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FEN EĞİTİMİNDE BİR ÖNKOŞUL: BİLİMİN DOĞASINI ANLAMA

A PREREQUISITE IN SCIENCE EDUCATION: UNDERSTANDING NATURE OF SCIENCE

Journal Name:

  • Marmara Üniversitesi Eğitim Bilimleri Dergisi

Publication Year:

  • 2009

Key Words:

Keywords (Original Language):

Author NameUniversity of AuthorFaculty of Author
Abstract (2. Language): 
In this time that scientific and technologic developments improve with amazing speed, the quality and effectiveness of science education that students received in schools has gained greater importance in order to keep up with current developments. Since 1980s, America and many European countries as the main aim of science program have determined to train each student as “scientifically literate” person who has scientific thinking skills, rather than transmitting them more scientific knowledge thorough science education. Understanding the nature of science is an essential aspect of scientific literacy (AAAS, 1993). Throughout the world in recent years, there has been great tendency regarding teachers and students’ understanding of science, and the reform acts in the area of science education emphasized enhancing teachers and students’ understanding of nature of science. In our country, new program, which is put into practice in 2004–2005 academic year, attracts attention to the nature of science. Parallels to these developments, this article argues the past and current understanding of science, the importance of nature of science in terms of effective science education and teaching of it to students in the light of research findings
Abstract (Original Language): 
Bilimsel ve teknolojik gelişmelerin baş döndürücü hızla ilerlediği günümüzde, çağa ayak uydurmak için okullarda öğrencilerin aldığı fen eğitiminin niteliği ve kalitesi daha fazla önem kazanmıştır. 1980’li yıllardan beri, Amerika ve pek çok Avrupa ülkesi fen eğitimi ile öğrencilere daha fazla bilimsel bilgi aktarmak yerine, her öğrenciyi bilimsel düşünme becerilerine sahip “bilim/fen okur-yazarı” bireyler olarak yetiştirmeyi fen programlarında temel hedef olarak belirlemişlerdir. Bilim okur-yazarlığının da önemli ve vazgeçilmez parçasını öğrencilerin bilimin doğasını anlamaları oluşturmaktadır (AAAS, 1993). Son yıllarda dünyada, öğretmenlerin ve öğrencilerin bilim anlayışı konusuna çok fazla önem verilmekte ve fen eğitimi alanında yapılan reform hareketlerinde öğretmen ve öğrencilerin bilimin doğası hakkındaki anlamalarını geliştirme gerekliliği vurgulanmaktadır. Ülkemizde de 2004–2005 öğretim yılından itibaren uygulanan yeni program bilimin doğası konusunun önemine dikkat çekmektedir. Bu gelişmelere paralel olarak, bu makalede önceki ve bugün geçerli olan bilim anlayışı üzerinde durulacak, bilimin doğası konusunun etkili bir fen eğitimi açısından önemi ve öğrencilere öğretimi araştırmaların ışığında tartışılacaktır.
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