Seçkin Yayıncılık.

There are 31 citations in total.

Details

Primary Language	Turkish
Journal Section	Research Article
Authors	Barış Eroğlu 0000-0002-0643-5377 Halil İbrahim Sağlam 0000-0002-5299-6730
Project Number	2017-051
Publication Date	September 21, 2020
Published in Issue	Year 2020Volume: 9 Issue: 3

Cite

APA	Eroğlu, B., & Sağlam, H. İ. (2020). Popüler Bilim Kitapları Etkili Bir Öğretim Aracı Olarak Kullanılabilir Mi?. Cumhuriyet Uluslararası Eğitim Dergisi, 9(3), 656-678. https://doi.org/10.30703/cije.634928