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Bilimde Argümantasyona Odaklanan Etkinliklerle Kimya Öğretmen Adaylarının Bilimin Doğası Hakkındaki AnlayıĢlarını GeliĢtirme

Promoting Pre-Service Chemistry Teachers’ Understanding of Nature of Science with Argumentation Focused Activities in Science

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Abstract (2. Language): 
Understanding the nature of science (NOS) is a critical and necessary dimension of the scientific literacy. However, studies have consistently shown that students and teachers have insufficient conceptions of NOS. In this qualitative case study, the effects of an argumentation-focused chemistry teaching course on pre-service chemistry teachers’ conceptions of NOS was examined. Participants were 23 pre-service teachers. Throughout the course, historical science vignettes and role-playing activities were used to emphasise the role of argumentation in science and NOS. Analysis of the qualitative data revealed noteworthy development and changes in participants’ conceptions of the argumentation in science, tentativeness of scientific knowledge and creativity in science.
Abstract (Original Language): 
Bilimin doğasını anlama bilim okuryazarlığının önemli ve kritik bir boyutudur. Buna karşın yapılan çalışmalar öğrencilerin ve öğretmenlerin bilimin doğası hakkında yeterli anlayışlara sahip olmadığını göstermiştir. Bu nitel durum çalışmasında açık-düşündürücü öğretim yaklaşımı kullanarak geliştirdiğimiz argümantasyon-odaklı kimya öğretimi dersinin kimya öğretmen adaylarının bilimin doğası hakkındaki anlayışlarına etkisi incelendi. Çalışmaya 23 kimya öğretmen adayı katıldı. Derste, bilimde argümantasyonun rolünü ve bilimin doğasının çeşitli yönlerini vurgulamak için bilim tarihinden örnek olaylar ve rol oynama etkinlikleri kullanıldı. Nitel verilerin analizi, öğretmen adaylarının bilimde argümantasyonun rolü, bilimsel bilginin değişime açık olması ve bilimde yaratıcılık hakkındaki anlayışlarında önemli ilerlemeler olduğunu ortaya koydu.

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