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Fen Bilimleri Öğretim Programında Yeniden Kavramsallaştırılmış Aile Benzerliği Yaklaşımına Dayalı Bilimin Doğası ve Öğretmen Görüşleri

Year 2023, Issue: 57, 1780 - 1807, 30.09.2023
https://doi.org/10.53444/deubefd.1289427

Abstract

Bilimin doğası fen eğitiminde araştırılan önemli konulardan birisidir. Irzik ve Nola’nın (2014) “Aile Benzerliği Yaklaşımına Dayalı Bilimin Doğası”nı yeniden kavramsallaştıran Erduran ve Dagher (2014a), bilimin doğasını bilişsel-epistemik ve sosyal-kurumsal kategoriler olarak açıklamıştır. Bu kategoriler; “amaçlar ve değerler”, “yöntemler ve yöntemsel kurallar”, “bilimsel pratikler”, “bilimsel bilgi”, “sosyal kabul ve yayılım”, “bilimsel değerler sistemi”, “sosyal değerler”, “profesyonel etkinlikler”, “sosyal kurumlar ve etkileşimler”, “finansal sistemler” ve “politik güç yapıları”dır. Kaya ve Erduran (2016a) tarafından “Yeniden Kavramsallaştırılmış Aile Benzerliği Yaklaşımına Dayalı Bilimin Doğası” olarak isimlendirilen bu yaklaşım çalışmanın teorik çerçevesini oluşturmaktadır. Çalışmanın amacı fen bilimleri öğretim programındaki bilimin doğası içeriğinin ve fen bilimleri öğretmenlerinin fen bilimleri öğretim programındaki bilimin doğası içerikleri hakkındaki görüşlerinin incelenmesidir. Türkiye’de kullanılan güncel fen bilimleri öğretim programı içerik analizi kullanılarak, amaçlı örnekleme yöntemiyle seçilen 10 fen bilimleri öğretmeniyle gerçekleştirilen yarı yapılandırılmış görüşmeler ise tematik analiz kullanılarak analiz edilmiştir. Elde edilen bulgulara göre, fen bilimleri öğretim programında bilişsel-epistemik kategoriler sosyal-kurumsal kategorilerden daha çok vurgulanmaktadır. Bilimsel pratiklerin diğer kategorilere göre öğretim programında çok fazla yer alması çalışmanın önemli bir sonucudur. Bilimin doğası 7. sınıfta diğer sınıflara göre daha fazla vurgulanmıştır. Ancak, bazı sosyal-kurumsal kategorilerin sınıf seviyelerinde vurgulanmaması dikkat çekicidir. Fen bilimleri öğretmenleri öğretim programındaki bilimin doğasını açıklarken sınırlı görüşler öne sürmüştür. Bu çalışma ileride yapılacak araştırmalar ve fen eğitiminin paydaşları için öneriler sunmaktadır.

