确定职前科学教师对科学、科学本质的感知,以及它们之间的关系

Aslı SADE MEMİŞOĞLU, Betül Erçeli̇k
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引用次数: 0

摘要

理解科学的本质和科学的概念除了是科学教育的必要条件外,还有助于个人的日常生活,影响他们作为有意识的公民的决策。本研究旨在了解职前科学教师对科学的认知、对科学本质的看法以及两者之间的关系。本研究是在不同本科层次的准科学教师中进行的。使用科学感知问卷和科学本质观问卷作为数据收集工具。对科学本质的看法被编码为不可接受、部分可接受和可接受,并据此进行统计分析。职前科学教师对科学本质的看法是不能接受的和部分接受的。在本科教育中,理科本质观总体上呈现出积极向上的趋势。从科学概念中获得的隐喻用内容分析法进行了分析。所获得的隐喻可分为动态隐喻、引导隐喻、累积隐喻、要求隐喻和无限隐喻。结果表明,职前科学教师的认知是积极的,但也存在一些不足和误解。最后,职前科学教师对隐喻的选择,虽然没有统计学上的显著性,但在年级水平上存在差异。职前科学教师对科学本质的看法与其对科学的认知没有显著的关系。
本文章由计算机程序翻译,如有差异,请以英文原文为准。
Determining pre-service science teachers’ perceptions of science, nature of science, and the relationship between them
Besides being a necessity for science education, understanding the nature of science and the concept of science also facilitates individuals’ daily lives and affects their decisions as conscious citizens. This study aims to determine the pre-service science teachers' perceptions of science and their views on the nature of science and the relationship between them. The study was carried out with prospective science teachers from different undergraduate levels. Perception of Science Questionnaire and Views on Nature of Science Questionnaire were used as data collection tools. The views on the nature of science were coded as unacceptable, partially acceptable and acceptable and statistical analyses were carried out accordingly. Pre-service science teachers’ views on the nature of science were found to be unacceptable and partially acceptable. Nature of science views generally showed a positive tendency throughout the undergraduate education. The metaphors obtained from the concept of science were analyzed by content analysis. The metaphors obtained were categorized as dynamic, guiding, cumulative, requirement andinfinite. According to the results, the perceptions of pre-service science teachers were positive, but also showed some deficiencies and misconceptions. Finally, pre-service science teachers’ choice of metaphors, although not statistically significant, differed according to their grade level. No statistically significant relationship was found between pre-service science teachers' views on nature of science and their perceptions of science.
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