Publication: Bilim kültürü ile empati kurulmasında bilim tarihinin kültürel araç olarak kullanımı
Abstract
Öğrenciler için tarihsel durumları anlamak, bugünün koşulları ile birleştirmek, bilim adamlarının çabalarını ve çalışmalarını bugünün bakış açısıyla yorumlamak kolay değildir. Bilim kültürüne ait tarihsel karakterlerle empati kurmak bu süreci kolaylaştırarak, öğrencilerin fiziğin doğası anlayışlarını geliştirmelerine yardımcı olabilir. Bu çalışmanın amacı, fizik sınıflarında öğrencilerin bilim tarihi kullanılarak yansıtılan bilim kültürü ile etkileşiminde empatinin etkisini araştırmaktır. Çalışma, 9. Sınıf Fiziğin Doğası ünitesi çerçevesinde ve özel bir lisede okuyan 21 öğrenci ile gerçekleşmiştir. Nitel durum çalışmasının kullanıldığı araştırmada veriler, video ve ses kayıtları, alan notları, öğrenci görevleri, görüşmeler ve açık uçlu anketler yolu ile toplanmıştır. Analiz sonucunda elde edilen bulgular sekiz farklı empati boyutunu (Kişisel Bağlantı Kurma, Hayal Kurma, Özdeşleştirme, İnsanileştirme, Eylemleri Anlama, Farklı Bakış Açılarını Anlama, Bilginin Değişebilirliğini Anlama ve Perspektif Alma) desteklemektedir. Sonuçlar öğrencilerin empati boyutlarını bir araç olarak kullandığında bilim kültürü ile etkileşim kurabildiği görüşünü desteklemektedir. Sonuçlar öğrencilere bilimin doğası anlayışı kazandırılması açısından umut vericidir.
It is difficult for students to understand historical settings, connect to today's world, interpret and appreciate scientists' efforts within current perspectives. Empathizing with historical characters and events can mediate understanding nature of physics for students. The purpose of this study was to investigate the effect of history of science on students' empathy with the historical characters and the events. With regards of socio-cultural theory, empathy was defined as a cultural tool, which mediates between students and the science society. The study was conducted in a private high school with participation of twenty-one 9th grade students in physics class for the unit of The Nature of Physics. A qualitative case-study method was employed. Data resources were video and audio recordings, field notes, students' tasks, interviews, and surveys. After transcribing and categorizing, the data were analyzed and patterns were organized. The findings supported eight aspects of empathy: Making Personal Connections, Imagination, Identification, Humanization, Understanding the Events, Understanding Different Perspectives, Understanding the Tentativeness of the Conclusions and Taking Perspectives. The results supported that students could interact with the culture of science with the use of the aspects of historical empathy. The use of the aspects of empathy attracted students' interest in physics lesson. The results are also promising for students' understanding nature of science.
It is difficult for students to understand historical settings, connect to today's world, interpret and appreciate scientists' efforts within current perspectives. Empathizing with historical characters and events can mediate understanding nature of physics for students. The purpose of this study was to investigate the effect of history of science on students' empathy with the historical characters and the events. With regards of socio-cultural theory, empathy was defined as a cultural tool, which mediates between students and the science society. The study was conducted in a private high school with participation of twenty-one 9th grade students in physics class for the unit of The Nature of Physics. A qualitative case-study method was employed. Data resources were video and audio recordings, field notes, students' tasks, interviews, and surveys. After transcribing and categorizing, the data were analyzed and patterns were organized. The findings supported eight aspects of empathy: Making Personal Connections, Imagination, Identification, Humanization, Understanding the Events, Understanding Different Perspectives, Understanding the Tentativeness of the Conclusions and Taking Perspectives. The results supported that students could interact with the culture of science with the use of the aspects of historical empathy. The use of the aspects of empathy attracted students' interest in physics lesson. The results are also promising for students' understanding nature of science.