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EXAMINING HAKKARI UNIVERSITY STUDENTS’ VIEWS ON THE NATURE OF SCIENCE AND EPISTEMOLOGICAL THOUGHTS

Year 2017, Volume: 19 Issue: 2, 133 - 151, 27.12.2017

Abstract

The
aim of the study is to examine the relationship between the nature of science
and epistemological views of undergraduate and associate degree students
studying at Hakkari University. Quantitative design was preferred in the study.
The Scientific Epistemological Beliefs Scale, adapted by Turkish, by Acat,
Tüken and Karadağ developed by Elder has been applied to determine
epistemological views. The Scientific Nature Scale developed by Özgenen (2013) was
used. The population of the research is the undergraduate and pre-graduate
students who from the universities that continue to the developing are
established in 2007-2008. Due to the selected by appropriate sampling method, the
sample of the study is 230 undergraduate and undergraduate students attend the Hakkâri
University.
According to the
general results of the research, it was found that the mean scores of the
natural opinions of the teachers’ candidates were averaged points and the epistemological
views were also prone to scepticism. In addition, a statistically significant
relationship was found between the participants’ natural views of science and
their epistemological views.

References

  • Abd-El-Khalick, F. (2001). Embedding nature of science instruction in preservice elementary science courses: Abandoning scientism, but ... . Journal of Science Teacher Education, 12, 215–233.
  • Abd-El-Khalick, F., & Akerson, V. L. (2004). Learning as conceptual change: factors mediating the development of preservice elementary teachers’ views of nature of science. Science Teacher Education, 88, 785-810.
  • Abd-El-Khalick, F., Bell, R. L., & Lederman, N. G. (1998). The nature of science and instructional practice: Making the unnatural natural. Science Education, 82, 417–436.
  • Abd-El-Khalick, F., & Lederman, N. G. (2000). The influence of history of science courses on students’ views of nature of science. Journal of Research in Science Teaching, 37, 295-317.
  • Abd-El-Khalick, F., & Lederman, N. G. (2000). Improving science teachers’ conceptions of the nature of science: A critical review of the literature. International Journal of Science Education, 22, 665–701.
  • Acat, M. B., Tüken, G. ve Karadağ, E. (2010). Bilimsel epistemolojik inançlar ölçeği: Türk kültürüne uyarlama, dil geçerliği ve faktör yapısının incelenmesi. Türk Fen Eğitim Dergisi, 7(4), 67-89.
  • Ağlarcı, O. (2014). Doğrudan-yansıtıcı yaklaşıma dayalı öğretimin kimya öğretmen adaylarının bilimin doğası görüşlerine etkisi. (Yayımlanmamış Doktora Tezi). Marmara Üniversitesi, İstanbul.
  • Akindehin, F. (1988). Effect of an instructional package on preservice science teachers’ understanding of the nature of science and acquisition of science-related attitudes. Science Education, 72, 73–82.
  • Aypay, A. (2011). Epistemolojik inançlar ölçeğinin Türkiye uyarlaması ve öğretmen adaylarının epistemolojik inançlarının incelenmesi. Eskişehir Osmangazi Üniversitesi Sosyal Bilimler Dergisi, 12(1), 1-15.
  • Badke, W. (2010). InfoLit Land-Foundations of Information Literacy: Learning From Paul Zurkowski. Online, 34(1), 48.
  • Başbay, M. (2013). Epistemolojik inancın eleştirel düşünme ve üstbiliş ile ilişkisinin yapısal eşitlik modeli ile incelenmesi. Eğitim ve Bilim, 38(169), 249-262.
  • Bochenski, J. M. (2009). Felsefe düşünmenin yolları (1. Baskı). Ankara: BilgeSu
  • BouJaoude, S., & Abd-El Khalick, F. (1995). Lebanese middle school students’ definitions of science and perceptions of its purpose and usage. Paper presented at National Association for Research in Science Teaching, San Francisco, CA.
  • Brownlee, J., Purdie, N., & Boulton-Lewis, G. (2001). Changing epistemological beliefs in pre-service teacher education students. Teaching in Higher Education, 6(2), 247-268.
  • Büyüköztürk, Ş., Çakmak, E. K., Akgün, Ö. E., Karadeniz, Ş., ve Demirel, F. (2010). Bilimsel araştırma yöntemleri (7. Baskı). Ankara: Pegem Akademi.
  • Bruce, C. (1994). Information literacy blueprint. 28 Ekim 2010 tarihinde https://courses.washington.edu/mlis560/su09/Module1/bruce_information_literacy_blueprint.pdf adresinden erişildi.
  • Cohen, J. (1988). Statistical power analysis for the behavioral scienes (2nd ed.). Hillsdale, NJ: Erlbaum.
  • Doğan, N., & Abd-El-Khalick, F. (2008). Turkish grade 10 students’ and science teachers’ conceptions of nature of science: A national study. Journal of Research in Science Teaching, 45(10), 1083-1112.
  • Elder, A. D. (2002). Characterizing fifth grade students’ epistemological beliefs in science. In P. R. Pintrich (Eds).
  • Personal epistemology: The psychology of beliefs about knowledge and knowing (pp. 347–364). Mahwah, NJ, USA: Lawrence Erlbaum Associates.
