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BİLİMSEL BİLGİNİN EPİSTEMOLOJİK YAPISI HAKKINDA FEN BİLGİSİ ÖĞRETMEN ADAYLARININ GÖRÜŞLERİ: ARTVİN ÖRNEKLEMİ

PRESERVICE SCIENCE TEACHERS' VIEWS ON EPISTEMOLOGY OF SCIENCE: THE CASE OF ARTVIN

Journal Name:

  • Eğitim ve Öğretim Araştırmaları Dergisi

Publication Year:

  • 2015

Key Words:

Keywords (Original Language):

Author NameUniversity of AuthorFaculty of Author
Abstract (2. Language): 
The purpose of this study was to explore preservice science teachers’ views about epistemology of science. A total of 99 freshman, sophomore, junior, and senior preservice science teachers in Artvin Coruh University participated in the study. In order to explore preservice science teachers’ views about epistemology of science across years in teacher education program, the instrument “Views on Science-Technology-Society” (VOSTS) developed by Aikenhead, Ryan, and Fleming (1989) was administered to them. For this study, we utilized 14- item version of the instrument addressing the epistemology of science. It was translated into Turkish by Doğan- Bora (2005) and validity evidence was established. Data analysis was based on frequencies for each item and participants' answers were categorized as realistic, has merit, and naïve which was suggested by Rubba, ve Harkness (1996). The difference between preservice science teachers’ years in teacher education program was compared.
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Abstract (Original Language): 
Bu çalışmanın amacı, Artvin Çoruh Üniversitesi, Fen Bilgisi Öğretmenliği programına kayıtlı öğretmen adaylarının bilimsel bilginin epistemolojik yapısı hakkındaki görüşlerini belirlemektir. Ayrıca öğretmen adayları, sınıf düzeyinde karşılaştırılmış olup, epistemolojik inançlarındaki benzer ve farklılıklar ortaya konmaya çalışılmıştır. Öğretmen adaylarının görüşlerini belirlemek için Aikenhead, Ryan ve Fleming (1989) tarafından geliştirilen Fen, Teknoloji ve Toplum Hakkındaki Görüşler ölçeğinin bilimsel bilgini epistemolojik yapısını yansıtan 14 maddesi kullanılmıştır. İlgili ölçek Doğan-Bora (2005) tarafından Türkçeye çevrilmiş olup geçerlilik ve güvenilirliği sağlanmıştır. Öğretmen adaylarının görüşleri "gerçekçi", "kabul edilebilir" ve "yetersiz" olarak sınıflandırılmış ve her madde için frekans hesaplanması yapılmıştır. Öğretmen adaylarından birinci, ikinci, üçüncü ve dördüncü sınıfta olanların görüşleri birbirleriyle karşılaştırılmıştır.
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  • Turkish

REFERENCES

References: 

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Eğitim ve Öğretim Araştırmaları Dergisi
Journal of Research in Education and Teaching
Kasım 2015 Cilt:4 Sayı:4 Makale No: 08 ISSN: 2146-9199
80
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Eğitim ve Öğretim Araştırmaları Dergisi
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81
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