Araştırma Makalesi
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Ortaokul Öğrencilerinin Bilimsel Araştırmaya Yönelik Görüşlerinin Fen Başarısı Bağlamında İncelenmesi

Yıl 2018, , 373 - 388, 30.10.2018
https://doi.org/10.17569/tojqi.417537

Öz

Öğrencilerin bilimsel çalışmalardan zevk almalarını
sağlamak, bilimsel düşünebilme ve bilimsel araştırma becerilerini geliştirmek
fen öğretiminin amaçlarındandır. Bilimsel araştırma, bilim insanlarının
çalışmalarında rutin olarak kullandığı bir süreci temsil eder ve öğrencilerin
bilimsel bilgileri öğrenmelerini, bilimsel becerileri kazanmalarını sağlayan
bir yöntemdir. Öğrencilere günlük yaşamla ilgili pek çok bilgi ve beceriyi
kazandıran bilimsel araştırma, fen eğitiminin önemli bir parçasıdır. Bu
araştırmanın amacı bir grup ortaokul öğrencisinin bilimsel araştırmaya yönelik
görüşlerini tespit etmektir. Durum çalışması olarak yürütülen bu araştırmaya,
8. sınıfta öğrenim gören 28 öğrenci (10 kız, 18 erkek) katılmıştır. Veriler
Bilimsel Sorgulama Hakkındaki Görüş Anketi (VOSI) ve Temel Eğitimden
Ortaöğretime Geçiş Sınavı (TEOGS) puanları aracılığı ile toplanmıştır. VOSI ile
sınıflandırılan öğrenci görüşlerinin TEOGS puanları ile ilişkisi incelenmiştir.
Sonuç olarak akademik anlamda başarılı öğrencilerin de bilimsel araştırmanın
bazı bileşenleri konusunda yetersiz görüşlere sahip olabileceği bulgusuna
ulaşılmıştır.