  • Hofer, B. K., & Pintrich, P. (2002). Personal epistemology: The psychology of beliefs about knowledge and knowing. Mahwah, NJ: Lawrence Erlbaum.
  • Hofer, B. K., & Pintrich, P. R. (1997). The development of epistemological theories: Beliefs about knowledge and knowing and their relation to learning. Review of Educational Research, 67, 88-140.
  • Kale, N. (2009). Felsefiyat (1. Baskı). Ankara: Pegem Akademi.
  • Khishfe, R., & Abd-El-Khalick, F. (2002). Influence of explicit and reflective versus implicit inquiry-oriented instruction on sixth graders’ views of nature of science. Journal of Research in Science Teaching, 39(7), 551-578.
  • King, P., & Kitchener, K. (1994). Developing reflective judgment: Understanding and promoting intellectual growth and critical thinking in adolescents and adults. San Francisco: Jossey-Bass.
  • Kurbanoğlu, S. S. (2010). Bilgi okuryazarlığı: Kavramsal bir analiz. Türk kütüphaneciliği, 24(4), 723-747.
  • Lawson, A. E. (1982). The nature of advanced reasoning and science instruction. Journal of Research in Science Teaching, 19, 743–760.
  • Lederman, N. G. (1992). Students' and teachers' conceptions of the nature of science: A review of the research. Journal of Research in Science Teaching, 29(4), 331-359.
  • Lederman, N. G., Abd-El-Khalick, F., Bell, R. L., & Schwartz, R. (2002).
  • Views of nature of science questionnaire: Toward valid and meaningful assessment of learner’s conceptions of nature of science. Journal of Research in Science Teaching, 39(6), 497-521.
  • Liaghatdar, M. J., Soltani, A., & Abedi, A. (2011). A validity study of attitudes toward science scale among Iranian secondary school students. International Education Studies. 4(4), 36-46.
  • McComas, W. F. (1993). The effects of an intensive summer laboratory internship on secondary students’ understanding of the NOS as measured by the test on understanding of science (TOUS). Paper presented at the annual meeting of the National Association for Research in Science Teaching, Atlanta, GA.
  • Miller, R. G. (1969). Simultaneous statistical inference. New York: McGraw-Hill.
  • Moss, D. M., Abrams, E. D., & Kull, J. R. (1998). Describing students’ conceptions of the nature of science over an entire school years. In Annual Meeting of the National Association for Research in Science Teaching. San Diego, CA.
  • Mumba, F. (2005). Influence of explicit instruction and reflection on mathematics and science teaching fellows’ views of the nature of science. (Unpublished doctoral dissertation). Illionis State University. Urbana, Illinois.
  • NRC (National Research Council). (1996). National science education standards. Washington: National Academy Press.
  • Organisation for Economic Cooperation and Development-OECD (1995). Literacy, economy and society: Results of the first international literacy survey. Paris: OECD
  • Özgelen, S. (2013). Bilimin doğası ölçeğinin geliştirilmesi. Kastamonu Eğitim Fakültesi Dergisi, 21(2), 711-736.
  • Perry, W. G. (1999). Forms of intellectual and ethical development in the college years: A scheme. San Francisco: Josey-Bass.
  • Ravindran, B., Greene, B. A., & De Backer, T. K. (2005). The role of achievement goals and epistemological beliefs in the prediction of pre-service teacher’s cognitive engagement and application learning. Journal of Educational Research, 98(4), 222-233.
  • Ryder, J., Leach, J., & Driver, R. (1999). Undergraduate science students’ images of science. Journal of Research in Science Teaching, 36(2), 201-219.
  • Schommer, M. (1990). Effects of beliefs about the nature of knowledge on comprehension. Journal of Educational Psychology, 82, 498–504.
  • Snavely, L., & Cooper, N. (1997). The information literacy debate. The Journal of Academic Librarianship, 23(1), 9–13.
  • Solomon, J., Duveen, J., Scot, L., & McCarthy, S. (1992). Teaching about the nature of science through history: Action research in the classroom. Journal of Research in Science Education, 29(4), 409−421.
  • Sönmez, V. (2010). Bilim felsefesi. Ankara: Anı Yayıncılık.
  • Sözer, Ö. (2009). Felsefenin abc’si (4. Baskı). İstanbul: Say Yayınları.
  • Tekin, H. (1993). Eğitimde ölçme ve değerlendirme. Ankara: Yargı Yayınevi.
  • Topdemir, H. G. (2011). Felsefe (2. Baskı). Ankara: Pegem Akademi.
  • Tümkaya, S. (2012). Üniversite öğrencilerinin epistemolojik inançlarının cinsiyet, sınıf, eğitim alanı, akademik başarı ve öğrenme stillerine göre incelenmesi. Kuram ve Uygulamada Eğitim Bilimleri, 12(1), 75-95.
  • Yang, F. Y., & Tsai, C. C. (2010). Reasoning about science-related uncertain issues and epistemological perspectives among children. Instructional Science, 38(4), 325-354.
  • Zurkowski, P. G. (1974). The information service environment: relationships and priorities. (Report ED 100391). Washington DC: NationalCommission on Libraries and Information Science.

