Türkiye’de Bilimsel Okuryazarlık Alanında Yapılan Araştırmaların İçerik Analizi

Abstract

The purpose of this study to examine the scientific publications published in the field of scientific literacy between the years of 2010 and 2019 in the Turkey and to reveal trends. For this purpose, publications related to scientific literacy were evaluated in terms of publication type, date, aims, type of sample, number of sample, selection of sample, methods, data collection tools, data analysis techniques, subject areas, the publishing journal and universities where thesis are published. Design & Methodology:In this study, a qualitative research method, document review was used. A total of 55 Master's theses, 7 PhD theses dissertations and 28 articles were analyzed. The obtained works have been classified by using the publication classification form. Findings:As a result of the study, it was observed that scientific literacy studies were mostly master's theses, the most studies were published in 2019, mostly secondary school-high school students were studied as a sample, and a more easily accessible sample was chosen as the sample. Quantitative research methods were mostly used in the studies. When the studies are classified according to their purposes, it has been determined that mostly the relationships between scientific literacy and various independent variables are determined. In addition, it was found that more thesis studies were done at Marmara University compared to other universities.Implications & Suggestion: According to the results of the study, it can be suggested that researchers should be encouraged to produce publication from theses. Instead of easy sampling methods; stratified sampling, random sampling, systematic sampling etc. should be used; it should also be worked with groups other than the secondary school-high school group.

Okul Öncesi Eğitimde Çevre Eğitimi Alanında Yapılan Çalışmaların İçerik Analizi

“…Candaş and Karataş (2017) conducted content analysis in their study in the same field and reached the same results. Unlike this, Arduç and Kahraman (2021) in their study in the field of scientific literacy in the field of graduate thesis at least reached at least doctoral dissertations.…”

TÜBİTAK 2204-A Lise Öğrencileri Araştırma Projesi Yarışması’na İlişkin Öğrenci ve Öğretmen Görüşleri

“…Bilgi toplumunda daha fazla bilgiyle karşı karşıya kalan bireylerden bilimin amacı olan evreni anlamaları beklenmektedir (Özmusul, 2012). Bilimin hayatın her yerinde olduğu düşünüldüğünde; bilgi toplumunda önemli noktalara gelmek, bilime karşı olumlu tutuma sahip toplumlara ulaşmak (Türkmen & Yalçın, 2001), meydana gelen değişimleri anlayabilmek, yorumlayabilmek ve ayak uydurabilmek için öğrencilere öncelikle 21. yüzyıl becerilerinden olan bilimsel okuryazarlık becerilerinin kazandırılması gerekmektedir (Arduç & Kahraman, 2021). Laugsksch (2000) bilimsel okuryazarlığı; bireyin bilimsel ve teknolojik gelişmeler doğrultusunda yükümlülük alması, karar vermesi ve bilişsel olarak harekete geçebilmesi için ihtiyaç duyulan bilgi, beceri, değer ve tutumlara sahip olması olarak ifade etmektedir.…”

Özel Yetenekli Olan ve Olmayan Öğrencilerin Bilimsel Okuryazarlık Düzeylerinin Karşılaştırılması

“…Researchers have defined the concept of scientific literacy in various ways. For instance, Arduç and Kahraman (2021) define scientific literacy as the ability to read, comprehend, and interpret a scientific study or topic. Fives, Huebner, Birnbaum, and Nicolich (2014) consider understanding scientific processes and being able to notice scientific information encountered in daily life as scientific literacy.…”

“…In parallel, the national literature has also addressed the concept of scientific literacy from various perspectives. Arduç and Kahraman (2021) examined 90 research in the national literature conducted until 2019. The majority of these studies were master's theses, focusing on middle and high school students.…”