Kaynakça

  • Adisendjaja, Y. H., Rustaman, N. Y., Redjeki, S. ve Satori, D. (2017). Science teachers’ understanding of scientific inquiry in teacher professional development. Journal of Physics: Conference Series, 812, 1-5.
  • Anggraeni, N., Adisendjaj, Y. H. ve Amprasto, A. (2017). Profile of high school students’ understanding of scientific inquiry. Journal of Physics: Conference Series, 895, 1-5.
  • Barrow, L. H. (2006). A brief history of inquiry: From dewey to standards. Journal of Science Teacher Education, 17, 265-278.
  • Bybee, R. W. (2002). Learning Science and the Science of Learning: Science Educators' Essay Collection. National Science Teachers Association.
  • Cevizci, A. (2011). Eğitim felsefesi. İstanbul: Say.
  • Creswell, J. W. (2013). Qualitative inquiry & research design choosing among five approaches. Sage Publications.
  • de Jong, T. (2006). Computer simulations-Technological advances in inquiry learning. Science, 312, 532-533.
  • Dojman, H. N. (2003). An analysis of elementary teachers’ perceptions of teaching science as inquiry. Doctoral Dissertation, The Faculty of the College of Education University of Houston, Texas.
  • Galano, S., Alessandro, Z., Luigi, S. ve Italo, T. (2016). Secondary students’ views about scientific inquiry. Retrieved from: http://www1.unipa.it/girep2014/accepted-papers proceedings/62_Galano.pdf
  • Jarrett, D. (1997). Inquiry strategies for science and mathematics learning it’s just good teaching. Oregon: Northwest Regional Educational Laboratory.
  • Johnston, J. S. (2009). Deweyan inquiry: From education theory to practice. Albany: State University of New York Press.
  • Karışan, D., Bilican, K. ve Şenler, B. (2017). Bilimsel sorgulama hakkında görüş anketi: Türkçeye uyarlama, geçerlik ve güvenirlik çalışması. İnönü Üniversitesi Eğitim Fakültesi Dergisi, 18(1), 326-343.
  • Koyunlu Ünlü, Z. (2015). An action research of supporting inquiry learning with instruction Technologies in science and technology course. Doctoral dissertation, Gazi Universty, Ankara.
  • Leblebicioğlu, G., Çapkınoğlu, E., Metin, D. ve Schwartz, R. (2017). Views of nature of scientific inquiry of the students in a science high school in Turkey: a vasi application. Paper presented at ESERA, 2017.
  • Lederman, J. S., Lederman, N. G., Bartos, S. A., Bartels, S. L., Meyer, A. A. ve Schwartz, R. S. (2014). Meaningful assessment of learners’ understandings about scientific inquiry the views about scientific inquiry (VASI) questionnaire. Journal of Research in Science Teaching, 51(1), 65-83.
  • Lee, H. S. ve Songer, N. B. (2003). Making authentic science accessible to students. International Journal of Science Education, 25(1), 1-26.
  • Lustick, D. (2009). The failure of inquiry: preparing science teachers with an authentic investigation. Journal of Science Teacher Education, 20, 583-604.
  • Martin-Hansen, L. (2002). Defining inquiry. The Science Teacher, 69(2), 34-37.
  • MEB-TTKB. (2006). İlköğretim kurumları (ilkokullar ve ortaokullar) fen bilimleri dersi (3, 4, 5, 6, 7 ve 8. sınıflar) öğretim programı. Ankara: MEB.
  • MEB-TTKB. (2013). İlköğretim kurumları (ilkokullar ve ortaokullar) fen bilimleri dersi (3, 4, 5, 6, 7 ve 8. sınıflar)öğretim programı. Ankara: MEB.
  • MEB-TTKB. (2018). İlköğretim kurumları (ilkokullar ve ortaokullar) fen bilimleri dersi (3, 4, 5, 6, 7 ve 8. sınıflar) öğretim programı. Ankara: MEB.
  • Miles, M.B. ve Huberman, A. M. (1994). Qualitative data analysis. Thousand Oaks, CA: Sage.
  • MoNE. (2015). International student assesment programme PISA national pre report. MoNe Ölçme, Değerlendirme ve Sınav Hizmetleri Genel Müdürlüğü, Ankara.
  • Patton, M. Q. (2002). Qualitative research & evaluation methods. 3rd edition. Sage Publications, Inc.
  • Sadeh, I. ve Zion, M. (2012). Which type of inquiry project do high school biology students prefer: Open or guided? Research Science Education, 42, 831-848.
  • Schwartz, R. S., Lederman, N. G. ve Barbara A. C. (2004). Developing views of nature of science in an authentic context: An explicit approach to bridging the gap between nature of science and scientific inquiry. Science Teacher Education, 88(4), 610-645.
  • Şenler, B. (2015). Middle school students’ views of scientific inquiry: an international comparative study. Science Education International, 26(2), 166-179.
  • Yang, Park, Shin, ve Lim, (2017). Exploring Korean middle school students’ view about scientific inquiry. Eurasia Journal of Mathematics Science and Technology Education, 13(7), 3935-3958.

Analysis of Middle School Students’ Views on Scientific Inquiry in the Context of Science Achievement

Yıl 2018, , 373 - 388, 30.10.2018
https://doi.org/10.17569/tojqi.417537

Öz

One
of the aims of science teaching is to ensure that students enjoy scientific
work and develop scientific thinking and associated inquiry skills. Scientific
inquiry represents a process that scientists routinely use in their work, and
it is a way for students to acquire scientific knowledge and develop scientific
skills. Providing students with ample knowledge and necessary skills related to
daily life, scientific inquiry is an important part of science education. This
study aimed to elicit the views of a group of middle school students concerning
scientific inquiry. Twenty-eight students (10 girls, 18 boys) attending the
eighth grade participated in this case study. The data were collected through
the Views of Scientific Inquiry (VOSI) and the students’ scores in the
Examination for the Transition from Primary to Secondary Education (TEOGS) held
in Turkey. The relationship between TEOGS scores and student views classified
by VOSI was examined. The results revealed that students that are successful in
academic terms may have insufficient views of some components of scientific
inquiry.