HAKKARİ ÜNİVERSİTESİ ÖĞRENCİLERİNİN BİLİMİN DOĞASI VE EPİSTEMOLOJİK GÖRÜŞLERİNİN İNCELENMESİ

Year 2017, Volume: 19 Issue: 2, 133 - 151, 27.12.2017

Abstract

Araştırmanın amacı Hakkari
Üniversitesinde eğitim gören lisans ve ön lisans öğrencilerinin bilimin doğası
ve epistemolojik görüşleri arasındaki korelasyon çalışması olarak
belirlenmiştir. Araştırmada nicel desen tercih edilmiştir. Epistemolojik görüşlerin belirlenmesi için
Elder tarafından geliştirilen Acat, Tüken ve Karadağ tarafından Türkçeye
uyarlanan Bilimsel Epistemolojik İnanç Ölçeği, bilimin doğası görüşlerinin
incelenmesi için de Özgelen (2013) tarafından geliştirilen Bilimin Doğası
Ölçeği kullanılmıştır. Araştırmanın evreni 2007-2008 yıllarında kurulan ve
gelişmekte olan üniversitelere devam eden lisans ve ön-lisans öğrencileridir.
Araştırmada uygun örnekleme yöntemi uygulanarak Hakkâri Üniversitesinde
eğitim gören 230 lisans ve ön lisans öğrencisine yer verilmiştir. Araştırmanın
genel sonuçlarına göre öğretmen adaylarının bilimin doğası görüşlerinin ortalama
puana yakın değerler aldığı, epistemolojik görüşlerinin de skeptik düşünceye
yatkın olduğu bulunmuştur. Bunun yanı sıra katılımcıların bilimin doğası
görüşleri ile epistemolojik görüşleri arasında istatistiksel olarak anlamlı bir
ilişki tespit edilmiştir. 

