Akademik Veri Yönetim Sistemi
Tezin Türü: Doktora
Tezin Yürütüldüğü Kurum: Orta Doğu Teknik Üniversitesi, Eğitim Fakültesi, Matematik ve Fen Bilimleri Eğitimi Bölümü, Türkiye
Tezin Onay Tarihi: 2010
Öğrenci: MUSTAFA SERDAR KÖKSAL
Eş Danışman: ÖMER GEBAN, JALE ÇAKIROĞLU
Özet:The purpose of this study is to investigate the effectiveness of explicit-embedded-reflective (EER) instruction on nature of science (NOS) understandings, scientific literacy levels and cell content knowledge of the ninth grade advanced science students. This study has been conducted with 71 students by using non-equivalent quasi-experimental design. In the treatment groups, the EER teaching has been conducted while NOS instruction in the comparison group for the same time interval has been done by lecture, demonstration and questioning strategies. Views on Nature of Science Questionnaire-Form C, Nature of Science Literacy Test, Cell Content Knowledge Test, and interviews have been used for data collection. Categorization of the participants’ profiles on the NOS aspects, paired samples t-tests and one-way Multivariate Analysis of Variance (MANOVA) have been used for data analysis. The results have shown the participants have had misunderstandings about “one method in science”, “no hierarchy between law and theory” and “difference between observation and inference” while they have had expert views on “role of creativity and imagination” at the beginning of the study. For elimination of naïve views, the EER approach has been found as effective. The approach has also been determined as effective on the increase in scientific literacy levels and learning on cell unit. In addition, the EER approach is more effective on learning cell content knowledge and gaining expert understandings of NOS than common approach in comparison group while there has been no difference between the scores of two groups in terms of scientific literacy levels.