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Journals / Eğitim ve Bilim / 2011 / Cilt: 36 - Sayı: 159

Sözel bölüm öğrencileri bilimin doğası hakkında sayısal bölüm öğrencilerinden daha bilgilidir; Eğitimde yanlış giden nedir ?

What went wrong? Literature students are more informed about the nature of science than science students

Nihal DOGAN
Pages
220–235
Publication Date
2022-10-18
DOI
—
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AI Summary & Key Takeaways

AI Insight
⚡ TL;DR(Too Long; Didn't Read)

The results indicate that compared to science-math branch students, literature-math branch students seemed to be more informed about the tentativeness of scientific knowledge, arriving at scientific knowledge, differences in scientific knowledge and scientific opinion.

📌 3 Key Takeaways

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Objective & Hypothesis:The purpose of this study was to investigate science-math (SM) and literature-math (LM) branches of high school students' views on NOS and to compare their beliefs about NOS.
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Key Findings & Data:The study's sample consisted of 120 Turkish 11th grade students (60 in the science-math branch and 60 in the literature-math branch).
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Conclusion & Impact:The results indicate that compared to science-math branch students, literature-math branch students seemed to be more informed about the tentativeness of scientific knowledge, arriving at scientific knowledge, differences in scientific knowledge and scientific opinion.
🔬Design:Research Article
📍Scope:Comprehensive Sample
⚙️Variables:Domain Parameters

Abstract

The purpose of this study was to investigate science-math (SM) and literature-math (LM) branches of high school students' views on NOS and to compare their beliefs about NOS. The study's sample consisted of 120 Turkish 11th grade students (60 in the science-math branch and 60 in the literature-math branch). Some significant differences were found between science-math and literature-math students' conceptions of NOS. The results indicate that compared to science-math branch students, literature-math branch students seemed to be more informed about the tentativeness of scientific knowledge, arriving at scientific knowledge, differences in scientific knowledge and scientific opinion. The results of this study introduce one of the reasons why science-math students enroll in courses on history of science and philosophy of science during high school.

Özet

Bu çalışmanın amacı, 11. sınıf Fen-Matematik branşı öğrencileriyle Türkçe-Matematik branşı öğrencilerinin bilimin doğası hakkındaki kavram(a)larmı karşılaştırmaktır. Çalışmaya 60 Fen-Matematik, 60 Türkçe-Matematik branşından toplam 120 öğrenci katılmıştır. Sonuçlar Türkçe- Matematik bölümü öğrencileri, fen (Fizik, Kimya, Biyoloji) derslerini çok daha az almalarına rağmen, Fen-Matematik bölümü öğrencilerinden bilimin doğasının, bilimsel bilgi, deney ve gözlemlerden elde edilmiş kanıtlara dayanır, bilimsel bilginin değişebilirliği gibi bazı özelliklerinde daha bilgili bakış açısına sahip olduklarını göstermiştir. Bu sonuçlar doğrultusunda, bilim tarihi ve bilim felsefesi derslerinin, bilimin doğası hakkındaki kavramların öğretilmesi için lise döneminden itibaren verilmesi gerektiği önerilmektedir.

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Cite This Article

DOGAN, N. (2022). Sözel bölüm öğrencileri bilimin doğası hakkında sayısal bölüm öğrencilerinden daha bilgilidir; Eğitimde yanlış giden nedir ?. Eğitim ve Bilim, Cilt: 36 - Sayı: 159, 220–235. https://ajindex.com/articles/497694

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