References

  • Abd-El-Khalick, F. (2001). Embedding nature of science instruction in preservice elementary science courses: Abandoning scientism, but ... . Journal of Science Teacher Education, 12, 215–233.
  • Abd-El-Khalick, F., & Akerson, V. L. (2004). Learning as conceptual change: factors mediating the development of preservice elementary teachers’ views of nature of science. Science Teacher Education, 88, 785-810.
  • Abd-El-Khalick, F., Bell, R. L., & Lederman, N. G. (1998). The nature of science and instructional practice: Making the unnatural natural. Science Education, 82, 417–436.
  • Abd-El-Khalick, F., & Lederman, N. G. (2000). The influence of history of science courses on students’ views of nature of science. Journal of Research in Science Teaching, 37, 295-317.
  • Abd-El-Khalick, F., & Lederman, N. G. (2000). Improving science teachers’ conceptions of the nature of science: A critical review of the literature. International Journal of Science Education, 22, 665–701.
  • Acat, M. B., Tüken, G. ve Karadağ, E. (2010). Bilimsel epistemolojik inançlar ölçeği: Türk kültürüne uyarlama, dil geçerliği ve faktör yapısının incelenmesi. Türk Fen Eğitim Dergisi, 7(4), 67-89.
  • Ağlarcı, O. (2014). Doğrudan-yansıtıcı yaklaşıma dayalı öğretimin kimya öğretmen adaylarının bilimin doğası görüşlerine etkisi. (Yayımlanmamış Doktora Tezi). Marmara Üniversitesi, İstanbul.
  • Akindehin, F. (1988). Effect of an instructional package on preservice science teachers’ understanding of the nature of science and acquisition of science-related attitudes. Science Education, 72, 73–82.
  • Aypay, A. (2011). Epistemolojik inançlar ölçeğinin Türkiye uyarlaması ve öğretmen adaylarının epistemolojik inançlarının incelenmesi. Eskişehir Osmangazi Üniversitesi Sosyal Bilimler Dergisi, 12(1), 1-15.
  • Badke, W. (2010). InfoLit Land-Foundations of Information Literacy: Learning From Paul Zurkowski. Online, 34(1), 48.
  • Başbay, M. (2013). Epistemolojik inancın eleştirel düşünme ve üstbiliş ile ilişkisinin yapısal eşitlik modeli ile incelenmesi. Eğitim ve Bilim, 38(169), 249-262.
  • Bochenski, J. M. (2009). Felsefe düşünmenin yolları (1. Baskı). Ankara: BilgeSu
  • BouJaoude, S., & Abd-El Khalick, F. (1995). Lebanese middle school students’ definitions of science and perceptions of its purpose and usage. Paper presented at National Association for Research in Science Teaching, San Francisco, CA.
  • Brownlee, J., Purdie, N., & Boulton-Lewis, G. (2001). Changing epistemological beliefs in pre-service teacher education students. Teaching in Higher Education, 6(2), 247-268.
  • Büyüköztürk, Ş., Çakmak, E. K., Akgün, Ö. E., Karadeniz, Ş., ve Demirel, F. (2010). Bilimsel araştırma yöntemleri (7. Baskı). Ankara: Pegem Akademi.
  • Bruce, C. (1994). Information literacy blueprint. 28 Ekim 2010 tarihinde https://courses.washington.edu/mlis560/su09/Module1/bruce_information_literacy_blueprint.pdf adresinden erişildi.
  • Cohen, J. (1988). Statistical power analysis for the behavioral scienes (2nd ed.). Hillsdale, NJ: Erlbaum.
  • Doğan, N., & Abd-El-Khalick, F. (2008). Turkish grade 10 students’ and science teachers’ conceptions of nature of science: A national study. Journal of Research in Science Teaching, 45(10), 1083-1112.
  • Elder, A. D. (2002). Characterizing fifth grade students’ epistemological beliefs in science. In P. R. Pintrich (Eds).
  • Personal epistemology: The psychology of beliefs about knowledge and knowing (pp. 347–364). Mahwah, NJ, USA: Lawrence Erlbaum Associates.
  • Hofer, B. K., & Pintrich, P. (2002). Personal epistemology: The psychology of beliefs about knowledge and knowing. Mahwah, NJ: Lawrence Erlbaum.
  • Hofer, B. K., & Pintrich, P. R. (1997). The development of epistemological theories: Beliefs about knowledge and knowing and their relation to learning. Review of Educational Research, 67, 88-140.
  • Kale, N. (2009). Felsefiyat (1. Baskı). Ankara: Pegem Akademi.
  • Khishfe, R., & Abd-El-Khalick, F. (2002). Influence of explicit and reflective versus implicit inquiry-oriented instruction on sixth graders’ views of nature of science. Journal of Research in Science Teaching, 39(7), 551-578.
