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The Effect of Scientific Studies on Students’ Scientific Literacy and Attitude

Year 2015, Volume: 34 Issue: 1, 141 - 152, 24.06.2015

Abstract

The purpose of this study was to investigate the effect of scientific studies on students’ scientific literacy and attitude towards science course.  For the study, a middle school science study group was established by randomly selecting 30 students from the 6th, 7th, and 8th grades. Participating students were given information about the programme. Students worked regularly for 12 weeks on topics of scientific research and held discussions on them.  Students did research on information they collected during interviews. As a result, many students involved in the science group studies were able to increase their skills through discussion and exchange of views. Before the application, the students in the program were given a test which incorporated scientific literacy and attitude towards science course. Their attitudes about science were assessed and scored using a questionnaire. During the program of study, students were provided with discussion topics by the researcher. An additional goal was to encourage student participation in scientific processes. Twelve weeks after the application, the students were given the same questionnaire and test again. The data obtained were analysed using an SPSS program. Statistical results indicated that the students’ scientific literacy had increased significantly, and that their attitudes towards science were more positive. In terms of both gender and class level of the students, a significant difference emerged after the application, when compared to before the application.

References

  • Akıllı, H. G. (2008). The effect of using computer at science and technology courses on the students reaching level, their remembrance and their attitudes towards course, Unpublished Master Thesis. Hacettepe Üniversitesi Sosyal Bilimler Enstitüsü. Ankara.
  • Akyol, C. (2007). The effect of poetical teaching technique applied in science and technology lessons to the success and attitude of students in primary education schools. Unpublished Master Thesis, Niğde Üniversitesi Sosyal Bilimler Enstitüsü: Niğde.
  • Anagün, Ş.S. (2011). The Impact of Teaching-Learning Process Variables to the Students' Scientific Literacy Levels Based on PISA 2006 Results, Education and Science, Vol. 36, (162), 84-102.
  • Atalay, E. (1998). Temel eğitim II. kademe öğrencilerinin müziğe ilişkin tutumlarının ölçülmesi. Yayınlanmamış Yüksek Lisans Tezi, Marmara Üniversitesi Fen Bilimleri Enstitüsü. İstanbul.
  • Bilgin, İ. & Karaduman, A. (2005). İşbirlikli öğrenmenin 8. sınıf öğrencilerinin fen dersine karşı tutumlarına etkisinin incelenmesi. İlköğretim-Online, 4(2), 32-45.
  • Bozyılmaz, B., (2005). Analysis of science and technology curriculum of Turkey with respect to different aspects of scientific literacy, Unpublished Master Thesis, Abant İzzet Baysal University, Sosyal Bilimler Enstitüsü: Bolu.
  • Cannon, R. K. & Simpson, R. D. (1985), Relationships among attitude, motivation, and achievement of ability grouped, seventh-grade, life science students. Sci. Ed., 69: 121–138.
  • Çepni, S., Ayvacı, H. İ. & Bacanak, A., (2006). Fen eğitimine yeni bir bakış: Fen-teknoloji-toplum. Trabzon: PegemA Yayıncılık.
  • Çepni, S., Bacanak, A. & Küçük, M.(2003). Changing values in the goals of science education: Science-technology-society, Journal of Values Education (Turkey), 1(4), 7-29.
  • Çepni, S., Küçük, M. & Ayvacı, H.Ş. (2003). İlköğretim birinci kademedeki fen bilgisi programının uygulanması üzerine bir çalışma. Gazi Eğitim Fakültesi Dergisi, 23, (3), 131-145.
  • Comfort, K. (1999). Advancing standards for science and mathematics education: Views from the field. The American Association for the Advancement of Science, Washington, DC.
  • DeBoer, G. E., (2000), Scientific literacy: Another look at its historical and contemporary meanings and its relationship to science education reform. Journal of Research in Science Teaching, 37(6), 582–601.
  • Fraenkel, J.R., Wallen, N.E. & Hyun, H.H. (2012). How to design and evaluate research in education. 8th Edition. The McGraw-Hill Companies; New York.
