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Fen Bilimleri ve Sınıf Öğretmenlerinin Popüler Bilime İlişkin Görüşleri

Year 2023, Volume: 5 Issue: 2, 443 - 468, 31.12.2023

Abstract

Fen öğretiminde farklı ve yenilikçi yaklaşımlar kullanmak oldukça önemlidir. Bilimsel içeriklerin aktarımının daha anlaşılır olması, öğrencilerin bilim konusunda daha meraklı olmasını sağlamaktadır. Popüler bilim içerikler de bu aktarım yöntemlerinden biridir. Popüler bilim dergileri, kitapları, videolar, belgeseller vb. birçok materyal bilimin anlaşılmasında önemli bir rol oynar. Bu açıdan bakıldığında fen derslerinde popüler bilim içeriklerini kullanmak öğretmenlere avantaj sunmaktadır. Bu çalışmada fen bilimleri ve sınıf öğretmenlerinin popüler bilime yönelik bakış açıları ve tutumlarını incelemek amaçlanmıştır. Bu amaç doğrultusunda nitel ve nicel verilerin birlikte ele alındığı karma desen tercih edilmiştir. Nitel kısımda 7 sınıf öğretmeni ve 7 fen bilimleri öğretmeni ile açık uçlu görüşmeler gerçekleştirilmiştir. Nicel kısmında ise Uçar ve Karademir (2020) tarafından geliştirilen Popüler Bilime Yönelik tutum ölçeği ile 175 fen bilimleri ve 298 sınıf öğretmeninden veri toplanmıştır. Verilerden elde edilen bulgulara göre popüler bilim içeriklerini fen bilimleri öğretmenlerinin sınıf öğretmenlerinden daha fazla ve çeşitli olarak kullandığı tespit edilmiştir. Tutum ölçeğinden elde edilen bulgulara göre yeni göreve başlayanların popüler bilime yönelik tutumlarının çok yıllık kıdeme sahip öğretmenlerden daha yüksek olduğu tespit edilmiştir.