  • King, P., & Kitchener, K. (1994). Developing reflective judgment: Understanding and promoting intellectual growth and critical thinking in adolescents and adults. San Francisco: Jossey-Bass.
  • Kurbanoğlu, S. S. (2010). Bilgi okuryazarlığı: Kavramsal bir analiz. Türk kütüphaneciliği, 24(4), 723-747.
  • Lawson, A. E. (1982). The nature of advanced reasoning and science instruction. Journal of Research in Science Teaching, 19, 743–760.
  • Lederman, N. G. (1992). Students' and teachers' conceptions of the nature of science: A review of the research. Journal of Research in Science Teaching, 29(4), 331-359.
  • Lederman, N. G., Abd-El-Khalick, F., Bell, R. L., & Schwartz, R. (2002).
  • Views of nature of science questionnaire: Toward valid and meaningful assessment of learner’s conceptions of nature of science. Journal of Research in Science Teaching, 39(6), 497-521.
  • Liaghatdar, M. J., Soltani, A., & Abedi, A. (2011). A validity study of attitudes toward science scale among Iranian secondary school students. International Education Studies. 4(4), 36-46.
  • McComas, W. F. (1993). The effects of an intensive summer laboratory internship on secondary students’ understanding of the NOS as measured by the test on understanding of science (TOUS). Paper presented at the annual meeting of the National Association for Research in Science Teaching, Atlanta, GA.
  • Miller, R. G. (1969). Simultaneous statistical inference. New York: McGraw-Hill.
  • Moss, D. M., Abrams, E. D., & Kull, J. R. (1998). Describing students’ conceptions of the nature of science over an entire school years. In Annual Meeting of the National Association for Research in Science Teaching. San Diego, CA.
  • Mumba, F. (2005). Influence of explicit instruction and reflection on mathematics and science teaching fellows’ views of the nature of science. (Unpublished doctoral dissertation). Illionis State University. Urbana, Illinois.
  • NRC (National Research Council). (1996). National science education standards. Washington: National Academy Press.
  • Organisation for Economic Cooperation and Development-OECD (1995). Literacy, economy and society: Results of the first international literacy survey. Paris: OECD
  • Özgelen, S. (2013). Bilimin doğası ölçeğinin geliştirilmesi. Kastamonu Eğitim Fakültesi Dergisi, 21(2), 711-736.
  • Perry, W. G. (1999). Forms of intellectual and ethical development in the college years: A scheme. San Francisco: Josey-Bass.
  • Ravindran, B., Greene, B. A., & De Backer, T. K. (2005). The role of achievement goals and epistemological beliefs in the prediction of pre-service teacher’s cognitive engagement and application learning. Journal of Educational Research, 98(4), 222-233.
  • Ryder, J., Leach, J., & Driver, R. (1999). Undergraduate science students’ images of science. Journal of Research in Science Teaching, 36(2), 201-219.
  • Schommer, M. (1990). Effects of beliefs about the nature of knowledge on comprehension. Journal of Educational Psychology, 82, 498–504.
  • Snavely, L., & Cooper, N. (1997). The information literacy debate. The Journal of Academic Librarianship, 23(1), 9–13.
  • Solomon, J., Duveen, J., Scot, L., & McCarthy, S. (1992). Teaching about the nature of science through history: Action research in the classroom. Journal of Research in Science Education, 29(4), 409−421.
  • Sönmez, V. (2010). Bilim felsefesi. Ankara: Anı Yayıncılık.
  • Sözer, Ö. (2009). Felsefenin abc’si (4. Baskı). İstanbul: Say Yayınları.
  • Tekin, H. (1993). Eğitimde ölçme ve değerlendirme. Ankara: Yargı Yayınevi.
  • Topdemir, H. G. (2011). Felsefe (2. Baskı). Ankara: Pegem Akademi.
  • Tümkaya, S. (2012). Üniversite öğrencilerinin epistemolojik inançlarının cinsiyet, sınıf, eğitim alanı, akademik başarı ve öğrenme stillerine göre incelenmesi. Kuram ve Uygulamada Eğitim Bilimleri, 12(1), 75-95.
  • Yang, F. Y., & Tsai, C. C. (2010). Reasoning about science-related uncertain issues and epistemological perspectives among children. Instructional Science, 38(4), 325-354.
  • Zurkowski, P. G. (1974). The information service environment: relationships and priorities. (Report ED 100391). Washington DC: NationalCommission on Libraries and Information Science.
There are 51 citations in total.

