Öz
Many science educators have expressed the role and importance of the history of science in promoting scientific literacy. It is generally acknowledged that students should understand the social and cultural structure of science knowledge, in which students learn not only the concepts and principles offered by science but also the application areas of the information provided by science and the scientific knowledge they have created. From this point of view, the history of science emerges as a potential resource and a meaningful teaching strategy that can be used both in the teaching of scientific content and the nature of science. On the other hand, it is clear that textbooks are one of the essential components of science education, given their role in education. Textbooks are the primary source of information in the learning environment. It is the most important educational resource for students outside and beyond the teacher, and for the teacher, it is often the representative of the teaching program. Many teachers, especially novice teachers, construct the content and course of lessons according to the textbooks in their hands. From this point of view, this study investigates how much history of science is integrated in high school textbooks. For this purpose, appropriate textbooks (grades 9-12) taught by the Ministry of Education (MoNE) as a textbook in high school were examined. A qualitative research approach was followed in the study and document analysis was chosen as the study design. When each course book is examined, the sections containing the science history information are identified and taught carefully read. The quality of these sections in learning and teaching has been analyzed. Of the analyses, a scoring key was used, which allows scoring using a total of 13 criteria in conceptual, procedural, and contextual areas of the quality of science historical stories. As a result of the research, the history of science for conceptual, procedural, and contextual understanding has been included in high school chemistry textbooks, but this use is limited. While more importance is attached to scientific history for procedural understanding in books, it has been found that the use of the history of science is worthless for conceptual and contextual understanding.
Anahtar Kelimeler
Etik Beyan
Due to the scope and method of the study, ethics committee permission was not required.
Kaynakça
- Ayvaci, H.S., (2007). A study on teaching the nature of science to primary school teacher candidates with different approaches in the subject of gravity. Unpublished Doctoral Thesis. Karadeniz Technical University, Trabzon.
- Craft , J.L., & Miller, J.S. (2007). Unlocking the atom. The Science Teacher, 74(2), 24.
- Demirel, O. & Kiroglu, K. (2005). Subject Area Textbook Review. Ankara: Pegem A
- Doğan, N. & Ozcan, M.B. (2010). The effect of the historical approach on developing 7th grade students' views on the nature of science. Journal of Kirsehir Education Faculty, 11(4), 45-64.
- Duman, T. & Cakmak, M. (2004). Qualities of textbooks. Ankara: Nobel Publishing.
- Erdem, A.R. (2005). The place of our universities in our history of science. Journal of Science, Education, and Thought, 5(1), 125-146.
- Gallagher , J.J. (1991). Prospective and practicing secondary school science teachers ' knowledge and beliefs about the philosophy of science. Science Education, 75(1), 121-133.
- Güney, B.G. & Şeker, H. (2012). The use of the history of science as a cultural tool in establishing empathy with the culture of science. Educational Sciences in Theory and Practice, 12(1), 523-539.
- Irwin, A.R. (2000). Historical case studies: Teaching the nature of science in context. Science Education, 84(1), 5-26.
- Justi , R. & Gilbert, J. (1999). A cause of history science teaching: Use of hybrid models. Science Education, 83, 163-177.
- Kaptan, S. (1998). Scientific research and statistical techniques. Ankara: Tekışık Web Offset.
- Kılıç, F. (2010). Examination of the presentation of atomic theories in secondary school chemistry textbooks in terms of history and philosophy of science and teachers' opinions. Unpublished Master Thesis. Gazi University, Ankara.
- Klopfer , L.E., & Cooley , W.W. (1963). The history of science cases for high school in the development of students understanding of science and scientists : A report on the HOSG instruction project. Journal of Research in Science Teaching, 1(1), 33-47.
- Köseoğlu, F., Tümay, H., & Budak, E. (2008). New insights into teaching and paradigm shifts about the nature of science. Gazi University Journal of Gazi Education Faculty, 28(2), 221-237.
- Laçin-Şimşek, C., (2009). How much and how do science and technology course curriculums and books benefit from the history of science? Primary Education Online Journal, 8(1), 129-145.
- Laugksch, R.C. (2000), Scientific literacy : A conceptual overview . Science Education, 84, 71–94.
- Lin, H.S., & Chen, C.C. (2002). Promotion of preservice chemistry teachers’ understanding of the nature of science through history. Journal of Research in Science Teaching, 39(9), 773-792.
- Matthews, M. R. (1994). Science teaching: The role of history and philosophy of science. NY: Routledge.
- Ministry of National Education (MoNE) (2013). Chemistry course (9th, 10th, 11th and 12th grades) curriculum. Ankara: MEB Publishing House.
