The Effect of Using Scientific Scenarios in Teaching Socioscientific Issues in Science Course on Students' Logical Thinking Skills
Öz
In recent years, countries have focused specifically on improving thinking skills in their science education programs. One of the science lesson methods that can be used to activate the use of thinking processes is scientific scenarios. Therefore, the study aim is to investigate the effect of the use of scientific scenarios in the science course on students' logical thinking skills. The study was carried out in the 'DNA and genetic code' unit, which especially includes some socioscientific issues. The research was designed according to the quasi-experimental pattern with unequal control group among the pretest-posttest control group designs, and it was conducted with a total of 36 eighth grade students from the experimental and control groups. The data were collected using the logical thinking group test and an individual information form. According to the study findings, it was understood that scenario-based teaching had an important effect on developing students' logical thinking and in passing their developmental period to the next stage. This finding shows that the processing of some socioscientific science topics with scientific scenarios is effective in increasing students' logical thinking skills. In line with these results obtained from the study, conclusions have been made regarding the use of scientific scenarios.
Anahtar Kelimeler
logical thinking skills science scientific scenario socioscientific issues
Destekleyen Kurum
Manisa Celal Bayar University Scientific Research Projects Coordination Unit
Proje Numarası
2018-219
Kaynakça
- Lazonder, A. W., Janssen, N., Gijlers, H., & Walraven, A. (2021). Patterns of development in children’s scientific reasoning: results from a three-year longitudinal study. Journal of Cognition and Development, 22(1), 108-124. https://doi.org/10.1080/15248372.2020.1814293
Öz
Proje Numarası
2018-219
Kaynakça
- Lazonder, A. W., Janssen, N., Gijlers, H., & Walraven, A. (2021). Patterns of development in children’s scientific reasoning: results from a three-year longitudinal study. Journal of Cognition and Development, 22(1), 108-124. https://doi.org/10.1080/15248372.2020.1814293
Ayrıntılar
| Birincil Dil | İngilizce |
|---|---|
| Konular | Alan Eğitimleri |
| Bölüm | Makaleler |
| Yazarlar | |
| Proje Numarası | 2018-219 |
| Yayımlanma Tarihi | 22 Nisan 2022 |
| Gönderilme Tarihi | 27 Eylül 2021 |
| Yayımlandığı Sayı | Yıl 2022 Cilt: 15 Sayı: 2 |