Details

Journal Section Article
Authors

Gökhan Güneş

Kaan Batı

Davut Açar

Gülçin Kaya This is me

Publication Date December 27, 2017
Published in Issue Year 2017 Volume: 19 Issue: 2

Cite

APA Güneş, G., Batı, K., Açar, D., Kaya, G. (2017). HAKKARİ ÜNİVERSİTESİ ÖĞRENCİLERİNİN BİLİMİN DOĞASI VE EPİSTEMOLOJİK GÖRÜŞLERİNİN İNCELENMESİ. Trakya Üniversitesi Sosyal Bilimler Dergisi, 19(2), 133-151.
AMA Güneş G, Batı K, Açar D, Kaya G. HAKKARİ ÜNİVERSİTESİ ÖĞRENCİLERİNİN BİLİMİN DOĞASI VE EPİSTEMOLOJİK GÖRÜŞLERİNİN İNCELENMESİ. Trakya Üniversitesi Sosyal Bilimler Dergisi. December 2017;19(2):133-151.
Chicago Güneş, Gökhan, Kaan Batı, Davut Açar, and Gülçin Kaya. “HAKKARİ ÜNİVERSİTESİ ÖĞRENCİLERİNİN BİLİMİN DOĞASI VE EPİSTEMOLOJİK GÖRÜŞLERİNİN İNCELENMESİ”. Trakya Üniversitesi Sosyal Bilimler Dergisi 19, no. 2 (December 2017): 133-51.
EndNote Güneş G, Batı K, Açar D, Kaya G (December 1, 2017) HAKKARİ ÜNİVERSİTESİ ÖĞRENCİLERİNİN BİLİMİN DOĞASI VE EPİSTEMOLOJİK GÖRÜŞLERİNİN İNCELENMESİ. Trakya Üniversitesi Sosyal Bilimler Dergisi 19 2 133–151.
IEEE G. Güneş, K. Batı, D. Açar, and G. Kaya, “HAKKARİ ÜNİVERSİTESİ ÖĞRENCİLERİNİN BİLİMİN DOĞASI VE EPİSTEMOLOJİK GÖRÜŞLERİNİN İNCELENMESİ”, Trakya Üniversitesi Sosyal Bilimler Dergisi, vol. 19, no. 2, pp. 133–151, 2017.
ISNAD Güneş, Gökhan et al. “HAKKARİ ÜNİVERSİTESİ ÖĞRENCİLERİNİN BİLİMİN DOĞASI VE EPİSTEMOLOJİK GÖRÜŞLERİNİN İNCELENMESİ”. Trakya Üniversitesi Sosyal Bilimler Dergisi 19/2 (December 2017), 133-151.
JAMA Güneş G, Batı K, Açar D, Kaya G. HAKKARİ ÜNİVERSİTESİ ÖĞRENCİLERİNİN BİLİMİN DOĞASI VE EPİSTEMOLOJİK GÖRÜŞLERİNİN İNCELENMESİ. Trakya Üniversitesi Sosyal Bilimler Dergisi. 2017;19:133–151.
MLA Güneş, Gökhan et al. “HAKKARİ ÜNİVERSİTESİ ÖĞRENCİLERİNİN BİLİMİN DOĞASI VE EPİSTEMOLOJİK GÖRÜŞLERİNİN İNCELENMESİ”. Trakya Üniversitesi Sosyal Bilimler Dergisi, vol. 19, no. 2, 2017, pp. 133-51.
Vancouver Güneş G, Batı K, Açar D, Kaya G. HAKKARİ ÜNİVERSİTESİ ÖĞRENCİLERİNİN BİLİMİN DOĞASI VE EPİSTEMOLOJİK GÖRÜŞLERİNİN İNCELENMESİ. Trakya Üniversitesi Sosyal Bilimler Dergisi. 2017;19(2):133-51.
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