Fen bilimleri, sosyal bilgiler ve sınıf öğretmenlerinin sosyobilimsel muhakemelerinin incelenmesi
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Dosyalar
Tarih
2022
Yazarlar
Dergi Başlığı
Dergi ISSN
Cilt Başlığı
Yayıncı
Düzce Üniversitesi
Erişim Hakkı
info:eu-repo/semantics/openAccess
Özet
Bu çalışmanın amacı fen bilimleri, sosyal bilgiler ve sınıf öğretmenlerinin sosyobilimsel muhakemelerini inceleyerek çeşitli değişkenlerin muhakeme üzerindeki etkisini tespit etmektir. Nicel araştırma yaklaşımlarından betimsel tarama deseni ile yürütülen çalışmada branş değişkenine göre orantılı tabakalı örnekleme yöntemi kullanılmıştır. Çalışma grubunda Türkiye genelinde 66 farklı ilde görev yapmakta olan 80'i fen bilimleri, 53'ü sosyal bilgiler, 297'si sınıf öğretmeni olmak üzere 430 öğretmen bulunmaktadır. Veri toplama aracı olarak Romine, Sadler ve Kinslow (2017) tarafından geliştirilen Sosyobilimsel Muhakeme Ölçeği (SMÖ) uyarlama çalışması yapılarak kullanılmıştır. Uyarlanan ölçeğin güvenilirliğinin ve geçerliliğinin test edilmesi amacıyla doğrulayıcı faktör analizi ve rash analizi yapılmıştır. Ölçekten elde edilen veriler ise betimsel analize, t testine, ANOVA ve Scheffe testlerine tabi tutulmuştur. Araştırma sonuçlarına göre örneklemde yer alan öğretmenlerin sosyobilimsel muhakemeleri orta düzeyde olup aralarında anlamlı fark bulunmamaktadır. Sosyobilimsel muhakemenin alt boyutlarında en yüksek düzey her 3 branşta bakış açısı alt boyutunda iken en düşük düzey fen bilimleri ve sınıf öğretmenlerinde karmaşıklık, sosyal bilgiler öğretmenlerinde ise sorgulama alt boyutundadır. Lisansüstü eğitimin sosyobilimsel muhakeme üzerinde etkisi bulunmazken branş, cinsiyet ve mesleki tecrübe değişkenleri sosyobilimsel muhakemeyi etkilemektedir. Araştırmadan elde edilen sonuçlar alanda yapılan diğer çalışmalarla karşılaştırılarak tartışılmış, öğretmen yetiştirme politikalarına, öğretmenlerin meslek içi eğitim faaliyetlerine ve alanda çalışma yapacak araştırmacılara yönelik önerilerde bulunulmuştur.
The aim of this study is to examine the socioscientific reasoning of science, social studies and classroom teachers and to determine the effect of various variables on reasoning. In the study carried out with descriptive scanning design, one of the quantitative research approaches, proportional stratified sampling method according to the branch variable was used. In the study group, there are 430 teachers, 80 of whom are science teachers, 53 are social studies, and 297 are classroom teachers, working in 66 different cities across Turkey. The Socioscientific Reasoning Scale (SMI), developed by Romine, Sadler, and Kinslow (2017), was used as a data collection tool by adapting it. Confirmatory factor analysis and rash analysis were performed to test the reliability and validity of the adapted scale. The data obtained from the scale were subjected to descriptive analysis, t test, ANOVA and Scheffe tests. According to the results of the research, the socioscientific reasoning of the teachers in the sample is at a moderate level and there is no significant difference between them. In the sub-dimensions of socioscientific reasoning, the highest level is in the sub-dimension of perspective in all three branches, while the lowest level is in the sub-dimension of complexity in science and classroom teachers and in the sub-dimension of inquiry in social studies teachers. While postgraduate education has no effect on socioscientific reasoning, the variables of branch, gender and professional experience affect socioscientific reasoning. The results obtained from the research were discussed by comparing them with other studies in the field, and suggestions were made for teacher training policies, teachers' in-service training activities and researchers who will work in the field.
The aim of this study is to examine the socioscientific reasoning of science, social studies and classroom teachers and to determine the effect of various variables on reasoning. In the study carried out with descriptive scanning design, one of the quantitative research approaches, proportional stratified sampling method according to the branch variable was used. In the study group, there are 430 teachers, 80 of whom are science teachers, 53 are social studies, and 297 are classroom teachers, working in 66 different cities across Turkey. The Socioscientific Reasoning Scale (SMI), developed by Romine, Sadler, and Kinslow (2017), was used as a data collection tool by adapting it. Confirmatory factor analysis and rash analysis were performed to test the reliability and validity of the adapted scale. The data obtained from the scale were subjected to descriptive analysis, t test, ANOVA and Scheffe tests. According to the results of the research, the socioscientific reasoning of the teachers in the sample is at a moderate level and there is no significant difference between them. In the sub-dimensions of socioscientific reasoning, the highest level is in the sub-dimension of perspective in all three branches, while the lowest level is in the sub-dimension of complexity in science and classroom teachers and in the sub-dimension of inquiry in social studies teachers. While postgraduate education has no effect on socioscientific reasoning, the variables of branch, gender and professional experience affect socioscientific reasoning. The results obtained from the research were discussed by comparing them with other studies in the field, and suggestions were made for teacher training policies, teachers' in-service training activities and researchers who will work in the field.
Açıklama
Anahtar Kelimeler
Eğitim ve Öğretim, Education and Training
