Fen Bilgisi Öğretmen Adaylarının Kütüphane Hizmetlerinden Yararlanmaları: Bilgi Okuryazarlığı ve Bilimsel Okuryazarlık Bakış Açısı
Öz
Fen eğitimi alanındaki birçok bilim insanı, bilimsel okuryazarlığı fen eğitiminin ana bileşeni olarak kabul etmektedir. Bilimsel okuryazarlık, genel olarak bilimsel bilgiye ulaşmak ve elde etmek ve bilimin nasıl yapıldığını bilmek olarak tanımlanmaktadır. Ayrıca, bilgi okuryazarlığı fen öğrencilerinin fen okuryazarı bireyler olmaları için vazgeçilmez bir yetkinlik olarak görülmektedir. Bilgi okuryazarlığındaki bu önemli rol göz önüne alındığında, akademik kütüphanelerin sağladığı basılı ve çevrimiçi bilgi kaynaklarından yararlanmak, bilim öğrencilerinin bilim ve en son gelişmelerle ilgili güvenilir ve güncel bilgiler edinmelerine yardımcı olabilir. Bu nedenle, bu çalışma fen bilgisi öğretmen adaylarının fen bilgisi öğrencileri olarak basılı ve dijital bilgi kaynaklarını bilimsel okuryazarlık yeterliliği bağlamında nasıl kullandıklarını araştırmayı ve kütüphane olanaklarının çeşitli kullanımları arasındaki ilişkileri incelemeyi amaçlamaktadır. Çalışma, ilgilenilen araştırma konusu hakkında veri elde etmek için keşfedici ve betimsel bir yöntem benimser. Araştırmaya 82 fen bilgisi öğretmeni adayı katılmıştır. Veriler istatistiksel olarak analiz edilmiştir. Sonuçlar, çeşitli fiziksel ve elektronik olarak erişilebilir bilgi kaynaklarının kullanımının beklentilerin altında olduğunu göstermektedir. Çalışma, kütüphanelerin sağladığı bilgi olanaklarının kullanımında iyileştirmeler yaratmak için bilim eğitimcileri ve bilgi bilimcileri arasında bir işbirliği önermektedir. Bu işbirliği, fen bilgisi öğrencilerinin ve öğretmen adaylarının bilgi, okuryazarlık ve bilimsel okuryazarlık yeterliliklerini geliştirmelerine yardımcı olabilir.
Anahtar Kelimeler
Bilimsel okuryazarlık Bilgi okuryazarlığı Kütüphane kullanımı Kütüphane olanakları
Kaynakça
- Allchin, D. (2013). Teaching the nature of science. Perspectives and Resources. St. Paul, MN: SHiPS Education Press.
- Allchin, D. (2017). Beyond the consensus view: Whole science. Canadian Journal of Science, Mathematics and Technology Education, 17(1), 18-26.
- Boulding, K. E. ve Senesh, L. (2019). The optimum utilization of knowledge: Making knowledge serve human betterment: Routledge.
- Breivik, P. S. ve Ford, B. J. (1993). Promoting learning in libraries through information literacy. American Libraries, 24(1), 98-102.
- Bruce, C. (2003). Information literacy as a catalyst for educational change: A background paper. Paper presented at the International Information Literacy Conferences and Meetings.
- Doyle, C. S. (1992). Outcome Measures for Information Literacy within the National Education Goals of 1990. Final Report to National Forum on Information Literacy. Summary of Findings. Erişim adresi: https://files.eric.ed.gov/fulltext/ED351033.pdf
- Hurd, P. D. (1958). Science literacy: Its meaning for American schools. Educational Leadership, 16(1), 13-16.
- Kalantzis, M. Ve Cope, B. (2020). After the COVID-19 crisis: Why higher education may (and perhaps should) never be the same. ACCESS: Contemporary Issues in Education, 40(1), 51-55.
- Klucevsek, K. M. (2017). The intersection of information and science literacy. Communications in Information Literacy, 11(2), 354-365.
- Krontiris-Litowitz, J. (2013). Using primary literature to teach science literacy to introductory biology students. Journal of Microbiology & Biology Education, 14(1), 66-77. doi:10.1128/jmbe.v14i1.538
- Laugksch, R. C. (2000). Scientific literacy: A conceptual overview. Science Education, 84(1), 71-94.
