BILIMSEL OKURYAZARLIKTA ILK ADIM: AKADEMIK BILGI DÜZEYLERININ BILIM, SÖZDE-BILIM AYRIMI BAGLAMINDA GELISTIRILMESI
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Tarih
2015
Dergi Başlığı
Dergi ISSN
Cilt Başlığı
Yayıncı
Dicle Üniversitesi
Erişim Hakkı
info:eu-repo/semantics/openAccess
Özet
Bilimsel okuryazarligin, bilimsel içerik – terminoloji boyutuna odaklanilmis bu çalismada, bilim sözde-bilim ayrimi tartismasi baglaminda planlanmis bir ögretim sürecinin ortaokul ögrencilerinin akademik basarilarina etkisi arastirma konusu yapilmistir. Ilgili süreçte, Fen ve Teknoloji Dersi Ögretim Programi’nda (MEB, 2006) yer alan kazanimlarla iliskilendirilmis bazi sözde-bilimsel vakalar bir dizi etkinlik ile ögrencilere sunularak hem bütün sinif hem de küçük gruplar halinde tartismaya açilmistir. Çalisma grubunda 18 ortaokul son sinif ögrencisinin yer aldigi arastirmanin veri toplama aracini arastirmacilar tarafindan gelistirilmis “Akademik Bilgi Testi” (ABT) olusturmustur. ABT ögretim sürecinden önce ve sonra olmak üzere her ögrenciye toplam iki kez uygulanmistir. ABT’den elde edilen veriler fen egitimi alaninda uzman arastirmacilar tarafindan farkli zamanlarda iki kez kodlanarak Isaret ve Wilcoxon Isaretli Siralar Testi ile analiz edilmistir. Ulasilan bulgular, bilim sözde-bilim baglami esas alinarak hazirlanan etkinliklerin, ögrencilerin ilgili kazanimlara yönelik akademik bilgi düzeylerinde anlamli bir farklilik olusturdugunu ortaya koymustur.
This study, which focused on the scientific content – terminology dimension of scientific literacy, aimed at investigating the effect of the teaching process planned within the context of issue of demarcation of science from pseudoscience on the academic achievement of middle school students. In the research process, pseudoscientific cases associated with some of the objectives included in the Science and Technology Program (MEB, 2006) were presented to the students and discussed both with the whole class and in small groups. The study group consisted of 18 final year middle school students. Data were collected by the “Academic Knowledge Test (AKT)” developed by the researchers. AKT was administered to each student twice: once at the beginning of the process and once at the end. The data obtained via AKT were
This study, which focused on the scientific content – terminology dimension of scientific literacy, aimed at investigating the effect of the teaching process planned within the context of issue of demarcation of science from pseudoscience on the academic achievement of middle school students. In the research process, pseudoscientific cases associated with some of the objectives included in the Science and Technology Program (MEB, 2006) were presented to the students and discussed both with the whole class and in small groups. The study group consisted of 18 final year middle school students. Data were collected by the “Academic Knowledge Test (AKT)” developed by the researchers. AKT was administered to each student twice: once at the beginning of the process and once at the end. The data obtained via AKT were
Açıklama
Anahtar Kelimeler
Bilim Sözde-Bilim Ayrimi, Bilimsel Okuryazarlik, Bilimsel Içerik – Terminoloji
Kaynak
Dicle Üniversitesi Ziya Gökalp Egitim Fakültesi Dergisi
WoS Q Değeri
Scopus Q Değeri
Cilt
Sayı
24