References

  • Abd-El-Khalick, F., & Lederman, N. G. (2000). Improving science teachers’ conceptions of nature of science: A critical review of the literature. International Journal of Science Education, 22(7), 665-701. https://doi.org/10.1080/09500690050044044
  • Abd-El-Khalick, F., Waters, M., & Le, A. P. (2008). Representations of nature of science in high school chemistry textbooks over the past four decades. Journal of Research in Science Teaching, 45(7), 835-855. https://doi.org/10.1002/tea.20226
  • Akbayrak, M., & Kaya, E. (2020). Fifth-grade students’ understanding of social-institutional aspects of science. International Journal of Science Education, 42(11), 1834-1861. https://doi.org/10.1080/09500693.2020.1790054
  • Akgun, S., & Kaya, E. (2020). How do university students perceive the nature of science?. Science & Education, 29(2), 299-330. https://doi.org/10.1007/s11191-020-00105-x
  • Allchin, D. (2011). Evaluating knowledge of (whole) science. Science Education, 95(3), 518-542. https://doi.org/10.1002/sce.20432
  • Azninda, H., & Sunarti, T. (2021). Teachers’ views about Nature of Science (NOS) using Reconceptualised Family Resemblance Approach to Nature of Science (RFN) questionnaire. Journal of Physics: Conference Series, 1747(1), 1-9. https://doi.org/10.1088/1742-6596/1747/1/012019
  • Braun, V., & Clarke V. (2006). Using thematic analysis in psychology. Qualitative Research in Psychology, 3(2), 77-101. https://doi.org/10.1191/1478088706qp063oa
  • Buxner, S. R. (2014). Exploring how research experiences for teachers changes their understandings of the nature of science and scientific inquiry. Journal of Astronomy & Earth Sciences Education (JAESE), 1(1), 53-68. https://doi.org/10.19030/jaese.v1i1.9107
  • Caramaschi, M., Cullinane, A., Levrini, O., & Erduran, S. (2022). Mapping the nature of science in the Italian physics curriculum: from missing links to opportunities for reform. International Journal of Science Education, 44(1), 115-135. https://doi.org/10.1080/09500693.2021.2017061
  • Cheung, K. K. C. (2020). Exploring the inclusion of nature of science in biology curriculum and high-stakes assessments in Hong Kong. Science & Education, 29(3), 491-512. https://doi.org/10.1007/s11191-020-00113-x
  • Demirel, Z. M., Sungur, S., & Çakıroğlu, J. (2023). Science teachers’ views on the nature of science and its integration into instruction. Science & Education, 32(5), 1401-1433. https://doi.org/10.1007/s11191-022-00409-0
  • Cilekrenkli, A., & Kaya, E. (2023). Learning science in context: Integrating a holistic approach to nature of science in the lower secondary classroom. Science & Education, 32(5), 1435-1469. https://doi.org/10.1007/s11191-022-00336-0
  • Erdas-Kartal, E., Cobern, W. W., Dogan, N., Irez, S., Cakmakci, G., & Yalaki, Y. (2018). Improving science teachers’ nature of science views through an innovative continuing professional development program. International Journal of STEM education, 5(30), 1-10. https://doi.org/10.1186/s40594-018-0125-4
  • Erduran, S., & Dagher, Z. R. (2014a). Reconceptualizing the nature of science for science education: Scientific knowledge, practices and other family categories. Springer-Dordrecht.
  • Erduran, S., & Dagher, Z. R. (2014b). Regaining focus in Irish junior cycle science: Potential new directions for curriculum development on nature of science. Irish Educational Studies, 33(4), 335-350. https://doi.org/10.1080/03323315.2014.984386
  • Erduran, S., Kaya, E., Cilekrenkli, A., Akgun, S., & Aksoz, B. (2021). Perceptions of nature of science emerging in group discussions: A comparative account of pre-service teachers from Turkey and England. International Journal of Science and Mathematics Education, 19(7), 1375–1396. https://doi.org/10.1007/s10763-020-10110-9
  • Goren, D., & Kaya, E. (2023). How is students’ understanding of nature of science related with their metacognitive awareness? Science & Education, 32(5), 1471-1496. https://doi.org/10.1007/s11191-022-00381-9
  • Irez, S., Han-Tosunoglu, C., Dogan, N., Cakmakci, G., Yalaki, Y., & Erdas-Kartal, E. (2018). Assessing teachers’ competencies in identifying aspects of nature of science in educational critical scenarios. Science Education International, 29(4), 274-283.
  • Irzik, G., & Nola, R. (2011). A family resemblance approach to the nature of science for science education. Science & Education, 20(7), 591-607. https://doi.org/10.1007/s11191-010-9293-4
  • Irzik, G., & Nola, R. (2014). New directions for nature of science research. In M. Matthews (Ed.), International handbook of research in history, philosophy and science teaching (pp. 999-1021). Springer. https://doi.org/10.1007/978-94-007-7654-8_30
  • Izci, K. (2017). Nature of science as portrayed in the middle school science and technology curriculum: The case of Turkey. Journal of Education in Science, Environment and Health (JESEH), 3(1), 14-28. https://doi.org/10.21891/jeseh.275656
  • Kaya, E., & Erduran, S. (2016a). From FRA to RFN or how the family resemblance approach can be transformed for science curriculum analysis on nature of science. Science & Education, 25(10), 1115-1133. https://doi.org/10.1007/s11191-016-9861-3
