과학사 학습 후 과학자 사회와 과학 규범에 대한 예비 생물교사의 인식 변화
Changes in the Perception of Pre-Service Biology Teachers on the Scientific Community and Norms of Science After Learning the History of Science
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This study examined the perceptions of pre-service biology teachers on the scientific community and norms of science. The subject of this study was 12 pre-service biology teachers. Pre-service biology teachers' perceptions on norms of science were divided into six areas. They agreed to pursue personal interests through scientific research. In addition, they expressed the view that national support is necessary because the research of scientists will ultimately help the development of the country. Regarding the non-communism of scientific knowledge and technology, pre-service biology teachers answered the perception that the knowledge discovered by the scientist in the pretest is personal intellectual property and there is no obligation to disclose it. However, it was agreed that it is desirable to share scientific knowledge in the post-test. The change shown in the post-test suggests that the science history learning influenced the pre-service biology teachers' perceptions of science norms. Pre-service biology teachers partially agreed with Merton's scientific norms, but did not agree on anything else. As seen in this study, the study of the history of science can also be a meaningful teaching-learning strategy for this purpose. The results of this study suggest that learning the history of science is a meaningful teaching-learning strategy to enhance understanding on norms of science.
Abstract
This study examined the perceptions of pre-service biology teachers on the scientific community and norms of science. The subject of this study was 12 pre-service biology teachers. Pre-service biology teachers' perceptions on norms of science were divided into six areas. They agreed to pursue personal interests through scientific research. In addition, they expressed the view that national support is necessary because the research of scientists will ultimately help the development of the country. Regarding the non-communism of scientific knowledge and technology, pre-service biology teachers answered the perception that the knowledge discovered by the scientist in the pretest is personal intellectual property and there is no obligation to disclose it. However, it was agreed that it is desirable to share scientific knowledge in the post-test. The change shown in the post-test suggests that the science history learning influenced the pre-service biology teachers' perceptions of science norms. Pre-service biology teachers partially agreed with Merton's scientific norms, but did not agree on anything else. As seen in this study, the study of the history of science can also be a meaningful teaching-learning strategy for this purpose. The results of this study suggest that learning the history of science is a meaningful teaching-learning strategy to enhance understanding on norms of science.
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