Ortaokul fen bilimleri ders kitaplarının bilim tarihi kullanımı açısından incelenmesi
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Dosyalar
Tarih
2019
Yazarlar
Dergi Başlığı
Dergi ISSN
Cilt Başlığı
Yayıncı
Trakya Üniversitesi Fen Bilimleri Enstitüsü
Erişim Hakkı
info:eu-repo/semantics/embargoedAccess
Özet
Bireyi öğrenmeye yönlendiren duyguların başında ilgi ve merak gelir. Bilimsel bilginin ortaya konuş ve gelişim sürecini öğrencilere ne kadar iyi anlatırsak, onların bu konudaki merak duygusunu arttırarak öğrenme isteklerine katkıda bulunabiliriz. Öğrencilere bilimsel okur-yazarlığın kazandırılmasında ve geliştirilmesinde bilim tarihi önemli bir yere sahiptir. Günümüzde fen eğitiminde öğrencilerin sadece bilimsel bilgileri öğrenmelerinin yeterli değildir. Bilimsel bilginin oluşum sürecinin de öğrenciler tarafından anlaşılması gerekmektedir. Bu bakımdan bilim tarihi, bilimsel içeriğin ve bilimin doğasının öğretilmesinde faydalı ve etkili bir kaynak olabilir. Ders kitapları, öğrenme sürecinde öğrenci için en temel bilgi kaynağı iken öğretmen için öğretim sürecinde vazgeçilmez bir kılavuzdur. Bu çalışmada, ortaokul Fen Bilimleri ders kitaplarında bilim tarihi kullanımına ne kadar ve nasıl yer verildiğinin belirlenmesi amaçlanmaktadır. Bu bağlamda, Milli Eğitim Bakanlığı tarafından 2017-2018 eğitim öğretim yılında ortaokullarda okutulmakta olan ders kitapları (5, 6, 7 ve 8. sınıf) incelenmiştir. Bu çalışma nitel bir araştırmadır. Çalışma deseni olarak doküman analizi seçilmiştir. Öncelikle her kitabın bilim tarihi ile ilgili bilgileri içeren bölümleri belirlenmiştir. Daha sonra bu bölümler dikkatlice okunmuştur. Öğrenme ve öğretim bakımından nitelikleri derinlemesine incelenmiştir. Kitapların bilim tarihi ile ilgili bölümlerinin niteliği kavramsal, prosedürel ve bağlamsal alanlarda toplam 13 ölçüt içeren bir puanlama anahtarı kullanılarak analiz edilmiştir. Ortaokul Fen Bilimleri ders kitaplarının incelenmesi sonucunda elde edilen bulgulara göre, 5., 6., 7. ve 8. sınıf ders kitaplarında kavramsal, prosedürel ve bağlamsal açıdan bilim tarihine yer verilmekle birlikte, bunun beklenenden uzak ve yetersiz olduğu görülmektedir. Kitaplarda prosedürel anlayış bakımından bilim tarihi kullanımına daha fazla yer verilirken, kavramsal ve bağlamsal bakımdan bilim tarihine daha az önem ve yer verildiği belirlenmiştir.
Interest and curiosity are the primary emotions that lead the individual to learn. How well we explain the process of production and development of scientific knowledge to the students, we may contribute to their learning desire by increasing their curiosity in this regard. The history of science has an important place in the gaining and development ofthe scientific literacy. In science education today, it is not enough for students to simply learn scientific knowledge. Also, the process of the formation of scientific knowledge must be understood by the students. In this respect, the history of science can be a useful and effective source of teaching scientific content and the nature of science. While textbooks are the most basic source of information for the student in the learning process, they are an indispensable guide in the teaching process for the teacher. The purpose of this study is to determine how much and how science history is used in secondary school science books. For this purpose, the middle school science textbooks (5th, 6th, 7th and 8th grade) which were approved by the Ministry of National Education during the akademic year 2017-2018 were examined. This work is a qualitative research. Document analysis was selected as study design. First of all, the parts of each book that contain the history of sciencewre identified. These sections were then read carefully. Their qualifications in terms of learning and teaching have been studied in depth. The quality of the parts of the books related to the history of science was analyzed using a scoring key with a total of 13 criteria in conceptual, procedural and contextual areas. According to findings obtained from the examination of science textbooks of the middle school, the history of science in the conceptual, procedural and contextual aspects of 5th, 6th, 7th and 8th grade textbooks seems to be far away and inadequate from expected. While there is more room for the use of science history in terms of procedural understanding in the books, it has been determined that history of science is given less importance and place in conceptual and contextual terms.
Interest and curiosity are the primary emotions that lead the individual to learn. How well we explain the process of production and development of scientific knowledge to the students, we may contribute to their learning desire by increasing their curiosity in this regard. The history of science has an important place in the gaining and development ofthe scientific literacy. In science education today, it is not enough for students to simply learn scientific knowledge. Also, the process of the formation of scientific knowledge must be understood by the students. In this respect, the history of science can be a useful and effective source of teaching scientific content and the nature of science. While textbooks are the most basic source of information for the student in the learning process, they are an indispensable guide in the teaching process for the teacher. The purpose of this study is to determine how much and how science history is used in secondary school science books. For this purpose, the middle school science textbooks (5th, 6th, 7th and 8th grade) which were approved by the Ministry of National Education during the akademic year 2017-2018 were examined. This work is a qualitative research. Document analysis was selected as study design. First of all, the parts of each book that contain the history of sciencewre identified. These sections were then read carefully. Their qualifications in terms of learning and teaching have been studied in depth. The quality of the parts of the books related to the history of science was analyzed using a scoring key with a total of 13 criteria in conceptual, procedural and contextual areas. According to findings obtained from the examination of science textbooks of the middle school, the history of science in the conceptual, procedural and contextual aspects of 5th, 6th, 7th and 8th grade textbooks seems to be far away and inadequate from expected. While there is more room for the use of science history in terms of procedural understanding in the books, it has been determined that history of science is given less importance and place in conceptual and contextual terms.
Açıklama
Anahtar Kelimeler
Bilim Tarihi, Orta Okul Ders Kitapları, Kavramsal, Bağlamsal ve Prosedürel Bakış Açısı, Course Books, History of Science, Conceptual, Procedural and Contextual Fields