References

  • Arslan, N., Kurt, E. & Turan, E, D. (2016). Form and content analysis of mini kumbara magazine as part of popular scienceresources. Journal of Mother Tongue Education, 4(3), 326-336. https://doi.org/10.16916/aded.27874 Birkök, M. C. (2008). Alternate media usage in education as a socialization tool: Movies. Journal of Human Sciences, 5(2), 1-12. https://www.j-humansciences.com/ojs/index.php/IJHS/article/view/574/322 Böyük, U. & Kaya, H. (2011). Qualifications of science lectures teachers’ towards laboratory studies. Journal of Erciyes University Science Institute, 27(1), 126-134. https://dergipark.org.tr/en/download/article-file/236226 Büyüköztürk, Ş., Kılıç Çakmak, E., Akgün, Ö. E., Karadeniz, Ş. & Demirel, F. (2014). Scientific research methods (17th press). Pegem.
  • Cevizoğlu, H. (2019). Popular science, Atatürk and history of science. Işık.
  • Çepni, S. (2019). Understanding logic and questions PISA and TIMSS. Pegem.
  • Çimen, O., Karakaya, F., Ünal, A. & Yılmaz, M. (2018). STEM awareness levels of science teachers. Journal of Research in Education and Society, 5(1), 124-138. https://dergipark.org.tr/en/download/article-file/496663 Eroğlu, B. & Sağlam, H. İ. (2020). Can popular science books be used as an effective teaching tool?. Cumhuriyet International Journal of Education, 9(3), 656-678. https://doi.org/10.30703/cije.634928 Fleming, P. & Guest, G., 2014, Mixed methods research. Sage.
  • Karademir, E. (2017). Interdisciplinary skill interaction in exemplary and practice-supported science teaching. Pegem Press. https://dergipark.org.tr/en/download/article-file/328263
  • Karademir, E., Sarıkahya, E., ve Altunsoy, K. (2017). The perceptions of the science teachers toward to the concept of skill: A phenomenological study. Journal of Eskişehir Osmangazi University Social Sciences, 18(1), 53-71. https://doi.org/10.17494/ogusbd.330740
  • Karamustafaoğlu, S. (2018). 21st century skills and science teaching, In O. Karamustafaoğlu, Ö. Tezel & U. Sarı (Ed), Within the activity-supported science teaching with current approaches and methods (pp. 2-20). Pegem Press.
  • Kılıç, O. (2009). Popular science through translation: Translation approaches and problems in popular science in Turkey in the case of TÜBİTAK publications [Unpublished master theses]. University of İstanbul.
  • Küçükvardar, M. (2020). Science Jjournalism: A research on new sites. Journal of Communication Theory and Research, 52, 166-186. https://doi.org/10.47998/ikad.825370
  • Nilsson, P. & Pelger, S. (2016). Popular science writing to support students’ learning of science and scientific literacy. Research in Science Education, 46, 439–456. https://link.springer.com/article/10.1007s11165-015-9465-y
  • O’Connor, R. (2009). Reflections on popular science in Britain. The University of Chıcago Press Journals, 100(2), 333-345. https://doi.org/10.1086/599549
  • Pole, K. (2007). Mixed methods designs: a review of strategies for blending quantitative and qualitative methodologies. Mid-Western Educational Researcher, 20(4), 1-4. https://scholarworks.bgsu.edu/mwer/vol20/iss4/6
  • Ridder, J. D. (2014). Science and scientism in popular science writing. Social Epistemology Review and Reply Collective, 3(12), 23-39. https://philpapers.org/rec/RIDSAS
  • Toz, H. (2007). History of Children's Literature, In T. Lokman (Ed.), Children's Literature, Pegem Press.
  • Ucar, S. (2021). Science and primary school teachers' opinions on popular science: A mixed-method study [Unpublished master theses]. University of Eskişehir Osmangazi.
  • Ucer, S. (2019). The role of popular science articles in teaching science: The example of atom concept [Unpublished master theses].

Science and Primary School Teachers' Perspectives on Popular Science

Year 2023, Volume: 5 Issue: 2, 443 - 468, 31.12.2023

Abstract

It is very important to use different and innovative approaches in science teaching. The fact that the transfer of scientific content is more understandable makes students more curious about science. Popular science content is one of these transfer methods. Popular science magazines, books, videos, documentaries, etc. Many materials play an important role in understanding science. From this point of view, using popular science content in science lessons offers teachers an advantage. In this study, it is aimed to examine the perspectives and attitudes of science and primary school teachers towards popular science. For this purpose, mixed design, in which qualitative and quantitative data are handled together, was preferred. In the qualitative part, open-ended interviews were conducted with 7 primary school teachers and 7 science teachers. In the quantitative part, data were collected from 175 science and 298 primary school teachers with the attitude scale towards Popular Science developed by Uçar and Karademir (2020). According to the findings obtained from the data, it has been determined that science teachers use popular science content more and more diversely than primary school teachers. According to the findings obtained from the attitude scale, it has been determined that the attitudes of the new recruits towards popular science are higher than the teachers with many years of seniority.