  • Kaya, E., & Erduran, S. (2016b). Yeniden kavramsallaştırılmış “aile benzerliği yaklaşımı”: Fen eğitiminde bilimin doğasına bütünsel bir bakış açısı. Türk Fen Eğitimi Dergisi, 13(2), 77-90.
  • Kaya, E., Erduran, S., Akgun, S., & Aksoz, B. (2017). Öğretmen eğitiminde bilimin doğası: Bütünsel bir yaklaşım. Necatibey Eğitim Fakültesi Elektronik Fen ve Matematik Eğitimi Dergisi, 11(2), 464-501. https://doi.org/10.17522/balikesirnef.373423
  • Krippendorff, K. (2004). Content analysis: An introduction to its methodology (2nd ed.). Sage Publications-Thousand Oaks.
  • Kurup, R. (2014). The relationship between science teachers’ understandings of the nature of science and their classroom practices. African Journal of Research in Mathematics, Science and Technology Education, 18(1), 52-62. https://doi.org/10.1080/10288457.2014.889791
  • Leden, L., & Hansson, L. (2015, July). Nature of science progression in school year 1-9: An analysis of the Swedish curriculum and teachers’ suggestions. A. Guerra & M. Braga (Conference Chairs), IHPST 13th Biennial International Conference. Rio de Janeiro, Brazil.
  • Lederman, N. G. (2007). Nature of science: Past, present, and future. In S. K. Abell & N. G. Lederman (Eds.), Handbook of research on science education (pp. 831-879). Routledge.
  • Lederman, N.G., Abd-El-Khalick, F., Bell, R.L., & Schwartz, R.S. (2002). Views of nature of science questionnaire: Toward valid and meaningful assessment of learners’ conceptions of nature of science. Journal of Research in Science Teaching, 39(6), 497-521. https://doi.org/10.1002/tea.10034
  • Matthews, M. (2012). Changing the focus: From nature of science (NOS) to features of science (FOS). In M. S. Khine (Ed.), Advances in nature of science research (pp. 3-26). Springer. https://doi.org/10.1007/978-94-007-2457-0_1
  • McComas, W. F., & Olson J. K. (1998). The nature of science in international science education standards documents. In W. F. McComas (ed.), The nature of science in science education: Rationales and strategies (pp. 41-52). Kluwer Academic Publishers. https://doi.org/10.1007/0-306-47215-5_2
  • Mıhladız, G., & Doğan, A. (2014). Science teachers’ views about NOS and the place of NOS in science teaching. Procedia-Social and Behavioral Sciences, 116, 3476-3483. https://doi.org/10.1016/j.sbspro.2014.01.787
  • Milli Eğitim Bakanlığı (MEB), (2018). Fen Bilimleri Dersi Öğretim Programı (İlkokul ve Ortaokul 3, 4, 5, 6, 7 ve 8. Sınıflar). http://mufredat.meb.gov.tr/ProgramDetay.aspx?PID=325
  • Mills, G. E. & Gay L. R. (2016). Educational research: Competencies for analysis and applications (11th ed.). Pearson-Harlow.
  • Mork, S. M., Haug, B. S., Sørborg, Ø., Parameswaran Ruben, S., & Erduran, S. (2022). Humanising the nature of science: an analysis of the science curriculum in Norway. International Journal of Science Education, 44(10), 1601-1618. https://doi.org/10.1080/09500693.2022.2088876
  • NGSS Lead States. (2013). Next generation science standards: For states, by states. (Appendix H). http://www.nextgenscience.org/next-generation-science-standards
  • Okan, B., & Kaya, E. (2023). Exploring the inclusion of nature of science in Turkish middle school science textbooks. Science & Education, 32(5), 1515-1535. https://doi.org/10.1007/s11191-022-00371-x
  • Olson, J. K. (2018). The inclusion of the nature of science in nine recent international science education standards documents. Science & Education, 27(7), 637-660. https://doi.org/10.1007/s11191-018-9993-8
  • Osborne, J., Collins, S., Ratcliffe, M., Millar, R., & Duschl, R. (2003). What “ideas about science” should be taught in school science? A delphi study of the expert community. Journal of Research in Science Teaching, 40(7), 692–720. https://doi.org/10.1002/tea.10105
  • Özden, M., & Cavlazoğlu, B. (2015). İlköğretim fen dersi öğretim programlarında bilimin doğası: 2005 ve 2013 programlarının incelenmesi. Eğitimde Nitel Araştırmalar Dergisi, 3(2), 40-65. https://doi.org/10.14689/issn.2148-2624.1.3c2s3m
  • Roehrig, G. H., Kruse, R. A., & Kern, A. (2007). Teacher and school characteristics and their influence on curriculum implementation. Journal of Research in Science Teaching, 44(7), 883-907. https://doi.org/10.1002/tea.20180
  • Sayın, Ö. (2021). Biyoloji, kimya ve fizik ders kitaplarında bilimin doğası: Yeniden kavramsallaştırılmış aile benzerliği yaklaşımı kullanılarak yapılan bir inceleme [Yayınlanmamış yüksek lisans tezi]. Marmara Üniversitesi.
  • Tokgöz, O. (2013). Transformation of centralized curriculum into teaching and learning processes: Teachers' journey of thought curriculum into enacted one. [Unpublished doctorate thesis]. Middle East Technical University.
  • Vázquez-Alonso, Á., García-Carmona, A., Manassero-Mas, M. A., & Bennàssar-Roig, A. (2013). Science teachers’ thinking about the nature of science: A new methodological approach to its assessment. Research in Science Education, 43, 781-808. https://doi.org/10.1007/s11165-012-9291-4
  • Yeh, Y. F., Erduran, S., & Hsu, Y. S. (2019). Investigating coherence about nature of science in science curriculum documents. Science & Education, 28(3), 291-310. https://doi.org/10.1007/s11191-019-00053-1
Year 2023, Issue: 57, 1780 - 1807, 30.09.2023
https://doi.org/10.53444/deubefd.1289427

