No abstract

In early childhood, people develop some beliefs that can affect the whole lives. Developing pseudoscientific beliefs can cause differences on child's nature of scientific knowledge. Giving importance on prevent gaining pseudoscientific knowledge may help qualified lifelong learning abilities. In this study, it was aimed to investigate the elementary school students' nature of scientific knowledge and views about some common pseudoscientific ideas. Also some variables' impacts on data collection tool scores were searched, too. The study was conducted on 2014-2015 educational year with 5 th , 6 th , 7 th and 8 th grade elementary school students. In the study, Nature of Scientific Knowledge Scale (NSKS) and eight statements were used to collect data. The aim of these eight statements was to figure out students' pseudoscientific ideas about evolution and nature of science. SPSS 20.00 programme was used to analyze data. It was found that girls' total scale scores were found higher than boys' total scores. Girls' amoral, parsimonious, testable and unified sub-dimension scores were also found higher than boys' scores. 7 th grade students showed higher total scale scores than the other grade students. Also, it was seen that 7 th grade students have more sophisticated knowledge about evolution than the nature of science features. At the end of the study the findings were discussed according to literature and some suggestions were given.

ÖzetBu çalışmanın amacı öğretmen adaylarının epistemolojik inançlarını ölçmeye yönelik üniversite seviyesinde geçerli ve güvenilir bir veri toplama aracı uyarlamaktır. Çalışmada orjinali Conley, Pintrich, Vekiri ve Harrison (2004) tarafından oluşturulan, Özkan (2008) tarafından Türkçe'ye çevrilen ve ilköğretim 7. sınıf öğrencilerine uyarlanan Epistemolojik İnanç Ölçeği kullanılmıştır. Çalışmaya İstanbul İli'nde bulunan bir devlet üniversitesinin eğitim fakültesinde öğrenim gören 424 öğretmen adayı katılmıştır. Açıklayıcı ve doğrulayıcı faktör analizleri sonucunda 26 maddeden oluşan ölçek 19 maddeye indirilmiş ve bu maddeler 3 faktör altında toplanmıştır. Faktörler "Bilginin gerekçelendirilmesi", "Bilginin kaynağı/değişmezliği" ve "Bilginin gelişimi" olarak isimlendirilmiştir. Üç faktör toplamda varyansın %47.43'ünü açıklamaktadır. Ortaya çıkan bu yapı için doğrulayıcı faktör analizi yapılmış ve uyum değerlerinin modeli doğruladığı görülmüştür. Ölçeğin cronbach alfa katsayısı α=.853 olarak bulunmuştur.

No abstract

The aim of this study is to examine the effect of teaching carried out using the REACT strategy enriched with reflective thinking activities on students' Reflective Thinking. The research was carried out in the first semester of the 2019 – 2020 academic year with students studying at a public school in Istanbul. A quasi-experimental design with control and experimental groups was used in the research. The application was designed by the researcher in the form of 28 lesson hours in total, eight weeks for the "Systems in Our Body" unit. The reflective Thinking Scale was used as a data collection tool in the study. Obtained quantitative data were analyzed with IBM SPSS v22. According to the results of the analysis, a significant difference was found after the application in the pretest and posttest scores of the experimental group students. As a result of the research, it was determined that the students in the experimental group also increased their Reflective Thinking Scale total scores. There was no increase between the Reflective Thinking Scale pretest and posttest scores of the control group students.