  • Geban, Ö. (1996). İlköğretim kurumlarında fen öğretimi ve sorunları. Noyanalpman, N. (Ed.), (1996). İlköğretim Kurumlarında Fen Öğretimi ve Sorunları. Türk Eğitim Derneği Toplantısı XIV. Öğretim Toplantısı 11 Mayıs 1996. Ankara: Şafak Matbaacılık.
  • Geban, Ö., Ertepınar, H., Yılmaz, G., Altın, A. & Şahbaz, F. (1994). Bilgisayar destekli eğitimin öğrencilerin fen başarılarına ve fen bilgisi ilgilerine etkisi. Dokuz Eylül Üniversitesi, I. Ulusal Fen Bilimleri Eğitimi Sempozyumu Bildiri Özetleri Kitabı, İzmir.
  • Hamurcu, H. & Özyılmaz, G. (2001). Sınıf öğretmeni adaylarının fen bilgisi derslerine yönelik tutumları ve fen eğitimine yansımaları. Maltepe Üniversitesi Eğitim Fakültesi Fen Bilimleri Eğitimi Sempozyumu. 7-8 Eylül 2001, İstanbul.
  • Harlen, W. (1998). The teaching of science in primary schools. London: Routledge.
  • Hurd, P. (1985) Science Education For A New Age: The Reform Movement. NASSP Bulletin, 9, 83–92.
  • Hurd, P. D. (1958). Scinetific literacy: Its meaning for American schools. Educational Leadership, 16,(1), 13-16.
  • Hurd, P. D., (1998). Scientific literacy: New minds for a changing world. Science Education, 82, 407–416.
  • Kağıtçıbaşı, Ç. (1985). İnsan ve insanlar. İstanbul: Sermet Matbaası.
  • Karasar, N. (2012). Bilimsel Araştırma Yöntemi. 23. Basım. Ankara: Nobel Yayın Dağıtım.
  • Keskin H. (2008). Second step of primary students’ level of scientific literacy related to science and technology course, Unpublished Master Thesis Osman Gazi Ü. Fen Bilimleri Enstitüsü: Eskişehir.
  • Khine, M.S. (2001). Attitudes toward computers among teacher education students in brunei darussalam. International Journal of Instructional Media, Vol: 28, Issue 2.
  • Laugksch, R. C. (2000). Scientific literacy: A conceptual overview. Science Education, Volume: 84, issue: 1, p.71-94.
  • Lavoie, D. R. (1999), Effects of Emphasizing Hypothetico-Predictive Reasoning within the Science Learning Cycle on High School Student's Process Skills and Conceptual Understandings in Biology. J. Res. Sci. Teach., 36: 1127–1147.
  • Mbajiorgu, N. M. & Ali, A. (2003), Relationship between STS approach, scientific literacy, and achievement in biology, Science Education, 87,(1), 31-39.
  • Mertoğlu, H. & Öztuna, A., (2004), Bireylerin teknoloji kullanımı problem çözme yetenekleri ile ilişkili midir?, The Turkish Online Journal of Educational Technology, 3(1).
  • Özçelik, D. A. (1988). Eğitim bilimleri ölçme ve değerlendirme, Açıköğretim Fakültesi Yayınları, Eskişehir, 53-57.
  • Özdemir, P. and Üstündağ, T. (2007). Creative Drama Curriculum Related to the Scientists in Science and Technology, Elementary Education Online, 62), 226-233.
  • Petty, R.E. & Cacioppo, J.T. (1996). Attitudes and persuasion: Classic and contemporary approaches. Colorado: Westview Press.
  • Schibeci, R. A. and Riley, J. P. (1986), Influence of students' background and perceptions on science attitudes and achievement. J. Res. Sci. Teach., 23: 177–187.
  • Tavşancıl, E. (2006). Tutumların ölçülmesi ve SPPS ile veri analizi. (3. Basım). Ankara: Nobel Yayınları.
  • Turanlı, N., Türker, N. & Keçeli, V. (2008). Developing an Attitude Scale For Courses In Mathematics. Hacettepe Üniversitesi Eğitim Fakültesi Dergisi (H. U. Journal of Education) 34: 254-262.
  • Turgut, H. & Fer, S. (2006). The Effect of Social Constructivist Instructional Design to Prospective Science Teachers’ Scientific Literacy Profiencies, Eğitim Bilimleri Dergisi: Marmara Üniversitesi Atatürk Eğitim Fakültesi, 24, 205-229.
  • Turgut, H., (2005). The effect of constructivist design application on prospective science teachers' scientific literacy competence improvement at the dimensions of "nature of science "and "science-technology-society interaction". Unpublished Doctoral Disertation, Yıldız Teknik Üniversitesi, Sosyal Bilimler Enstitüsü: İstanbul.
  • Turgut, H., (2007). Scientific literacy for all, Journal of Faculty of Educational Sciences, 40(2), 233-256.
  • Turgut, M.F., Baker, D., Cunningham R., Piburn, M.(1997). İlköğretim fen öğretimi. YÖK Dünya Bankası. Ankara.
  • YÖK/Dünya Bankası. (1997). İlköğretim Fen Öğretimi, Milli Eğitimi Geliştirme Projesi Hizmet Öncesi Öğretmen Eğitimi, Ankara.
  • Zacharias, Z. & Barton, A. C. (2004). Urban middle-school students’ attitudes toward a defined science. Science Education, (88), 197-222
Year 2015, Volume: 34 Issue: 1, 141 - 152, 24.06.2015