Abstract

References

  • Abd-El-Khalick, F., & Lederman, N. G. (2000). Improving science teachers’ conceptions of nature of science: A critical review of the literature. International Journal of Science Education, 22(7), 665-701. https://doi.org/10.1080/09500690050044044
  • Abd-El-Khalick, F., Waters, M., & Le, A. P. (2008). Representations of nature of science in high school chemistry textbooks over the past four decades. Journal of Research in Science Teaching, 45(7), 835-855. https://doi.org/10.1002/tea.20226
  • Akbayrak, M., & Kaya, E. (2020). Fifth-grade students’ understanding of social-institutional aspects of science. International Journal of Science Education, 42(11), 1834-1861. https://doi.org/10.1080/09500693.2020.1790054
  • Akgun, S., & Kaya, E. (2020). How do university students perceive the nature of science?. Science & Education, 29(2), 299-330. https://doi.org/10.1007/s11191-020-00105-x
  • Allchin, D. (2011). Evaluating knowledge of (whole) science. Science Education, 95(3), 518-542. https://doi.org/10.1002/sce.20432
  • Azninda, H., & Sunarti, T. (2021). Teachers’ views about Nature of Science (NOS) using Reconceptualised Family Resemblance Approach to Nature of Science (RFN) questionnaire. Journal of Physics: Conference Series, 1747(1), 1-9. https://doi.org/10.1088/1742-6596/1747/1/012019
  • Braun, V., & Clarke V. (2006). Using thematic analysis in psychology. Qualitative Research in Psychology, 3(2), 77-101. https://doi.org/10.1191/1478088706qp063oa
  • Buxner, S. R. (2014). Exploring how research experiences for teachers changes their understandings of the nature of science and scientific inquiry. Journal of Astronomy & Earth Sciences Education (JAESE), 1(1), 53-68. https://doi.org/10.19030/jaese.v1i1.9107
  • Caramaschi, M., Cullinane, A., Levrini, O., & Erduran, S. (2022). Mapping the nature of science in the Italian physics curriculum: from missing links to opportunities for reform. International Journal of Science Education, 44(1), 115-135. https://doi.org/10.1080/09500693.2021.2017061
  • Cheung, K. K. C. (2020). Exploring the inclusion of nature of science in biology curriculum and high-stakes assessments in Hong Kong. Science & Education, 29(3), 491-512. https://doi.org/10.1007/s11191-020-00113-x
  • Demirel, Z. M., Sungur, S., & Çakıroğlu, J. (2023). Science teachers’ views on the nature of science and its integration into instruction. Science & Education, 32(5), 1401-1433. https://doi.org/10.1007/s11191-022-00409-0
  • Cilekrenkli, A., & Kaya, E. (2023). Learning science in context: Integrating a holistic approach to nature of science in the lower secondary classroom. Science & Education, 32(5), 1435-1469. https://doi.org/10.1007/s11191-022-00336-0
  • Erdas-Kartal, E., Cobern, W. W., Dogan, N., Irez, S., Cakmakci, G., & Yalaki, Y. (2018). Improving science teachers’ nature of science views through an innovative continuing professional development program. International Journal of STEM education, 5(30), 1-10. https://doi.org/10.1186/s40594-018-0125-4
  • Erduran, S., & Dagher, Z. R. (2014a). Reconceptualizing the nature of science for science education: Scientific knowledge, practices and other family categories. Springer-Dordrecht.
  • Erduran, S., & Dagher, Z. R. (2014b). Regaining focus in Irish junior cycle science: Potential new directions for curriculum development on nature of science. Irish Educational Studies, 33(4), 335-350. https://doi.org/10.1080/03323315.2014.984386
  • Erduran, S., Kaya, E., Cilekrenkli, A., Akgun, S., & Aksoz, B. (2021). Perceptions of nature of science emerging in group discussions: A comparative account of pre-service teachers from Turkey and England. International Journal of Science and Mathematics Education, 19(7), 1375–1396. https://doi.org/10.1007/s10763-020-10110-9
