Publication: Ortaokul fen bilimleri ders kitaplarında kullanılan bilim tarihi hikayelerinin niteliksel incelenmesi
Abstract
Bu çalışmadaki hedef, ortaokul düzeyinde okullarda okutulan fen bilimleri ders kitaplarının okuma parçalarında bilim tarihi alanının ne ölçüde ve nasıl yer aldığını incelemektir. Bu hedef doğrultusunda, Millî Eğitim Bakanlığı tarafından kullanılan dört ortaokul ders kitabı (5-8. sınıf) analiz edilmiştir. Çalışmada nitel bir yaklaşım benimsenmiş ve doküman analizi yöntemi tercih edilmiştir. Ortaokul ders kitapları incelenirken öncelikle her ders kitabında bulunmakta olan bilim tarihi hikâyeleri içeren ünite ve bölümler belirlenmiş; ardından bilim tarihi hikâyelerinin içerik ve niteliği kavramsal, prosedürel ve bağlamsal anlayış açısından 13 ölçüt kullanılıp puanlanarak incelenmiştir. Araştırma sonucunda ortaokul ders kitaplarında kavramsal ve bağlamsal anlayış açısından bilim tarihi kullanımı benzer ve yeterli seviyede olduğu belirlenmiştir. Bilim tarihi hikayelerinde prosedürel anlayış açısından bilim tarihi kullanımına istenilen seviyede yer verilmemiştir.
The aim of this study is to examine the extent and manner in which the field of the history of science is included in the reading passages of science textbooks used in middle schools. To achieve this goal, four middle school textbooks (grades 5-8) used by the Ministry of National Education were analysed. During the examination of the middle school textbooks, the units and sections containing stories about the history of science in each textbook were identified first; subsequently, the content and quality of the history of science stories were analysed using 13 criteria in terms of conceptual, procedural, and contextual understanding. As a result of the research, it was determined that the use of the history of science in middle school textbooks is similar and adequate in terms of conceptual and contextual understanding. However, the desired level of use of the history of science from a procedural understanding perspective was not adequately represented in the science history stories.
The aim of this study is to examine the extent and manner in which the field of the history of science is included in the reading passages of science textbooks used in middle schools. To achieve this goal, four middle school textbooks (grades 5-8) used by the Ministry of National Education were analysed. During the examination of the middle school textbooks, the units and sections containing stories about the history of science in each textbook were identified first; subsequently, the content and quality of the history of science stories were analysed using 13 criteria in terms of conceptual, procedural, and contextual understanding. As a result of the research, it was determined that the use of the history of science in middle school textbooks is similar and adequate in terms of conceptual and contextual understanding. However, the desired level of use of the history of science from a procedural understanding perspective was not adequately represented in the science history stories.