Kaynakça

  • Adisendjaja, Y. H., Rustaman, N. Y., Redjeki, S. ve Satori, D. (2017). Science teachers’ understanding of scientific inquiry in teacher professional development. Journal of Physics: Conference Series, 812, 1-5.
  • Anggraeni, N., Adisendjaj, Y. H. ve Amprasto, A. (2017). Profile of high school students’ understanding of scientific inquiry. Journal of Physics: Conference Series, 895, 1-5.
  • Barrow, L. H. (2006). A brief history of inquiry: From dewey to standards. Journal of Science Teacher Education, 17, 265-278.
  • Bybee, R. W. (2002). Learning Science and the Science of Learning: Science Educators' Essay Collection. National Science Teachers Association.
  • Cevizci, A. (2011). Eğitim felsefesi. İstanbul: Say.
  • Creswell, J. W. (2013). Qualitative inquiry & research design choosing among five approaches. Sage Publications.
  • de Jong, T. (2006). Computer simulations-Technological advances in inquiry learning. Science, 312, 532-533.
  • Dojman, H. N. (2003). An analysis of elementary teachers’ perceptions of teaching science as inquiry. Doctoral Dissertation, The Faculty of the College of Education University of Houston, Texas.
  • Galano, S., Alessandro, Z., Luigi, S. ve Italo, T. (2016). Secondary students’ views about scientific inquiry. Retrieved from: http://www1.unipa.it/girep2014/accepted-papers proceedings/62_Galano.pdf
  • Jarrett, D. (1997). Inquiry strategies for science and mathematics learning it’s just good teaching. Oregon: Northwest Regional Educational Laboratory.
  • Johnston, J. S. (2009). Deweyan inquiry: From education theory to practice. Albany: State University of New York Press.
  • Karışan, D., Bilican, K. ve Şenler, B. (2017). Bilimsel sorgulama hakkında görüş anketi: Türkçeye uyarlama, geçerlik ve güvenirlik çalışması. İnönü Üniversitesi Eğitim Fakültesi Dergisi, 18(1), 326-343.
  • Koyunlu Ünlü, Z. (2015). An action research of supporting inquiry learning with instruction Technologies in science and technology course. Doctoral dissertation, Gazi Universty, Ankara.
  • Leblebicioğlu, G., Çapkınoğlu, E., Metin, D. ve Schwartz, R. (2017). Views of nature of scientific inquiry of the students in a science high school in Turkey: a vasi application. Paper presented at ESERA, 2017.
  • Lederman, J. S., Lederman, N. G., Bartos, S. A., Bartels, S. L., Meyer, A. A. ve Schwartz, R. S. (2014). Meaningful assessment of learners’ understandings about scientific inquiry the views about scientific inquiry (VASI) questionnaire. Journal of Research in Science Teaching, 51(1), 65-83.
  • Lee, H. S. ve Songer, N. B. (2003). Making authentic science accessible to students. International Journal of Science Education, 25(1), 1-26.
  • Lustick, D. (2009). The failure of inquiry: preparing science teachers with an authentic investigation. Journal of Science Teacher Education, 20, 583-604.
  • Martin-Hansen, L. (2002). Defining inquiry. The Science Teacher, 69(2), 34-37.
  • MEB-TTKB. (2006). İlköğretim kurumları (ilkokullar ve ortaokullar) fen bilimleri dersi (3, 4, 5, 6, 7 ve 8. sınıflar) öğretim programı. Ankara: MEB.
  • MEB-TTKB. (2013). İlköğretim kurumları (ilkokullar ve ortaokullar) fen bilimleri dersi (3, 4, 5, 6, 7 ve 8. sınıflar)öğretim programı. Ankara: MEB.
  • MEB-TTKB. (2018). İlköğretim kurumları (ilkokullar ve ortaokullar) fen bilimleri dersi (3, 4, 5, 6, 7 ve 8. sınıflar) öğretim programı. Ankara: MEB.
  • Miles, M.B. ve Huberman, A. M. (1994). Qualitative data analysis. Thousand Oaks, CA: Sage.
  • MoNE. (2015). International student assesment programme PISA national pre report. MoNe Ölçme, Değerlendirme ve Sınav Hizmetleri Genel Müdürlüğü, Ankara.
  • Patton, M. Q. (2002). Qualitative research & evaluation methods. 3rd edition. Sage Publications, Inc.
  • Sadeh, I. ve Zion, M. (2012). Which type of inquiry project do high school biology students prefer: Open or guided? Research Science Education, 42, 831-848.
  • Schwartz, R. S., Lederman, N. G. ve Barbara A. C. (2004). Developing views of nature of science in an authentic context: An explicit approach to bridging the gap between nature of science and scientific inquiry. Science Teacher Education, 88(4), 610-645.
  • Şenler, B. (2015). Middle school students’ views of scientific inquiry: an international comparative study. Science Education International, 26(2), 166-179.
  • Yang, Park, Shin, ve Lim, (2017). Exploring Korean middle school students’ view about scientific inquiry. Eurasia Journal of Mathematics Science and Technology Education, 13(7), 3935-3958.
Toplam 28 adet kaynakça vardır.