- Miles, M. B., & Huberman, A. M. (1994). Qualitative data analysis. London : Sage Publication.
- Niaz, M. (2002). The oil drop experiment: a rational reconstruction of the milikan-ehrenhaft control and its implications for chemistry textbooks. Journal of Research of Science Teaching, 37(5), 480-508.
- Niaz , M. & Coştu, B. (2012). Presentation of origin of the covalent bond in Turkish general chemistry textbooks: A history and philosophy of science perspective. Educacion Química, 23(2), 257-264.
- Özdemir, M. (2010). Qualitative data analysis: A study of methodology in social sciences. Eskişehir Osmangazi University Journal of Social Sciences, 11(1), 323-343.
- Sarton , G. (1995). Ancient science and modern civilization. Ankara: Gundogan Publications.
- Solbes , J., & Traver , M. (2003). Against a negative image of science: History of science and the teaching of physics and chemistry, Science & Education, 12(7), 703-717.
- Şeker, H., & Welsh, LC, (2006). The use of history of mechanics in teaching motion and force units. Science Education, 15, 55-89.
- Şeker, H., (2012). The model of using the history of science in teaching. Educational Sciences in Theory and Practice, 12(2), 1141-1158.
- Şen-Gümüş, B. (2009). The effect of science and technology education with scientific stories on students' science attitudes and scientist images. Unpublished master's thesis. Hacettepe University, Ankara.
- Topdemir , H.G., & Unat , Y. (2014). Science history. Ankara: Pegem Academy.
- Ünsal, Y. & Güneş, B. (2004). A critical examination of the MoNE high school 1st grade physics textbook as an example of a book review study. Turkish Journal of Educational Sciences, 2(3), 305-321.
- Wang, HA, & 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, 69–189.
- Yıldırım, A. & Şimşek, H. (2008). Qualitative research methods in the social sciences. Ankara: Seçkin Publishing.
- Yıldız, S. (2013). Examining the use of history of science in high school biology textbooks. Unpublished master's thesis. Marmara University, İstanbul.
Öz
Many science educators have expressed the role and importance of the history of science in promoting scientific literacy. It is generally acknowledged that students should understand the social and cultural structure of science knowledge, in which students learn not only the concepts and principles offered by science but also the application areas of the information provided by science and the scientific knowledge they have created. From this point of view, the history of science emerges as a potential resource and a meaningful teaching strategy that can be used both in the teaching of scientific content and the nature of science. On the other hand, it is clear that textbooks are one of the essential components of science education, given their role in education. Textbooks are the primary source of information in the learning environment. It is the most important educational resource for students outside and beyond the teacher, and for the teacher, it is often the representative of the teaching program. Many teachers, especially novice teachers, construct the content and course of lessons according to the textbooks in their hands. From this point of view, this study investigates how much history of science is integrated in high school textbooks. For this purpose, appropriate textbooks (grades 9-12) taught by the Ministry of Education (MoNE) as a textbook in high school were examined. A qualitative research approach was followed in the study and document analysis was chosen as the study design. When each course book is examined, the sections containing the science history information are identified and taught carefully read. The quality of these sections in learning and teaching has been analyzed. Of the analyses, a scoring key was used, which allows scoring using a total of 13 criteria in conceptual, procedural, and contextual areas of the quality of science historical stories. As a result of the research, the history of science for conceptual, procedural, and contextual understanding has been included in high school chemistry textbooks, but this use is limited. While more importance is attached to scientific history for procedural understanding in books, it has been found that the use of the history of science is worthless for conceptual and contextual understanding.
Anahtar Kelimeler
Kaynakça
- Ayvaci, H.S., (2007). A study on teaching the nature of science to primary school teacher candidates with different approaches in the subject of gravity. Unpublished Doctoral Thesis. Karadeniz Technical University, Trabzon.
- Craft , J.L., & Miller, J.S. (2007). Unlocking the atom. The Science Teacher, 74(2), 24.
- Demirel, O. & Kiroglu, K. (2005). Subject Area Textbook Review. Ankara: Pegem A
- Doğan, N. & Ozcan, M.B. (2010). The effect of the historical approach on developing 7th grade students' views on the nature of science. Journal of Kirsehir Education Faculty, 11(4), 45-64.
- Duman, T. & Cakmak, M. (2004). Qualities of textbooks. Ankara: Nobel Publishing.
- Erdem, A.R. (2005). The place of our universities in our history of science. Journal of Science, Education, and Thought, 5(1), 125-146.