Abstract

References

  • Akıllı, H. G. (2008). The effect of using computer at science and technology courses on the students reaching level, their remembrance and their attitudes towards course, Unpublished Master Thesis. Hacettepe Üniversitesi Sosyal Bilimler Enstitüsü. Ankara.
  • Akyol, C. (2007). The effect of poetical teaching technique applied in science and technology lessons to the success and attitude of students in primary education schools. Unpublished Master Thesis, Niğde Üniversitesi Sosyal Bilimler Enstitüsü: Niğde.
  • Anagün, Ş.S. (2011). The Impact of Teaching-Learning Process Variables to the Students' Scientific Literacy Levels Based on PISA 2006 Results, Education and Science, Vol. 36, (162), 84-102.
  • Atalay, E. (1998). Temel eğitim II. kademe öğrencilerinin müziğe ilişkin tutumlarının ölçülmesi. Yayınlanmamış Yüksek Lisans Tezi, Marmara Üniversitesi Fen Bilimleri Enstitüsü. İstanbul.
  • Bilgin, İ. & Karaduman, A. (2005). İşbirlikli öğrenmenin 8. sınıf öğrencilerinin fen dersine karşı tutumlarına etkisinin incelenmesi. İlköğretim-Online, 4(2), 32-45.
  • Bozyılmaz, B., (2005). Analysis of science and technology curriculum of Turkey with respect to different aspects of scientific literacy, Unpublished Master Thesis, Abant İzzet Baysal University, Sosyal Bilimler Enstitüsü: Bolu.
  • Cannon, R. K. & Simpson, R. D. (1985), Relationships among attitude, motivation, and achievement of ability grouped, seventh-grade, life science students. Sci. Ed., 69: 121–138.
  • Çepni, S., Ayvacı, H. İ. & Bacanak, A., (2006). Fen eğitimine yeni bir bakış: Fen-teknoloji-toplum. Trabzon: PegemA Yayıncılık.
  • Çepni, S., Bacanak, A. & Küçük, M.(2003). Changing values in the goals of science education: Science-technology-society, Journal of Values Education (Turkey), 1(4), 7-29.
  • Çepni, S., Küçük, M. & Ayvacı, H.Ş. (2003). İlköğretim birinci kademedeki fen bilgisi programının uygulanması üzerine bir çalışma. Gazi Eğitim Fakültesi Dergisi, 23, (3), 131-145.
  • Comfort, K. (1999). Advancing standards for science and mathematics education: Views from the field. The American Association for the Advancement of Science, Washington, DC.
  • DeBoer, G. E., (2000), Scientific literacy: Another look at its historical and contemporary meanings and its relationship to science education reform. Journal of Research in Science Teaching, 37(6), 582–601.
  • Fraenkel, J.R., Wallen, N.E. & Hyun, H.H. (2012). How to design and evaluate research in education. 8th Edition. The McGraw-Hill Companies; New York.
  • Geban, Ö. (1996). İlköğretim kurumlarında fen öğretimi ve sorunları. Noyanalpman, N. (Ed.), (1996). İlköğretim Kurumlarında Fen Öğretimi ve Sorunları. Türk Eğitim Derneği Toplantısı XIV. Öğretim Toplantısı 11 Mayıs 1996. Ankara: Şafak Matbaacılık.
  • Geban, Ö., Ertepınar, H., Yılmaz, G., Altın, A. & Şahbaz, F. (1994). Bilgisayar destekli eğitimin öğrencilerin fen başarılarına ve fen bilgisi ilgilerine etkisi. Dokuz Eylül Üniversitesi, I. Ulusal Fen Bilimleri Eğitimi Sempozyumu Bildiri Özetleri Kitabı, İzmir.
  • Hamurcu, H. & Özyılmaz, G. (2001). Sınıf öğretmeni adaylarının fen bilgisi derslerine yönelik tutumları ve fen eğitimine yansımaları. Maltepe Üniversitesi Eğitim Fakültesi Fen Bilimleri Eğitimi Sempozyumu. 7-8 Eylül 2001, İstanbul.
  • Harlen, W. (1998). The teaching of science in primary schools. London: Routledge.
  • Hurd, P. (1985) Science Education For A New Age: The Reform Movement. NASSP Bulletin, 9, 83–92.
  • Hurd, P. D. (1958). Scinetific literacy: Its meaning for American schools. Educational Leadership, 16,(1), 13-16.