- Leaning, M. (2017). Media and information literacy: An integrated approach for the 21st century. Chandos Publishing.
- Lederman, N. G. (2007). Nature of science: Past, present, and future. Handbook of Research on Science Education, 2, 831-879.
- Limberg, L., Sundin, O., ve Talja, S. (2012). Three theoretical perspectives on information literacy. Human IT: Journal for Information Technology Studies as a Human Science, 11(2), 93-130.
- McDonald, C. V. ve Abd-El-Khalick, F. (2017). Representations of nature of science in school science textbooks. İçinde (pp. 1-19).
- Miller, D. (1983). The correlates of entrepreneurship in three types of firms. Management Science, 29(7), 770-791.
- Norris, S. P. ve Phillips, L. M. (2003). How literacy in its fundamental sense is central to scientific literacy. Science Education, 87(2), 224-240.
- Phillips, L. M. ve Norris, S. P. (2009). Bridging the gap between the language of science and the language of school science through the use of adapted primary literature. Research in Science Education, 39(3), 313-319.
- Pinto, M., Cordon, J. A. ve Gómez Díaz, R. (2010). Thirty years of information literacy (1977—2007) A terminological, conceptual and statistical analysis. Journal of Librarianship and Information Science, 42(1), 3-19.
- Polat, C. (2005). Üniversitelerde kütüphane merkezli bilgi okuryazarlığı programlarının geliştirilmesi: Hacettepe Üniversitesi örneği (Yayımlanmamış doktora tezi). Hacettepe Üniversitesi, Ankara.
- Pollak, V. L. (1993). Science education—I: The spirit of science. Journal of Science Education and Technology, 2(4), 513-519.
- Shorish, Y. ve Reisner, B. A. (2016). Building data and information literacy in the undergraduate chemistry curriculum. Integrating Information Literacy into the Chemistry Curriculum (Vol. 1232, pp. 31-56) içinde. American Chemical Society.
- Špiranec, S. ve Banek Zorica, M. (2010). Information literacy 2.0: Hype or discourse refinement? Journal of Documentation, 66(1), 140-153. doi:10.1108/00220411011016407
- Stordy, P. (2015). Taxonomy of literacies. Journal of Documentation, 71(3), 456-476. doi:10.1108/JD-10-2013-0128
- Swanson, D. R. (1979). Libraries and the growth of knowledge. The Library Quarterly, 49(1), 3-25.
- Thompson, L. ve Blankinship, L. A. (2015). Teaching information literacy skills to sophomore-level biology majors. Journal of Microbiology & Biology Education, 16(1), 29-33. doi:10.1128/jmbe.v16i1.818
Utilization of Library Facilities by Pre-Service Science Teachers: Information Literacy and Scientific Literacy Perspectives
Öz
Many scholars in the field accept scientific literacy as a main component of science education. Scientific literacy is depicted as accessing and obtaining scientific information and knowing how to do science. Next, information literacy is seen as an indispensable competency for science students to be scientifically literate persons. Given the crucial role in information literacy, utilizing print and online information resources that academic libraries provide may help science students get reliable and up-to-date information pertaining to science and latest developments. As such, this study aims to investigate, how pre-service science teachers as science students use print and digital information resources in the context of scientific literacy competency and explore relationships between various usages of library facilities. The study adopts an explorative descriptive method to get data about the point of interest. 82 pre-service science teachers joined the study. Data was statistically analyzed. Results indicate the utilization of various physically and virtually accessible information resources are below expectations. The study proposes a collaboration between science educators and information scientists in creating enhancements in the use of information facilities those libraries provide. This collaboration may help science students to enhance information, literacy and scientific literacy competencies.
Anahtar Kelimeler
Scientific literacy Information literacy Library use Library facilities
Kaynakça
- Allchin, D. (2013). Teaching the nature of science. Perspectives and Resources. St. Paul, MN: SHiPS Education Press.
- Allchin, D. (2017). Beyond the consensus view: Whole science. Canadian Journal of Science, Mathematics and Technology Education, 17(1), 18-26.
- Boulding, K. E. ve Senesh, L. (2019). The optimum utilization of knowledge: Making knowledge serve human betterment: Routledge.
