Fen Bilgisi Öğretmen Adaylarının Sosyobilimsel Konular Hakkındaki Tutumlarının Sınıf Düzeyine Göre İncelenmesi

Abstract

Science literacy in the special aims of science curriculum is explained as understand the basic concepts of science, use scientific process skills to understand the relationship between nature and human-environment, recognize the interaction between science and society, develop career awareness for science, understand how scientific knowledge occurs, developing reasoning and decision-making skills in socio-scientific subjects, developing different perspectives against events in and around nature (MEB, 2018). The prerequisite for science literacy is to understand the nature of science. It is necessary to teach the nature of science to understand the phenomena of science-culture relation, the fact that there are events occurring every day in the environment of science, there is nothing done in laboratories only, observations and inferences are different, the process of formation of scientific knowledge, scientific knowledge can be reached in many ways (Türkmen and Yalçın, 2001). Instead of giving this information directly to the students, teachers should develop the ability to wonder and research about the nature of science. It is thought that teachers and pre-service teachers have difficulties in providing this subject to the students because they lack the education of the nature of science. Since teachers and pre-service teachers are incomplete in the education they receive about the nature of science, it is thought that they have difficulties in giving the students the nature of science (Çakıcı, 2009). The technological innovations created by scientific developments have created different responsibilities in the social dimension. In this context, science and society appear as two influential elements (Sadler and Zeidler, 2005). Socio-scientific issues are the subjects that concern science and society and can be generally disaggregated (Topçu, 2017). In other words, for a subject to be expressed socio-scientific, it must contain two elements. These; the issue is related to the field of science and this issue has a social context (Eastwood et al., 2012). With the inclusion of socio-scientific issues in science courses, students can be thought to be scientific and sensitive to social issues. According to the students' levels and the content of the curriculum, some socio-scientific issues to confront students, to discuss a topic that concerns science and society in the classroom, students can develop the ability to think on socio-scientific issues (Evren-Yapıcıoğlu and Kaptan, 2018). In addition, the conceptual development of students has increased (Klosterman and Sadler, 2010), and students have positive attitudes towards science (Lee and Erdoğan, 2007), which are more relevant and highly motivated towards science learning (Albe, 2008; Zeidler, Sadler, Applebaum and Callahan, 2009, Parchmann et al., 2006). The low level of interest and knowledge levels of pre-service teachers on socio-scientific issues can be considered as a factor that will prevent the students to be educated well enough about these subjects. In addition, it can contribute to the production of knowledge that can help teachers to demonstrate a more critical view of these issues by knowing their approach and attitudes about these issues. Since science teachers have a leading role in teaching these subjects in the classroom, it is thought that the level of attitudes of the individuals who will be the teachers of the future towards these issues should be determined. In this context, the aim of this study is to investigate the attitudes of pre-service science teachers towards socio-scientific issues. Within the scope of the study, the following problem situations were searched: 1. How do pre-service science teachers' attitudes towards socio-scientific issues change according to their class level? 2. How do pre-service science teachers' attitudes towards the benefit and importance of socio-scientific subjects change according to their class level? 3. How do pre-service science teachers' attitudes towards liking socio-scientific issues change according to the class level? In this study, it is aimed to determine the attitudes of pre-service science teachers on socio-scientific issues according to the grade level, thus, cross sectional research design is used (Büyüköztürk, Kılıç Çakmak, Akgün, Karadeniz and Demirel, 2016, 2016, Fraenkel and Wallen, 2006, Karasar, 2005). The population of this research consists of pre-service science teachers studying in the faculties of education. As the aim of the study was to determine a latitude change, purposive sampling method was used as the sampling method. In this context, the sample of the study consisted of first, second, third and fourth grade pre-service science teachers studying in Fatih Faculty of Education in Trabzon. Data were collected from a total of 120 pre-service science teachers, 30 of each grade levels. In order to measure the attitudes of pre-service teachers about socio-scientific issues, theBu çalışmanın amacı fen bilgisi öğretmen adaylarının sosyobilimsel konulara yönelik tutumlarını sınıf düzeyine göre değişimini incelemektir. Bu amaç doğrultusunda 2018-2019 Eğitim öğretim yılında Trabzon Üniversitesi Fatih Eğitim Fakültesi’nde öğrenim gören her sınıf düzeyinden 30 olmak üzere 120 fen bilgisi öğretmen adayına Sosyobilimsel Konulara Yönelik Tutum Ölçeği uygulanmıştır. Elde edilen veriler SPSS paket programında tek yönlü varyans analizi ile analiz edilmiştir. Çalışma kapsamında fen bilgisi öğretmen adaylarından verilerin ölçüm güvenirliğine bakmak amacıyla güvenirlik analizleri gerçekleştirilmiştir. Gerçekleştirilen analizler sonucunda ölçeğin tamamından elde edilen Cronbach alpha iç güvenirlik katsayısı 0,84; yarar ve önem alt boyutunun 0,91, hoşlanma alt boyutunun 0,85 ve kaygı boyutunun ise 0,73 olarak hesaplanmıştır. Ölçek verilerinin analizi sonucu ikinci sınıf öğretmen adaylarının sosyobilimsel konulara yönelik tutumları en düşük düzeyde çıkarken, dördüncü sınıf öğretmen adaylarının ise en yüksek tutuma sahip olduğu belirlenmiştir. Ölçeğin sosyobilimsel konuların yarar ve önemi alt boyutunda yine ikinci sınıfların en düşük, dördüncü sınıfların en yüksek tutum düzeyinde olduğu tespit edilmiştir. Sosyobilimsel konulardan hoşlanma alt boyutunda öğretmen adaylarının tutumlarında bir farklılaşma olmadığı görülmüş; kaygı boyutunda ise ikinci sınıf öğretmen adaylarının en düşük tutum düzeyinde oldukları belirlenmiştir. Sosyobilimsel konular hakkında öğretmen adaylarıyla yapılan araştırmalar incelendiğinde ilgili konularda öğretmen adaylarının tutumlarının sınıf düzeyine göre arttığı tespit edilmiştir. Öğretmen adaylarının aldığı eğitimin tutumlarını olumlu yönde etkilediği sonucuna varılmıştır.