References

  • Arslan, N., Kurt, E. & Turan, E, D. (2016). Form and content analysis of mini kumbara magazine as part of popular scienceresources. Journal of Mother Tongue Education, 4(3), 326-336. https://doi.org/10.16916/aded.27874 Birkök, M. C. (2008). Alternate media usage in education as a socialization tool: Movies. Journal of Human Sciences, 5(2), 1-12. https://www.j-humansciences.com/ojs/index.php/IJHS/article/view/574/322 Böyük, U. & Kaya, H. (2011). Qualifications of science lectures teachers’ towards laboratory studies. Journal of Erciyes University Science Institute, 27(1), 126-134. https://dergipark.org.tr/en/download/article-file/236226 Büyüköztürk, Ş., Kılıç Çakmak, E., Akgün, Ö. E., Karadeniz, Ş. & Demirel, F. (2014). Scientific research methods (17th press). Pegem.
  • Cevizoğlu, H. (2019). Popular science, Atatürk and history of science. Işık.
  • Çepni, S. (2019). Understanding logic and questions PISA and TIMSS. Pegem.
  • Çimen, O., Karakaya, F., Ünal, A. & Yılmaz, M. (2018). STEM awareness levels of science teachers. Journal of Research in Education and Society, 5(1), 124-138. https://dergipark.org.tr/en/download/article-file/496663 Eroğlu, B. & Sağlam, H. İ. (2020). Can popular science books be used as an effective teaching tool?. Cumhuriyet International Journal of Education, 9(3), 656-678. https://doi.org/10.30703/cije.634928 Fleming, P. & Guest, G., 2014, Mixed methods research. Sage.
  • Karademir, E. (2017). Interdisciplinary skill interaction in exemplary and practice-supported science teaching. Pegem Press. https://dergipark.org.tr/en/download/article-file/328263
  • Karademir, E., Sarıkahya, E., ve Altunsoy, K. (2017). The perceptions of the science teachers toward to the concept of skill: A phenomenological study. Journal of Eskişehir Osmangazi University Social Sciences, 18(1), 53-71. https://doi.org/10.17494/ogusbd.330740
  • Karamustafaoğlu, S. (2018). 21st century skills and science teaching, In O. Karamustafaoğlu, Ö. Tezel & U. Sarı (Ed), Within the activity-supported science teaching with current approaches and methods (pp. 2-20). Pegem Press.
  • Kılıç, O. (2009). Popular science through translation: Translation approaches and problems in popular science in Turkey in the case of TÜBİTAK publications [Unpublished master theses]. University of İstanbul.
  • Küçükvardar, M. (2020). Science Jjournalism: A research on new sites. Journal of Communication Theory and Research, 52, 166-186. https://doi.org/10.47998/ikad.825370
  • Nilsson, P. & Pelger, S. (2016). Popular science writing to support students’ learning of science and scientific literacy. Research in Science Education, 46, 439–456. https://link.springer.com/article/10.1007s11165-015-9465-y
  • O’Connor, R. (2009). Reflections on popular science in Britain. The University of Chıcago Press Journals, 100(2), 333-345. https://doi.org/10.1086/599549
  • Pole, K. (2007). Mixed methods designs: a review of strategies for blending quantitative and qualitative methodologies. Mid-Western Educational Researcher, 20(4), 1-4. https://scholarworks.bgsu.edu/mwer/vol20/iss4/6
  • Ridder, J. D. (2014). Science and scientism in popular science writing. Social Epistemology Review and Reply Collective, 3(12), 23-39. https://philpapers.org/rec/RIDSAS
  • Toz, H. (2007). History of Children's Literature, In T. Lokman (Ed.), Children's Literature, Pegem Press.
  • Ucar, S. (2021). Science and primary school teachers' opinions on popular science: A mixed-method study [Unpublished master theses]. University of Eskişehir Osmangazi.
  • Ucer, S. (2019). The role of popular science articles in teaching science: The example of atom concept [Unpublished master theses].
There are 16 citations in total.

Details

Primary Language Turkish
Subjects Other Fields of Education (Other)
Journal Section Articles
Authors

Ersin Karademir 0000-0002-8519-622X

Songül Uçar 0000-0003-0047-5025

Early Pub Date December 12, 2023
Publication Date December 31, 2023
Submission Date August 15, 2023
Acceptance Date December 4, 2023
Published in Issue Year 2023 Volume: 5 Issue: 2

Cite

APA Karademir, E., & Uçar, S. (2023). Fen Bilimleri ve Sınıf Öğretmenlerinin Popüler Bilime İlişkin Görüşleri. Necmettin Erbakan Üniversitesi Ereğli Eğitim Fakültesi Dergisi, 5(2), 443-468.