- Breivik, P. S. ve Ford, B. J. (1993). Promoting learning in libraries through information literacy. American Libraries, 24(1), 98-102.
- Bruce, C. (2003). Information literacy as a catalyst for educational change: A background paper. Paper presented at the International Information Literacy Conferences and Meetings.
- Doyle, C. S. (1992). Outcome Measures for Information Literacy within the National Education Goals of 1990. Final Report to National Forum on Information Literacy. Summary of Findings. Erişim adresi: https://files.eric.ed.gov/fulltext/ED351033.pdf
- Hurd, P. D. (1958). Science literacy: Its meaning for American schools. Educational Leadership, 16(1), 13-16.
- Kalantzis, M. Ve Cope, B. (2020). After the COVID-19 crisis: Why higher education may (and perhaps should) never be the same. ACCESS: Contemporary Issues in Education, 40(1), 51-55.
- Klucevsek, K. M. (2017). The intersection of information and science literacy. Communications in Information Literacy, 11(2), 354-365.
- Krontiris-Litowitz, J. (2013). Using primary literature to teach science literacy to introductory biology students. Journal of Microbiology & Biology Education, 14(1), 66-77. doi:10.1128/jmbe.v14i1.538
- Laugksch, R. C. (2000). Scientific literacy: A conceptual overview. Science Education, 84(1), 71-94.
- Leaning, M. (2017). Media and information literacy: An integrated approach for the 21st century. Chandos Publishing.
- Lederman, N. G. (2007). Nature of science: Past, present, and future. Handbook of Research on Science Education, 2, 831-879.
- Limberg, L., Sundin, O., ve Talja, S. (2012). Three theoretical perspectives on information literacy. Human IT: Journal for Information Technology Studies as a Human Science, 11(2), 93-130.
- McDonald, C. V. ve Abd-El-Khalick, F. (2017). Representations of nature of science in school science textbooks. İçinde (pp. 1-19).
- Miller, D. (1983). The correlates of entrepreneurship in three types of firms. Management Science, 29(7), 770-791.
- Norris, S. P. ve Phillips, L. M. (2003). How literacy in its fundamental sense is central to scientific literacy. Science Education, 87(2), 224-240.
- Phillips, L. M. ve Norris, S. P. (2009). Bridging the gap between the language of science and the language of school science through the use of adapted primary literature. Research in Science Education, 39(3), 313-319.
- Pinto, M., Cordon, J. A. ve Gómez Díaz, R. (2010). Thirty years of information literacy (1977—2007) A terminological, conceptual and statistical analysis. Journal of Librarianship and Information Science, 42(1), 3-19.
- Polat, C. (2005). Üniversitelerde kütüphane merkezli bilgi okuryazarlığı programlarının geliştirilmesi: Hacettepe Üniversitesi örneği (Yayımlanmamış doktora tezi). Hacettepe Üniversitesi, Ankara.
- Pollak, V. L. (1993). Science education—I: The spirit of science. Journal of Science Education and Technology, 2(4), 513-519.
- Shorish, Y. ve Reisner, B. A. (2016). Building data and information literacy in the undergraduate chemistry curriculum. Integrating Information Literacy into the Chemistry Curriculum (Vol. 1232, pp. 31-56) içinde. American Chemical Society.
- Špiranec, S. ve Banek Zorica, M. (2010). Information literacy 2.0: Hype or discourse refinement? Journal of Documentation, 66(1), 140-153. doi:10.1108/00220411011016407
- Stordy, P. (2015). Taxonomy of literacies. Journal of Documentation, 71(3), 456-476. doi:10.1108/JD-10-2013-0128
- Swanson, D. R. (1979). Libraries and the growth of knowledge. The Library Quarterly, 49(1), 3-25.
- Thompson, L. ve Blankinship, L. A. (2015). Teaching information literacy skills to sophomore-level biology majors. Journal of Microbiology & Biology Education, 16(1), 29-33. doi:10.1128/jmbe.v16i1.818
Ayrıntılar
| Birincil Dil | İngilizce |
|---|---|
| Bölüm | Araştırma Makaleleri |
| Yazarlar | |
| Yayımlanma Tarihi | 25 Haziran 2021 |
| Yayımlandığı Sayı | Yıl 2021 Sayı: 15 |
Kaynak Göster
- Makale Dosyaları