Öz

Bilimin Doğası (BD) ve Bilimsel Süreç Becerileri (BSB), öğrencilerin bilimsel akıl yürütme, sorgulama yeterliliği ve bilimsel bilginin nasıl oluşturulduğunu anlama becerilerini geliştirmede kritik bir rol oynadıkları için fen eğitiminin temel bileşenleridir. Bu çalışma, fen derslerinde uygulanan BD temelli etkinliklerin beşinci sınıf öğrencilerinin bilimsel süreç becerilerinin gelişimine etkilerini araştırmayı amaçlamıştır. Araştırma, Türkiye'nin Denizli/Beyağaç ilçesindeki bir devlet okulunda beşinci sınıf öğrencileriyle sekiz haftalık bir süre boyunca tek gruplu ön test-son test yarı deneysel bir tasarım kullanılarak gerçekleştirilmiştir. BD etkinlikleri, öğrencileri bilimsel süreçlerle tanıştırmak, bilimsel düşünmeyi teşvik etmek ve bilimin günlük hayata entegrasyonunu kolaylaştırmak amacıyla tasarlanmıştır. Veriler, Temel Beceriler Ölçeği ve Bilimsel Süreç Becerileri Değerlendirme Formu (BSBDF) kullanılarak toplanmıştır. Temel Beceriler Ölçeği analizi, ön test seviyelerine kıyasla son test puanlarında önemli bir iyileşme olduğunu göstermiştir. Ayrıca, BSBDF aracılığıyla toplanan etkinlik tabanlı verilerin analizi, problem tanımlama, değişken tanıma, hipotez oluşturma, deney tasarımı ve veri yorumlama dahil olmak üzere üst düzey becerilerde iyileşmeler ortaya koymuştur.

Bu bulgular, açık ve yansıtıcı bilimin doğası etkinliklerinin fen bilimleri öğretimine entegre edilmesinin, erken sınıf seviyelerinde hem temel hem de üst düzey bilimsel süreç becerilerinin gelişimini etkili bir şekilde destekleyebileceğini ve aynı zamanda öğrencilerin bilimsel bilginin epistemik doğasına ilişkin anlayışlarını artırabileceğini göstermektedir.

Anahtar Kelimeler: Fen eğitimi, Bilimsel Süreç Becerileri (BSB), Bilimin Doğası (BD), 5. sınıf öğrencileri

Kaynakça

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Nasıl atıf yapılır

Köseoğlu, E., & Can, B. (2026). Bilimin doğası etkinliklerinin 5. sınıf öğrencilerinin bilimsel süreç becerileri üzerindeki etkisi. Eğitim Ve Bilim, 1-18. https://doi.org/10.15390/ES.2025.2506