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Fen Bilgisi Öğretmen Adaylarının Bilimsel Yöntem Algıları

Year 2012, Volume: 1 Issue: 2, 257 - 274, 01.12.2012

Pınar Seda Çetin

Abstract

Öğretmen adaylarının bilimsel yöntem hakkındaki görüşleri onların ileriki meslek hayatlarında neyi öğreteceklerini belirlemesi açısından son derece önemlidir. Bu çalışmanın amacı 346 öğretmen adayının bilimsel yöntem hakkındaki görüşlerini incelemek ve bu görüşlerin çalışılan alana bağlı olup olmadığını belirlemektir. Çalışmanın verileri araştırmacı tarafından geliştirilen 3 adet açık uçlu sorudan oluşan bir anket ve görüşmeler yoluyla toplanmıştır. Verilerin analizi sonucunda öğrenmen adaylarını bilimsel yöntem hakkındaki görüşleri “A, A’dır”, “deney/gözlem yapmak”, “önceden belirlenmiş basamaklar”, “bilim komitesi tarafından kullanılan yöntemler ” ve “çağdaş görüş” olmak üzere 5 kategoride açıklanmıştır. Katılımcıların %44’ünün tek bir bilimsel yöntemin varlığını kabul ettikleri görülmektedir. Ayrıca katılımcıların yarısından fazlası fizik, biyoloji ve kimya alanında bilimsel bilgi elde etmenin yönteminin farklı olduğunu belirtmiştir.Bu çalışma öğretmen adaylarının bilimin doğasının bir bileşeni olan bilimsel yöntem hakkındaki görüşlerini araştırmanın ve geliştirmenin önemini ve gerekliliğini ortaya koymuştur

Keywords

bilimin doğası bilimsel yöntem öğretmen adayları

References

  • Abd-El-Khalick, F. (2004).Over and over again: College students’ views of nature of science. InL. B. Flick and N. G. Lederman (Ed.), Scientific Inquiry and Nature of Science (pp. 389–426). Netherlands: Kluwer Academic Publishers.
  • 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.
  • Abell, S. K., & Smith, D. (1994). What is science? Pre-service elementary teachers’ concep- tions of the nature of science. International Journal of Science Education, 16(4), 475-487.
  • Akerson, V. L., & Donnelly, L. A. (2010). Teaching nature of science to K-2 students: What understandings can they attain? International Journal of Research in Science Education, 32 (1), 97-124.
  • Alters, B. J. (1997). Whose nature of science? Journal of Research in Science Teaching, 34(1), 39-55.
  • Bogdan, R., & Biklen, S. (1992). Qualitative research for education: An Introduction to Theo- ries and Methods. Needham Heights, MA: Allyn & Bacon.
  • Buaraphan, K. (2011). Pre-service physics teachers’ conceptions of nature of science. US-Chi- na Education Review, 8(2), 137-148.
  • Craven, J. A., Hand, B., & Prain, V. (2002). Assessing explicit and tacit conceptions of the na- ture of science among pre-service elementary teachers. International Journal of Science Education, 24(8), 785-802.
  • Haidar, A. H. (1997). Prospective Chemistry Teachers’ Conceptions of the Conservation of Matter and Related Concepts. Journal of Research in Science Teaching, 34(2), 181-197.
  • Lederman, N. G. (2007). Nature of science: past, present, and future. In Handbook of research on science education, ed. S. K. Abell and N. G. Lederman, 831-880. Mahwah, NJ: Law- rence Erlbaum Associates Publishers.
  • McComas, W. (1998). The principle elements of the nature of science: Dispelling the myths. In W. F. McComas (Ed.), The Nature of Science in Science Education(pp.53-70). Dodrecht, Netherlands: Kluwer Academic Publishers.
  • McComas, W., Clough, M. P., & Almazroa, H. (1998). The role and character of the nature of science in science education. In W. F. McComas (Ed.), The Nature of Science in Science Education (pp 3-40). Dodrecht, Netherlands: Kluwer Academic Publishers.
  • Meyling, H. (1997). How to change students’ conceptions of the epistemology of science. Sci- ence& Education, 6, 397-416.
  • Murcia, K., & Schibeci, R. (1999). Primary student teachers’ conceptions of the nature of sci- ence. International Journal of Science Education, 21(11), 1123-1140.
  • Palmquist, B. C., & Finley, F. N. (1997). Pre-service teachers’ views of the nature of science during a postbaccalaureate science teaching program. Journal of Research in Science Teaching. 34(6), 595-615.
  • Ryan, A. G., & Aikenhead, G. S. (1992). Students’ preconceptions about the epistemology of science. Science Education, 76, 559-580.
  • Turgut, H. (2009). Prospective science teachers’ conceptions about scientific knowledge and method. Journal of Turkish Educational Science,7(1), 165-184.
  • Urhahne, D., Kremer, K., & Mayer, J. (2010). Conceptions of the nature of science- Are they general or context specific? International Journal of Science and Mathematics Education, 9(3), 707-730.
  • Walls, L. (2012).Third grade African American students’ views of the nature of science. Jour- nal of Research in Science Teaching, 49, 1-37.

