Araştırma Makalesi
Bilim Şenliğinin Öğretmen Adaylarının Fen Öğretimine ve Öğrencilerin Fene Yönelik Tutumlarına Etkisi
Öz
Bu çalışmanın amacı bilim
şenliği uygulamalarının öğretmen adaylarının fen öğretimine ve öğrencilerin
fene yönelik tutumlarına olası etkilerini incelemektir. Nicel veri toplama
araçları olarak, Fen Öğretimi Tutum Ölçeği öğretmen adaylarına ve Fene Yönelik Tutum
Ölçeği öğrencilere bilim şenliği uygulamaları öncesinde ve sonrasında
uygulanmıştır. Bulgular her iki ölçeğe dair öntest ve sontest sonuçları
arasında anlamlı farklılık olduğuna işaret etmektedir. Bulgular ışığında
öğretmen yetiştiriciler ve öğretmenler için öneriler sunulmaktadır.
Anahtar Kelimeler
Fen öğretimine yönelik tutum fene yönelik tutum bilim şenliği fen öğretmen adayları
Kaynakça
- Barmby, P., Kind, P.M., & Jones, K. (2008). Examining changing attitudes in secondary school science. International Journal of Science Education, 30(8), 1075–1093. doi:10.1080/09500690701344966
- Bencze, J. L. & Bowen, G. M. (2009). A National Science Fair: Exhibiting support for the knowledge economy. International Journal of Science Education, 31(18), 2459-2483. doi: 10.1080/09500690802398127
- Bennett, J. & Hogarth, S. (2009). Would you want to talk to a scientist at a party? High school students’ attitudes to school science and to science. International Journal of Science Education, 31(14), 1975–1998. doi:10.1080/09500690802425581
- Betts, J. N. (2014). Evaluation of a High School Fair Program for Promoting Successful Inquiry-based Learning. Unpublished doctoral dissertation, Portland State University.
- Blenis, D.S. (2000). The effects of mandatory, competitive science fairs on fifth grade students' attitudes toward science and interests in science. East Lansing, MI: National Center for Research on Teacher Learning. (ERIC Document Reproduction Service No. ED. 443 718).
- Bultitude, K., McDonald, D. & Custead, S. (2011). The rise and rise of science festivals: An international review of organised events to celebrate science. International Journal of Science Education, Part B: Communication and Public Engagement, 1(2), 165-188. doi: 10.1080/21548455.2011.588851
- Chen, J.J., Lin, H.S., Hsu, Y.S., & Lee, H. (2011). Data and claim: The refinement of science fair work through argumentation. International Journal of Science Education, Part B: Communication and Public Engagement, 1(2), 147-164. doi: 10.1080/21548455.2011.582707
- Christidou, V. (2011). Interest, attitudes and images related to science: Combining students’ voices with the voices of school science, teachers, and popular science. International Journal of Environmental and Science Education, 6(2), 141–159. ERIC Number: EJ944846
- Cohen, J. (1988). Statistical power analysis for the behavioral sciences (2nd ed.). Hillsdale, NJ: Lawrence Erlbaum Associates.
- Czerniak, C. M. (1996). Predictors of success in a district science fair competition: An exploratory study. School Science and Mathematics, 96(1), 21-27. doi: 10.1111/j.1949-8594.1996.tb10208.x
- Dionne, L., Reis, G., Trudel, L., Guillet, G., Kleine, L., & Hancianu, C. (2012). Students’ sources of motivation for participating in science fairs: An exploratory study within the Canada-Wide science fair 2008. International Journal of Science and Mathematics Education, 10(3), 669-693.
- Finnerty, V. (2013). Can Participation in A School Science Fair Improve Middle School Students’ Attitudes Toward Science and Interest in Science Careers? Unpublished doctoral dissertation, University of Massachusetts Lowell. UMI Number: 3570455
- Fisanick, (2010). A Descriptive Study of The Middle School Science Teacher Behavior for Required Student Participation in Science Fair Competitions. Unpublished doctoral dissertation, Indiana University of Pennsylvania.
- Flick, L.B. (1993). The meanings of hands-on science. Journal of Science Teacher Education, 4(1), 1-8.
- Fraenkel, J. R. & Wallen, N. E. (2009). How to Design and Evaluate Research in Education. (7th ed.) New York: McGraw-Hill.
- George, R. (2003). Growth in students' attitudes about the utility of science over the middle and high school years: Evidence from the longitudinal study of American youth. Journal of Science Education and Technology, 12(4), 439-448.
- Grote, M. G. (1995). Science teacher educators' opinions about science projects and science fairs. Journal of Science Teacher Education, 6(1), 48-52.
