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Journals / Eğitim ve Bilim / 2010 / Cilt: 35 - Sayı: 157

Biyoloji eğitimi alanı yüksek lisans öğrencilerinin bilimin doğasına ilişkin disipline bağımlı anlayışları

Discipline dependent understandings of graduate students in biology education department about the aspects of nature of science

Mustafa Serdar KÖKSAL
Pages
68–83
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 indicated that “biology education” graduate students showed misunderstandings about “tentativeness”, “objectivity”, “social and cultural embeddedness of scientific knowledge”, “hierarchical relationship among hypothesis, theory and law”, “definition of science” and“ creativeness and imagination in science”.

📌 3 Key Takeaways

🎯
Objective & Hypothesis:The purpose of this study was to investigate the understandings of graduate students in biology education department about the aspects of nature of science.
📊
Key Findings & Data:The study was conducted with case study methodology and included four graduate students.
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Conclusion & Impact:The results indicated that “biology education” graduate students showed misunderstandings about “tentativeness”, “objectivity”, “social and cultural embeddedness of scientific knowledge”, “hierarchical relationship among hypothesis, theory and law”, “definition of science” and“ creativeness and imagination in science”.
🔬Design:Survey & Empirical Study
📍Scope:Comprehensive Sample
⚙️Variables:Domain Parameters

Abstract

The purpose of this study was to investigate the understandings of graduate students in biology education department about the aspects of nature of science. The study was conducted with case study methodology and included four graduate students. Questionnaire of definitions and VNOS-C (Views on Nature of Science Questionnaire-C) as data collection tools were used. The results indicated that “biology education” graduate students showed misunderstandings about “tentativeness”, “objectivity”, “social and cultural embeddedness of scientific knowledge”, “hierarchical relationship among hypothesis, theory and law”, “definition of science” and“ creativeness and imagination in science”. In addition, the participants presented disciplinedependent understandings. In this paper, the results of the study are discussed and limitations and important points of the study are explained for further research.

Özet

Bu çalışmanın amacı, biyoloji öğretmenliği bölümünde yüksek lisans yapmakta olan öğrencilerin bilimin doğasına ilişkin anlayışlarını araştırmaktır. Araştırma bir durum çalışması olup, 4 yüksek lisans öğrencisi ile yürütülmüştür. Çalışmada, “tanımlar anketi” ve “VNOS-C”, veri toplama araçları olarak kullanılmıştır. Araştırmanın sonuçları, öğrencilerin “ değişebilirlik”, “tarafsızlık”, “bilimsel bilginin, sosyal ve kültürel yapı içinde gelişimi”, “hipotez, teori ve kanun arasındaki hiyerarşik ilişki”, “bilimin tanımı” ve “bilimde hayal gücü ve yaratıcılığın yeri” boyutlarına ilişkin yanlış anlayışlara sahip olduklarını göstermiştir. Ayrıca katılımcılar, disipline özgü anlayışlar sergilemişlerdir. Bu makalede, araştırmanın sonuçları tartışılacak, sınırlılıklar ve önemli noktalar, daha sonraki araştırmalar için açıklanacaktır.

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Cite This Article

KÖKSAL, M. S. (2022). Biyoloji eğitimi alanı yüksek lisans öğrencilerinin bilimin doğasına ilişkin disipline bağımlı anlayışları. Eğitim ve Bilim, Cilt: 35 - Sayı: 157, 68–83. https://ajindex.com/articles/497767

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