  • Hurd, P. D., (1998). Scientific literacy: New minds for a changing world. Science Education, 82, 407–416.
  • Kağıtçıbaşı, Ç. (1985). İnsan ve insanlar. İstanbul: Sermet Matbaası.
  • Karasar, N. (2012). Bilimsel Araştırma Yöntemi. 23. Basım. Ankara: Nobel Yayın Dağıtım.
  • Keskin H. (2008). Second step of primary students’ level of scientific literacy related to science and technology course, Unpublished Master Thesis Osman Gazi Ü. Fen Bilimleri Enstitüsü: Eskişehir.
  • Khine, M.S. (2001). Attitudes toward computers among teacher education students in brunei darussalam. International Journal of Instructional Media, Vol: 28, Issue 2.
  • Laugksch, R. C. (2000). Scientific literacy: A conceptual overview. Science Education, Volume: 84, issue: 1, p.71-94.
  • Lavoie, D. R. (1999), Effects of Emphasizing Hypothetico-Predictive Reasoning within the Science Learning Cycle on High School Student's Process Skills and Conceptual Understandings in Biology. J. Res. Sci. Teach., 36: 1127–1147.
  • Mbajiorgu, N. M. & Ali, A. (2003), Relationship between STS approach, scientific literacy, and achievement in biology, Science Education, 87,(1), 31-39.
  • Mertoğlu, H. & Öztuna, A., (2004), Bireylerin teknoloji kullanımı problem çözme yetenekleri ile ilişkili midir?, The Turkish Online Journal of Educational Technology, 3(1).
  • Özçelik, D. A. (1988). Eğitim bilimleri ölçme ve değerlendirme, Açıköğretim Fakültesi Yayınları, Eskişehir, 53-57.
  • Özdemir, P. and Üstündağ, T. (2007). Creative Drama Curriculum Related to the Scientists in Science and Technology, Elementary Education Online, 62), 226-233.
  • Petty, R.E. & Cacioppo, J.T. (1996). Attitudes and persuasion: Classic and contemporary approaches. Colorado: Westview Press.
  • Schibeci, R. A. and Riley, J. P. (1986), Influence of students' background and perceptions on science attitudes and achievement. J. Res. Sci. Teach., 23: 177–187.
  • Tavşancıl, E. (2006). Tutumların ölçülmesi ve SPPS ile veri analizi. (3. Basım). Ankara: Nobel Yayınları.
  • Turanlı, N., Türker, N. & Keçeli, V. (2008). Developing an Attitude Scale For Courses In Mathematics. Hacettepe Üniversitesi Eğitim Fakültesi Dergisi (H. U. Journal of Education) 34: 254-262.
  • Turgut, H. & Fer, S. (2006). The Effect of Social Constructivist Instructional Design to Prospective Science Teachers’ Scientific Literacy Profiencies, Eğitim Bilimleri Dergisi: Marmara Üniversitesi Atatürk Eğitim Fakültesi, 24, 205-229.
  • Turgut, H., (2005). The effect of constructivist design application on prospective science teachers' scientific literacy competence improvement at the dimensions of "nature of science "and "science-technology-society interaction". Unpublished Doctoral Disertation, Yıldız Teknik Üniversitesi, Sosyal Bilimler Enstitüsü: İstanbul.
  • Turgut, H., (2007). Scientific literacy for all, Journal of Faculty of Educational Sciences, 40(2), 233-256.
  • Turgut, M.F., Baker, D., Cunningham R., Piburn, M.(1997). İlköğretim fen öğretimi. YÖK Dünya Bankası. Ankara.
  • YÖK/Dünya Bankası. (1997). İlköğretim Fen Öğretimi, Milli Eğitimi Geliştirme Projesi Hizmet Öncesi Öğretmen Eğitimi, Ankara.
  • Zacharias, Z. & Barton, A. C. (2004). Urban middle-school students’ attitudes toward a defined science. Science Education, (88), 197-222
There are 40 citations in total.

Details

Primary Language English
Journal Section Articles
Authors

Murat Genç

Publication Date June 24, 2015
Published in Issue Year 2015 Volume: 34 Issue: 1

Cite

APA Genç, M. (2015). The Effect of Scientific Studies on Students’ Scientific Literacy and Attitude. Ondokuz Mayis University Journal of Education Faculty, 34(1), 141-152. https://doi.org/10.7822/omuefd.34.1.8