- Hampden-Thompson, G., & Bennett, J. (2013). Science teaching and learning activities and students’ engagement in science. International Journal of Science Education, 35(8), 1325–1343, http://dx.doi.org/10.1080/09500693.2011.608093
- Hong, Z-R., Lin, H-S., Wang, H-H., Chen, H-T., & Yang, K-K. (2013). Promoting and scaffolding elementary school students' attitudes toward science and argumentation through a science and society intervention. International Journal of Science Education, 35(10), 1625-1648. doi: 10.1080/09500693.2012.734935
- Hughes, P. (2004). Mainstream chemical research in school science. School Science Review, 85(312), 71–76.
- Hume, A. & Coll, R. (2008). Student experiences of carrying out a practical science investigation under direction. International Journal of Science Education, 30(9),1201-1228. doi: 10.1080/09500690701445052
- Jaworsky, B. A. (2013). The effects of science fairs on students’ knowledge of scientific inquiry and interest in science. Unpublished masters thesis, Montana State University, Bozeman, Montana.
- Kaya, H. & Büyük, U. (2011). İlköğretim II. kademe öğrencilerinin fen ve teknoloji dersine ve fen deneylerine karşı tutumları [Attitudes towards science and technology cours and science experiments of the elementary school’s 2nd grade students]. Türk Bilim Araştırma Vakfı [Turkish Science-Research Foundation] (TÜBAV) Bilim Dergisi, 4(2),120-130.
- Kind, P., Jones, K., & Barmby, P. (2007). Developing attitudes towards science measures. International Journal of Science Education, 29(7), 871–893.
- Korkmaz, H. (2012). Making science fair: How can we achieve equal opportunity for all students in science? Procedia–Social and Behavioral Sciences, 46, 3078–3082. doi:10.1016/j.sbspro.2012.06.014
- Lin, P-Y. & Schunn, C. D. (2016). The dimensions and impact of informal science learning experiences on middle schoolers’ attitudes and abilities in science. International Journal of Science Education, 38(17), 2551-2572. doi: 10.1080/09500693.2016.1251631
- Martin, D. J. (2009). Elementary Science Methods: A Constructivist Approach. Fifth Edition, Wadsworth, Cengage Learning, USA.
- Osborne, J., Simon, S., & Collins, S. (2003). Attitudes towards science: A review of the literature and its implications. International Journal of Science Education, 25(9), 1049–1079. doi:10.1080/0950069032000032199
- Potvin, P. & Hasni, A. (2014a). Interest, motivation and attitude towards science and technology at K-12 levels: A systematic review of 12 years of educational research. Studies in Science Education, 50(1), 85-129. doi: 10.1080/03057267.2014.881626
- Potvin, P. & Hasni, A. (2014b). Analysis of the decline in interest towards school science and technology from grades 5 through 11. Journal of Science Education and Technology, 23(6), 784–802. doi: 10.1007/s10956-014-9512-x
- Rillero, P. (2011). A Standards-based science fair: A revamped fair places less emphasis on competition and more on communication. Science & Children, 48(8), 32-36.
- Schmidt, K. M., (2014). Science fairs and science olympiad: Influence on student science inquiry learning and attitudes toward stem careers and coursework. Unpublished doctoral dissertation, Northern Illinois University Dekalb, Illinois.
- Smith, V. L. (2013). Science Fair: Is It Worth the Work? A Qualitative Study on Deaf Students' Perceptions and Experiences Regarding Science Fair in Primary and
- Sorge, C., Newsom, H. E., & Hagerty, J. J. (2000). Fun is not enough: Attitudes of Hispanic middle school students toward science and scientists. Hispanic Journal of Behavioral Sciences, 22(3), 332-345.
- Tai, R., Liu, C., Maltese, A., & Fan, X. (2006). Planning early for careers in science. Science, 312(1143), 1143-1144. doi:10.1126/science.1128690
- Tekkaya, C., Çakıroğlu, J., & Özkan, Ö. (2002). A case study on science teacher trainees. Science and Education, 27(126), 15-21.
- Maltese, A. V. & Tai, R. H. (2010) Eyeballs in the fridge: Sources of early interest in science. International Journal of Science Education, 32(5), 669-685. doi: 10.1080/09500690902792385
- Smith, V. L. (2013). Science Fair: Is It Worth the Work? A Qualitative Study on Deaf Students' Perceptions and Experiences Regarding Science Fair in Primary and Secondary School. Unpublished doctoral dissertation, University of Southern Mississippi. htp://aquila.usm.edu/dissertations/45
- Yaşar, S. & Baker, D. (2003). The Impact of Involvement in a Science Fair on Seventh Grade Students. Paper presented at the Annual Meeting of the National Association of Research in Science Teaching, Philadelphia, PA. ED 478 905. Avaliable at: http://www.eric.ed.gov/ERICWebPortal/detail?accno=ED478905
Toplam 39 adet kaynakça vardır.
Ayrıntılar
| Bölüm | Makaleler |
|---|---|
| Yazarlar | |
| Yayımlanma Tarihi | 8 Haziran 2017 |
| Yayımlandığı Sayı | Yıl 2017 Cilt: 7 Sayı: 2 |