  • Goren, D., & Kaya, E. (2023). How is students’ understanding of nature of science related with their metacognitive awareness? Science & Education, 32(5), 1471-1496. https://doi.org/10.1007/s11191-022-00381-9
  • Irez, S., Han-Tosunoglu, C., Dogan, N., Cakmakci, G., Yalaki, Y., & Erdas-Kartal, E. (2018). Assessing teachers’ competencies in identifying aspects of nature of science in educational critical scenarios. Science Education International, 29(4), 274-283.
  • Irzik, G., & Nola, R. (2011). A family resemblance approach to the nature of science for science education. Science & Education, 20(7), 591-607. https://doi.org/10.1007/s11191-010-9293-4
  • Irzik, G., & Nola, R. (2014). New directions for nature of science research. In M. Matthews (Ed.), International handbook of research in history, philosophy and science teaching (pp. 999-1021). Springer. https://doi.org/10.1007/978-94-007-7654-8_30
  • Izci, K. (2017). Nature of science as portrayed in the middle school science and technology curriculum: The case of Turkey. Journal of Education in Science, Environment and Health (JESEH), 3(1), 14-28. https://doi.org/10.21891/jeseh.275656
  • Kaya, E., & Erduran, S. (2016a). From FRA to RFN or how the family resemblance approach can be transformed for science curriculum analysis on nature of science. Science & Education, 25(10), 1115-1133. https://doi.org/10.1007/s11191-016-9861-3
  • Kaya, E., & Erduran, S. (2016b). Yeniden kavramsallaştırılmış “aile benzerliği yaklaşımı”: Fen eğitiminde bilimin doğasına bütünsel bir bakış açısı. Türk Fen Eğitimi Dergisi, 13(2), 77-90.
  • Kaya, E., Erduran, S., Akgun, S., & Aksoz, B. (2017). Öğretmen eğitiminde bilimin doğası: Bütünsel bir yaklaşım. Necatibey Eğitim Fakültesi Elektronik Fen ve Matematik Eğitimi Dergisi, 11(2), 464-501. https://doi.org/10.17522/balikesirnef.373423
  • Krippendorff, K. (2004). Content analysis: An introduction to its methodology (2nd ed.). Sage Publications-Thousand Oaks.
  • Kurup, R. (2014). The relationship between science teachers’ understandings of the nature of science and their classroom practices. African Journal of Research in Mathematics, Science and Technology Education, 18(1), 52-62. https://doi.org/10.1080/10288457.2014.889791
  • Leden, L., & Hansson, L. (2015, July). Nature of science progression in school year 1-9: An analysis of the Swedish curriculum and teachers’ suggestions. A. Guerra & M. Braga (Conference Chairs), IHPST 13th Biennial International Conference. Rio de Janeiro, Brazil.
  • Lederman, N. G. (2007). Nature of science: Past, present, and future. In S. K. Abell & N. G. Lederman (Eds.), Handbook of research on science education (pp. 831-879). Routledge.
  • Lederman, N.G., Abd-El-Khalick, F., Bell, R.L., & Schwartz, R.S. (2002). Views of nature of science questionnaire: Toward valid and meaningful assessment of learners’ conceptions of nature of science. Journal of Research in Science Teaching, 39(6), 497-521. https://doi.org/10.1002/tea.10034
  • Matthews, M. (2012). Changing the focus: From nature of science (NOS) to features of science (FOS). In M. S. Khine (Ed.), Advances in nature of science research (pp. 3-26). Springer. https://doi.org/10.1007/978-94-007-2457-0_1
  • McComas, W. F., & Olson J. K. (1998). The nature of science in international science education standards documents. In W. F. McComas (ed.), The nature of science in science education: Rationales and strategies (pp. 41-52). Kluwer Academic Publishers. https://doi.org/10.1007/0-306-47215-5_2
