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Journals / Marmara Üniversitesi Atatürk Eğitim Fakültesi Eğitim Bilimleri Dergisi / 2006 / Cilt: 24 - Sayı: 24

The Effect of Social Constructivist Instructional Design Application to Prospective Science Teachers’ Scientific Literacy Profiencies

FEN BİLGİSİ ÖĞRETMEN ADAYLARININ BİLİMSEL OKURYAZARLIK YETERLİKLERİNİN GELİȘTİRİLMESİNDE SOSYAL YAPILANDIRMACI ÖĞRETİM TASARIMI UYGULAMASININ ETKİSİ

Halil TURGUT
Seval FER
Pages
205–229
Publication Date
2013-10-30
DOI
—
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AI Summary & Key Takeaways

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

The results arrived showed that the constructivist instructional design application developed prospective science teachers’ level of the nature of science and science-technology-society understandings to a higher degree than that seen using traditional instructional design applicationKey words: Scientific literacy, nature of science, science-technology-society interaction, constructivism, instructional design.

📌 3 Key Takeaways

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Objective & Hypothesis:The purpose of this research was to determine whether the use of constructivistteaching design application is more effective for the improvement of prospective scienceteachers’ scientific literacy competence at the dimensions of nature of science andscience-technology-society interaction than that found using traditional teaching designapplication.
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Key Findings & Data:The research was based on pretest-posttest control group experimental designand carried out with using senior students from Science Teacher Education Programme of Atatürk Education Faculty of Marmara University through a semester in Science- Technology and Society course.
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Conclusion & Impact:The results arrived showed that the constructivist instructional design application developed prospective science teachers’ level of the nature of science and science-technology-society understandings to a higher degree than that seen using traditional instructional design applicationKey words: Scientific literacy, nature of science, science-technology-society interaction, constructivism, instructional design.
🔬Design:Research Article
📍Scope:Comprehensive Sample
⚙️Variables:Bilimsel okuryazarlık · bilimin doğası · bilim-teknolojitoplum ilișkisi

Abstract

The purpose of this research was to determine whether the use of constructivistteaching design application is more effective for the improvement of prospective scienceteachers’ scientific literacy competence at the dimensions of nature of science andscience-technology-society interaction than that found using traditional teaching designapplication. The research was based on pretest-posttest control group experimental designand carried out with using senior students from Science Teacher Education Programme of Atatürk Education Faculty of Marmara University through a semester in Science- Technology and Society course. The Test of Basic Scientific Literacy was used as assessment tool and the data derived from that test was analysed quantitatively by statistical techniques. The students in experimental group of research performed the activities held within constructivist instructional design and reported their studies through the semester while the students in control group of research experienced a teachercentered, didactic process. The results arrived showed that the constructivist instructional design application developed prospective science teachers’ level of the nature of science and science-technology-society understandings to a higher degree than that seen using traditional instructional design applicationKey words: Scientific literacy, nature of science, science-technology-society interaction, constructivism, instructional design.

Özet

Bu araștırmada, sosyal yapılandırmacı öğretim tasarımı uygulamasının, Fen Bilgisi öğretmen adaylarının bilimsel okuryazarlık yeterliklerinden bilimin doğası ve bilim-teknoloji-toplum ilișkisi anlayıșlarının gelișiminde geleneksel öğretim tasarımı uygulamasından daha etkili olup olmadığı sorgulanmıștır. Fen bilgisi öğretmen adayları ile Fen-Teknoloji-Toplum Dersi bünyesinde bir öğretim dönemi boyunca yürütülen araștırmada “öntest-sontest kontrol gruplu deneme modeli” esas alınmıștır. Öğretmen adaylarının bilimin doğasına ve bilim-teknoloji-toplum ilișkisi anlayıșlarının belirlenebilmesi için “Temel Bilimsel Okuryazarlık Testi (Test of Basic Scientific Literacy) kullanılmıș ve elde edilen veriler nicel olarak analiz edilmiștir. Araștırmanın deney grubunda yer alan öğrenciler, sosyal yapılandırmacı öğretim tasarımında planlanan etkinliklere katılmıșlar, kontrol grubunda yer alan öğrenciler ise geleneksel öğretim tasarımı uygulaması bağlamında öğretmen merkezli, didaktik sunuma dayalı bir süreç izlemișlerdir. Ulașılan sonuçlar, sosyal yapılandırmacı öğretim tasarımı uygulamasının, fen bilgisi öğretmen adaylarının hem bilimin doğası hem de bilim-teknoloji-toplum ilișkisi anlayıșlarının gelișiminde, geleneksel öğretim tasarımı uygulamasından daha etkili olduğunu göstermiștir.

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Cite This Article

TURGUT, H., FER, S. (2013). The Effect of Social Constructivist Instructional Design Application to Prospective Science Teachers’ Scientific Literacy Profiencies. Marmara Üniversitesi Atatürk Eğitim Fakültesi Eğitim Bilimleri Dergisi, Cilt: 24 - Sayı: 24, 205–229. https://ajindex.com/articles/689859

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