Ayrıntılar

Birincil Dil İngilizce
Bölüm Makaleler
Yazarlar

Zeynep Koyunlu Ünlü 0000-0003-3627-1809

Yayımlanma Tarihi 30 Ekim 2018
Gönderilme Tarihi 20 Nisan 2018
Yayımlandığı Sayı Yıl 2018

Kaynak Göster

APA Koyunlu Ünlü, Z. (2018). Analysis of Middle School Students’ Views on Scientific Inquiry in the Context of Science Achievement. Turkish Online Journal of Qualitative Inquiry, 9(4), 373-388. https://doi.org/10.17569/tojqi.417537
AMA Koyunlu Ünlü Z. Analysis of Middle School Students’ Views on Scientific Inquiry in the Context of Science Achievement. TOJQI. Ekim 2018;9(4):373-388. doi:10.17569/tojqi.417537
Chicago Koyunlu Ünlü, Zeynep. “Analysis of Middle School Students’ Views on Scientific Inquiry in the Context of Science Achievement”. Turkish Online Journal of Qualitative Inquiry 9, sy. 4 (Ekim 2018): 373-88. https://doi.org/10.17569/tojqi.417537.
EndNote Koyunlu Ünlü Z (01 Ekim 2018) Analysis of Middle School Students’ Views on Scientific Inquiry in the Context of Science Achievement. Turkish Online Journal of Qualitative Inquiry 9 4 373–388.
IEEE Z. Koyunlu Ünlü, “Analysis of Middle School Students’ Views on Scientific Inquiry in the Context of Science Achievement”, TOJQI, c. 9, sy. 4, ss. 373–388, 2018, doi: 10.17569/tojqi.417537.
ISNAD Koyunlu Ünlü, Zeynep. “Analysis of Middle School Students’ Views on Scientific Inquiry in the Context of Science Achievement”. Turkish Online Journal of Qualitative Inquiry 9/4 (Ekim 2018), 373-388. https://doi.org/10.17569/tojqi.417537.
JAMA Koyunlu Ünlü Z. Analysis of Middle School Students’ Views on Scientific Inquiry in the Context of Science Achievement. TOJQI. 2018;9:373–388.
MLA Koyunlu Ünlü, Zeynep. “Analysis of Middle School Students’ Views on Scientific Inquiry in the Context of Science Achievement”. Turkish Online Journal of Qualitative Inquiry, c. 9, sy. 4, 2018, ss. 373-88, doi:10.17569/tojqi.417537.
Vancouver Koyunlu Ünlü Z. Analysis of Middle School Students’ Views on Scientific Inquiry in the Context of Science Achievement. TOJQI. 2018;9(4):373-88.