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Bilimin Doğası Hakkında Paradigma Değişimleri ve Öğretimi ile İlgili Yeni Anlayışlar

Paradigm Changes about Nature of Science and New Teaching Aproaches

Journal Name:

  • Gazi Eğitim Fakültesi Dergisi

Publication Year:

  • 2008

Key Words:

Keywords (Original Language):

Author NameUniversity of AuthorFaculty of Author
Abstract (2. Language): 
Understandings about nature of science (NOS) are essential and critical components of scientific literacy which is the focus of science curriculumsof many countries including Turkey. Paradigm changes about science and NOS have been occurred especially in the last 50 years and many studies have focused on improving students’ and teachers’ understandings about NOS. This paper is an interpretive review of NOS understandings that reflect paradigm changes and new teaching approaches. Based on literature review and authors’ experiences it is argued that explicit-reflective scientific argumentation and explicit-reflective inquirystrategies are most favorable strategies for teaching new NOS understandings
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Abstract (Original Language): 
Türkiye dahil pek çok ülkenin fen müfredatlarının odaklandığıbilim okuryazarlığının temel ve kritik bir bileşeni bilimin doğasıile ilgili anlayışlardır. Özellikle son 50 yılda bilim ve bilimin doğasıile ilgili paradigma değişimleri yaşanmışve birçok çalışma öğrenci ve öğretmenlerin bilimin doğasıhakkındaki yeni anlayışlarıkazanmasına odaklanmıştır. Bu makale yaşanan paradigma değişimlerini yansıtan bilimin doğasıanlayışlarınıve bu anlayışların öğretimi ile ilgili yaklaşımlarıyorumsal bir bakışaçısıyla ortaya koyan bir derleme çalışmasıdır. Literatür incelemesi ve yazarların deneyimlerine dayanarak bilimin doğasıhakkındaki yeni anlayışların öğretimi için en uygun stratejilerin açık-düşündürücü bilimsel argümantasyon ve açık-düşündürücü sorgulayıcı-araştırma stratejileri olabileceği önerilmiştir.
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  • 2
221-237
  • Turkish

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