Fen Bilimleri Öğretmenlerinin Bilimsel Dünya Görüşlerinin Çokkültürlülük Teorileri Bağlamında İncelenmesi

Abstract

The aim of this study is to investigate the scientific worldviews of science teachers and science teacher candidates within the framework of multicultural science theories. The universe of the research consists of in-service and pre-service science teachers who are working and studying in Ankara in the 2022-2023 academic year. The study group of this research consists of fourth year science teacher candidates (N = 43) studying in a research university and science teachers (N = 44) working in-service in Ankara. The analysis of the data obtained in this study was carried out according to qualitative research methods and techniques. In this dissertation study, data were collected through a demographic information form and a survey developed by the researchers, and semi-structured interviews. The data obtained from the in-service and pre-service science teachers who voluntarily participated in the research were first reviewed, grouped, and analyzed using the descriptive analysis method. In the next stage, the qualitative data collected orally and in writing were transcribed, coded, and analyzed using qualitative research methods. The findings that emerged from the dissertation research were interpreted as thematic codes. The ideas of science teachers and pre-service science teachers who participated in the research within the framework of multicultural and universal theories of science and their effects on teachers' scientific worldviews were revealed by examining them. As a result of the study, it was revealed that teachers and pre-service teachers have different views on the dimensions of culture and science perception, and the dimension of science and science understanding. While the teachers had a multicultural perspective in these dimensions, the preservice teachers were found to have a universal perspective. In terms of scientific worldviews, the participants were found to have a multicultural perspective.