Fen Bilgisi Öğretmen Adaylarının Bilimsel Okuryazarlık Yeterliklerinin Geliştirilmesinde Sosyal Yapılandırmacı Öğretim Tasarımı Uygulamasının Etkisi

Abstract

The purpose of this research was to determine whether the use of constructivist teaching design application is more effective for the improvement of prospective science teachers’ scientific literacy competence at the dimensions of nature of science and science-technology-society interaction than that found using traditional teaching design application. The research was based on pretest-posttest control group experimental design and carried out with using senior students from Science Teacher Education Programme of Ataturk Education Faculty of Marmara University through a semester in Science- Technology and Society course. The Test of Basic Scientific Literacy was used as assessment tool and the data derived from that test was analysed quantitatively by statistical techniques. The students in experimental group of research performed the activities held within constructivist instructional design and reported their studies through the semester while the students in control group of research experienced a teachercentered, didactic process. The results arrived showed that the constructivist instructional design application developed prospective science teachers’ level of the nature of science and science-technology-society understandings to a higher degree than that seen using traditional instructional design application Key words: Scientific literacy, nature of science, science-technology-society interaction, constructivism, instructional design.