Original article | Turkish Journal of Teacher Education 2019, Vol. 8(2) 99-111
Investigation of the Nature of Science Studies in Turkey through Meta-Synthesis
Hasan Bag, Mehmet Kucuk
pp. 99 - 111 | Manu. Number: MANU-2001-02-0004
Published online: December 31, 2019 | Number of Views: 110 | Number of Download: 1045
Abstract
The aim of this study is to examine the published researches on the nature of science in Turkey by means of meta synthesis (thematic content analysis). For this purpose, the journals published in Turkey in the field of educational sciences and included in international indexes (SSCI), the nature of science, the nature of scientific knowledge, science education, nature of science, nature of scientific knowledge and science education keywords were scanned. A total of 24 articles reached in this way was analyzed in detail by considering parameters such as method/pattern, sampling level, data collection tool, data analysis method, research result, research recommendation, sources examined about the dimensions of nature of science and academic fields of researchers. As a result of these analyzes, the majority of the researches were conducted in order to examine the natural competencies, opinions and perceptions of science in the students. Besides, it has been determined that studies that examine the nature of science with applied studies have also been done. In addition to these findings, an equal number of studies have been achieved at the level of sampling at almost all levels of learning except primary school. This study has been completed with a number of suggestions for teaching the nature of science to students at all levels of learning, increasing the quality of their work and their tendencies.
Keywords: Nature of Science, Scientific Knowledge, Meta-Synthesis.
| How to Cite this Article? |
|---|
|
APA 6th edition Harvard Chicago 16th edition |
| References |
|---|
|
Au, W. (2007). High-stakes testing and curricular control: A qualitative metasynthesis. Educational Researcher, 36: 258-267 DOI: 10.3102/0013189X07306523 Bağcı Kılıç, G., Haymana, F. ve Bozyılmaz, B. (2008). İlköğretim fen ve teknoloji dersi öğretim programı’nın bilim okuryazarlığı ve bilimsel süreç becerileri açısından analizi. Eğitim ve Bilim, 33(150), 52-63. Calik, M. (2013). Effect of technology-embedded scientific inquiry on senior science student teachers’ self-efficacy. Eurasia Journal of Mathematics, Science &Technology Education, 9(3), 223-232 DOI: 10.12973/eurasia.2013.931a Çalık, M. & Sözbilir, M. (2014). İçerik analizinin parametreleri. Eğitim ve Bilim, 39 (174), 33-38 Çalık, M., Ayas, A. & Ebenezer, J.V. (2005). A review of solutionchemistrystudies: Insightsintostudents’ conceptions. Journal of Science Education and Technology, 14(1), 29-50 Çalık, M., Ünal, S., Coştu, B. & Karataş, F.Ö. (2008). Trends in Turkish science education. Essays in Education, Special Edition, 23-45. Çetinkaya, E., Turgut, H. & Duru, M.K. (2015). Bilim, sözde-bilim ayrımı bağlamının ortaokul öğrencilerinin bilim algılarına etkisi: iridoloji vakası. Eğitim ve Bilim 40(181), 1-18. Demirbas, M., & Yagbasan, R. (2006). An evaluative study of social learning theory based scientific attitudes on academic success, gender and socio-emotional level. Educational Sciences: Theory & Practice, 6, 363-371. Dogan, N., (2011). What went wrong? Literatüre students are more informed about the nature of science than science students. Education &Science, 36(159), 220-235. Erdaş E.,Dogan N. &İrez, S. (2016). Bilimin doğasıyla ilgili 1998-2012 yılları arasında Türkiye’de yapılan çalışmaların değerlendirmesi. Kastamonu Eğitim Dergisi, 1(1), 17-36. Göktaş, Y., Küçük, S., Aydemir, M., Telli, E., Arpacık, Ö., Yıldırım, G., & Reisoğlu, İ. (2012). Educational technology research trends in Turkey: A content analysis of the 2000-2009 decade. Educational Sciences: Theory & Practice, 12(1), 191-196. İrez, S., & Özyeral Bakanay, Ç.D. (2011). Biyoloji öğretmen adaylarının evrim teorisine ve bilimin doğasına bakış açıları üzerine bir araştırma. Eğitim ve Bilim, 36(162), 39-55 Karadağ, E. (2009). Eğitim bilimleri alanında yapılmış doktora tezlerinin incelenmesi. Ahi Evran Üniversitesi Eğitim Fakültesi Dergisi, 10(3), 75-87. Kılıç, K., Sungur, S., Çakıroğlu, J. &Tekkaya, C. (2005). Ninth grade students’ understanding of the nature of scientific knowledge. Hacettepe Üniversitesi Eğitim Fakültesi Dergisi, 28, 127-133. Leblebicioğlu G., Metin, D., & Yardımcı, E. (2012). Effect of science workshop on science and mathematicsteachers’ views of the nature of science. Eğitim ve Bilim, 37(164), 57-70. MEB, (2005). İlköğretim fen ve teknoloji dersi öğretim programı ve kılavuzu. (4-5. sınıflar). Ankara: Devlet Kitapları Müdürlüğü MEB, (2013). Fen bilimleri öğretim programı ve kılavuzu. (4-5. sınıflar). Ankara: Devlet Kitapları Müdürlüğü Metin D., & Leblebicioğlu, G. (2015). Development of elementary 6th and 7th grade students’ views about scientific model and modeling throughout a summer science camp. Eğitim ve Bilim, 40(177), 1-18. DOI: 10.15390/EB.2015.1507. Miles, M. B. & Huberman, A.M. (1994). Qualitative data analysis: an expanded source book. (2nd Edition). Calif. : SAGE Publications. Muşlu G. ve Macaroğlu Akgül, E., 2006. “İlköğretim İkinci Kademe Öğrencilerinin Bilim ve Bilimsel Süreç Kavramlarına İlişkin Algıları: Nitel Bir Araştırma”, Kuram ve Uygulamada Eğitim Bilimleri, 6 (1), 203-229. Selçuk, Z., Palancı, M., Kandemir, M. & Dündar, H. (2014). Eğitim ve bilim dergisinde yayınlanan araştırmaların eğilimleri: İçerik analizi. Eğitim ve Bilim, 39(173), 430-453. Sozbilir, M. (2013). Chemistry education research in Turkey. Chemistry International, 35(2), 12-14 Suri, H. & Clarke, D. (2009). Advancements in research systhesis methods: From a methodologically inclusive perspective. Review of Educational Research, 79(1), 395-430. Turgut, H. (2009). Fen ve teknoloji öğretmen adaylarının bilimsel sözde-bilimsel ayrımına yönelik algıları. TED Eğitim ve Bilim Dergisi, 54 (134), 50-68 Umdu Topsakal, Ü., Çalık, M. & Çavuş, R. (2012). Whattrends do Turkish biology education studies indicate?. International Journal of Environmental and Science Education, 7(4), 639-649 Ültay, N. & Çalık, M. (2012). A thematic review of studies into the effectiveness of context-based chemistry curricula. Journal of Science Education and Technology, 26(6), 686-701 DOI: 10.1007/s10956-011-9357-5 Ünal, S., Çalık, M., Ayas, A. & Coll, R.K. (2006). A review of chemicalbondingstudies: needs, aims, methods of exploringstudents’ conceptions, general knowledgeclaims, andstudents’ alternativeconceptions. Research in Science & Technological Education, 24(2), 141-172 |