  • Mıhladız, G., & Doğan, A. (2014). Science teachers’ views about NOS and the place of NOS in science teaching. Procedia-Social and Behavioral Sciences, 116, 3476-3483. https://doi.org/10.1016/j.sbspro.2014.01.787
  • Milli Eğitim Bakanlığı (MEB), (2018). Fen Bilimleri Dersi Öğretim Programı (İlkokul ve Ortaokul 3, 4, 5, 6, 7 ve 8. Sınıflar). http://mufredat.meb.gov.tr/ProgramDetay.aspx?PID=325
  • Mills, G. E. & Gay L. R. (2016). Educational research: Competencies for analysis and applications (11th ed.). Pearson-Harlow.
  • Mork, S. M., Haug, B. S., Sørborg, Ø., Parameswaran Ruben, S., & Erduran, S. (2022). Humanising the nature of science: an analysis of the science curriculum in Norway. International Journal of Science Education, 44(10), 1601-1618. https://doi.org/10.1080/09500693.2022.2088876
  • NGSS Lead States. (2013). Next generation science standards: For states, by states. (Appendix H). http://www.nextgenscience.org/next-generation-science-standards
  • Okan, B., & Kaya, E. (2023). Exploring the inclusion of nature of science in Turkish middle school science textbooks. Science & Education, 32(5), 1515-1535. https://doi.org/10.1007/s11191-022-00371-x
  • Olson, J. K. (2018). The inclusion of the nature of science in nine recent international science education standards documents. Science & Education, 27(7), 637-660. https://doi.org/10.1007/s11191-018-9993-8
  • Osborne, J., Collins, S., Ratcliffe, M., Millar, R., & Duschl, R. (2003). What “ideas about science” should be taught in school science? A delphi study of the expert community. Journal of Research in Science Teaching, 40(7), 692–720. https://doi.org/10.1002/tea.10105
  • Özden, M., & Cavlazoğlu, B. (2015). İlköğretim fen dersi öğretim programlarında bilimin doğası: 2005 ve 2013 programlarının incelenmesi. Eğitimde Nitel Araştırmalar Dergisi, 3(2), 40-65. https://doi.org/10.14689/issn.2148-2624.1.3c2s3m
  • Roehrig, G. H., Kruse, R. A., & Kern, A. (2007). Teacher and school characteristics and their influence on curriculum implementation. Journal of Research in Science Teaching, 44(7), 883-907. https://doi.org/10.1002/tea.20180
  • Sayın, Ö. (2021). Biyoloji, kimya ve fizik ders kitaplarında bilimin doğası: Yeniden kavramsallaştırılmış aile benzerliği yaklaşımı kullanılarak yapılan bir inceleme [Yayınlanmamış yüksek lisans tezi]. Marmara Üniversitesi.
  • Tokgöz, O. (2013). Transformation of centralized curriculum into teaching and learning processes: Teachers' journey of thought curriculum into enacted one. [Unpublished doctorate thesis]. Middle East Technical University.
  • Vázquez-Alonso, Á., García-Carmona, A., Manassero-Mas, M. A., & Bennàssar-Roig, A. (2013). Science teachers’ thinking about the nature of science: A new methodological approach to its assessment. Research in Science Education, 43, 781-808. https://doi.org/10.1007/s11165-012-9291-4
  • Yeh, Y. F., Erduran, S., & Hsu, Y. S. (2019). Investigating coherence about nature of science in science curriculum documents. Science & Education, 28(3), 291-310. https://doi.org/10.1007/s11191-019-00053-1
There are 45 citations in total.

Details

Primary Language Turkish
Subjects Studies on Education
Journal Section Articles
Authors

Gözde Kurt 0000-0003-3651-7776

Ebru Kaya 0000-0001-8439-2395

Publication Date September 30, 2023
Published in Issue Year 2023 Issue: 57

Cite

APA Kurt, G., & Kaya, E. (2023). Fen Bilimleri Öğretim Programında Yeniden Kavramsallaştırılmış Aile Benzerliği Yaklaşımına Dayalı Bilimin Doğası ve Öğretmen Görüşleri. Dokuz Eylül Üniversitesi Buca Eğitim Fakültesi Dergisi(57), 1780-1807. https://doi.org/10.53444/deubefd.1289427