Pre- service Science Teachers’ Conceptions of Scientific Method

Year 2012, Volume: 1 Issue: 2, 257 - 274, 01.12.2012

Pınar Seda Çetin

Abstract

Pre-service teachers’ views about scientific method are important because their views affect what they teach and do in their future classrooms. The main aim of this study was to investigate 346 pre-service science teachers’ conceptions about scientific method. Moreover the context dependence of these conceptions was examined by an investigator developed survey in conjunction with follow- up interviews. Analysis of the data revealed that participants’ conceptions of scientific method can be categorized as (i) A is A, (ii) making experiment/ observation, (iii) predetermined steps, (iv) method used by scientific community, and (v) contemporary view. 44% of the participants supported existence of a single scientific method. Further, more than half of the participants believed that the way of getting reliable knowledge in physics, chemistry and biology are different. This research emphasizes the importance of considering pre-service teachers ‘conceptions of scientific method as an important component of NOS. The major implication of this work for developing the concepts of method of science in the science classroom is the need to consider the pre-service science teachers’ conceptions

Keywords

nature of science scientific method pre-service teachers

References

  • Abd-El-Khalick, F. (2004).Over and over again: College students’ views of nature of science. InL. B. Flick and N. G. Lederman (Ed.), Scientific Inquiry and Nature of Science (pp. 389–426). Netherlands: Kluwer Academic Publishers.
  • 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.
  • Abell, S. K., & Smith, D. (1994). What is science? Pre-service elementary teachers’ concep- tions of the nature of science. International Journal of Science Education, 16(4), 475-487.
  • Akerson, V. L., & Donnelly, L. A. (2010). Teaching nature of science to K-2 students: What understandings can they attain? International Journal of Research in Science Education, 32 (1), 97-124.
  • Alters, B. J. (1997). Whose nature of science? Journal of Research in Science Teaching, 34(1), 39-55.
  • Bogdan, R., & Biklen, S. (1992). Qualitative research for education: An Introduction to Theo- ries and Methods. Needham Heights, MA: Allyn & Bacon.
  • Buaraphan, K. (2011). Pre-service physics teachers’ conceptions of nature of science. US-Chi- na Education Review, 8(2), 137-148.
  • Craven, J. A., Hand, B., & Prain, V. (2002). Assessing explicit and tacit conceptions of the na- ture of science among pre-service elementary teachers. International Journal of Science Education, 24(8), 785-802.
  • Haidar, A. H. (1997). Prospective Chemistry Teachers’ Conceptions of the Conservation of Matter and Related Concepts. Journal of Research in Science Teaching, 34(2), 181-197.
  • Lederman, N. G. (2007). Nature of science: past, present, and future. In Handbook of research on science education, ed. S. K. Abell and N. G. Lederman, 831-880. Mahwah, NJ: Law- rence Erlbaum Associates Publishers.
  • McComas, W. (1998). The principle elements of the nature of science: Dispelling the myths. In W. F. McComas (Ed.), The Nature of Science in Science Education(pp.53-70). Dodrecht, Netherlands: Kluwer Academic Publishers.
  • McComas, W., Clough, M. P., & Almazroa, H. (1998). The role and character of the nature of science in science education. In W. F. McComas (Ed.), The Nature of Science in Science Education (pp 3-40). Dodrecht, Netherlands: Kluwer Academic Publishers.
  • Meyling, H. (1997). How to change students’ conceptions of the epistemology of science. Sci- ence& Education, 6, 397-416.
  • Murcia, K., & Schibeci, R. (1999). Primary student teachers’ conceptions of the nature of sci- ence. International Journal of Science Education, 21(11), 1123-1140.
  • Palmquist, B. C., & Finley, F. N. (1997). Pre-service teachers’ views of the nature of science during a postbaccalaureate science teaching program. Journal of Research in Science Teaching. 34(6), 595-615.
  • Ryan, A. G., & Aikenhead, G. S. (1992). Students’ preconceptions about the epistemology of science. Science Education, 76, 559-580.
  • Turgut, H. (2009). Prospective science teachers’ conceptions about scientific knowledge and method. Journal of Turkish Educational Science,7(1), 165-184.
  • Urhahne, D., Kremer, K., & Mayer, J. (2010). Conceptions of the nature of science- Are they general or context specific? International Journal of Science and Mathematics Education, 9(3), 707-730.
  • Walls, L. (2012).Third grade African American students’ views of the nature of science. Jour- nal of Research in Science Teaching, 49, 1-37.
There are 19 citations in total.

Details

Other ID JA26NG46TE
Journal Section Research Article
Authors

Pınar Seda Çetin

Publication Date December 1, 2012
Published in Issue Year 2012 Volume: 1 Issue: 2

Cite

APA Çetin, P. S. (2012). Pre- service Science Teachers’ Conceptions of Scientific Method. Journal of Teacher Education and Educators, 1(2), 257-274.