- Gallagher , J.J. (1991). Prospective and practicing secondary school science teachers ' knowledge and beliefs about the philosophy of science. Science Education, 75(1), 121-133.
- Güney, B.G. & Şeker, H. (2012). The use of the history of science as a cultural tool in establishing empathy with the culture of science. Educational Sciences in Theory and Practice, 12(1), 523-539.
- Irwin, A.R. (2000). Historical case studies: Teaching the nature of science in context. Science Education, 84(1), 5-26.
- Justi , R. & Gilbert, J. (1999). A cause of history science teaching: Use of hybrid models. Science Education, 83, 163-177.
- Kaptan, S. (1998). Scientific research and statistical techniques. Ankara: Tekışık Web Offset.
- Kılıç, F. (2010). Examination of the presentation of atomic theories in secondary school chemistry textbooks in terms of history and philosophy of science and teachers' opinions. Unpublished Master Thesis. Gazi University, Ankara.
- Klopfer , L.E., & Cooley , W.W. (1963). The history of science cases for high school in the development of students understanding of science and scientists : A report on the HOSG instruction project. Journal of Research in Science Teaching, 1(1), 33-47.
- Köseoğlu, F., Tümay, H., & Budak, E. (2008). New insights into teaching and paradigm shifts about the nature of science. Gazi University Journal of Gazi Education Faculty, 28(2), 221-237.
- Laçin-Şimşek, C., (2009). How much and how do science and technology course curriculums and books benefit from the history of science? Primary Education Online Journal, 8(1), 129-145.
- Laugksch, R.C. (2000), Scientific literacy : A conceptual overview . Science Education, 84, 71–94.
- Lin, H.S., & Chen, C.C. (2002). Promotion of preservice chemistry teachers’ understanding of the nature of science through history. Journal of Research in Science Teaching, 39(9), 773-792.
- Matthews, M. R. (1994). Science teaching: The role of history and philosophy of science. NY: Routledge.
- Ministry of National Education (MoNE) (2013). Chemistry course (9th, 10th, 11th and 12th grades) curriculum. Ankara: MEB Publishing House.
- Miles, M. B., & Huberman, A. M. (1994). Qualitative data analysis. London : Sage Publication.
- Niaz, M. (2002). The oil drop experiment: a rational reconstruction of the milikan-ehrenhaft control and its implications for chemistry textbooks. Journal of Research of Science Teaching, 37(5), 480-508.
- Niaz , M. & Coştu, B. (2012). Presentation of origin of the covalent bond in Turkish general chemistry textbooks: A history and philosophy of science perspective. Educacion Química, 23(2), 257-264.
- Özdemir, M. (2010). Qualitative data analysis: A study of methodology in social sciences. Eskişehir Osmangazi University Journal of Social Sciences, 11(1), 323-343.
- Sarton , G. (1995). Ancient science and modern civilization. Ankara: Gundogan Publications.
- Solbes , J., & Traver , M. (2003). Against a negative image of science: History of science and the teaching of physics and chemistry, Science & Education, 12(7), 703-717.
- Şeker, H., & Welsh, LC, (2006). The use of history of mechanics in teaching motion and force units. Science Education, 15, 55-89.
- Şeker, H., (2012). The model of using the history of science in teaching. Educational Sciences in Theory and Practice, 12(2), 1141-1158.
- Şen-Gümüş, B. (2009). The effect of science and technology education with scientific stories on students' science attitudes and scientist images. Unpublished master's thesis. Hacettepe University, Ankara.
- Topdemir , H.G., & Unat , Y. (2014). Science history. Ankara: Pegem Academy.
- Ünsal, Y. & Güneş, B. (2004). A critical examination of the MoNE high school 1st grade physics textbook as an example of a book review study. Turkish Journal of Educational Sciences, 2(3), 305-321.
- Wang, HA, & 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, 69–189.
- Yıldırım, A. & Şimşek, H. (2008). Qualitative research methods in the social sciences. Ankara: Seçkin Publishing.
- Yıldız, S. (2013). Examining the use of history of science in high school biology textbooks. Unpublished master's thesis. Marmara University, İstanbul.
Ayrıntılar
| Birincil Dil | İngilizce |
|---|---|
| Konular | Kimya Eğitimi |
| Bölüm | Araştırma Makalesi |
| Yazarlar | |
| Erken Görünüm Tarihi | 16 Ekim 2023 |
| Yayımlanma Tarihi | 21 Ekim 2023 |
| Gönderilme Tarihi | 1 Eylül 2023 |
| Yayımlandığı Sayı | Yıl 2023 Cilt: 7 Sayı: 15 |
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