SINIF ÖĞRETMENİ ADAYLARININ BİLİM-SÖZDE BİLİM AYRIMINA İLİŞKİN YETERLİKLERİNİN ÇEŞİTLİ DEĞİŞKENLERE GÖRE İNCELENMESİ
AN INVESTIGATION OF PRE-SERVICE PRIMARY SCHOOL TEACHERS’ COMPETENCE BETWEEN SCIENCE-PSEUDO SCIENCE DISTINCTION IN TERMS OF VARIOUS VARIABLES

Summary/Abstract: The purpose of this research is to indicate pre-service primary school teachers’ competence related to science and pseudoscience distinction and to determine whether it differs in terms of gender and class level variables. In this research, the scanning model, one of the quantitative research models was utilized. The sampling of the research consisted of 230 pre-service primary teachers enrolled at the department of Primary Education in the Faculty of Education at a state university in the Black Sea region of Turkey in 2019-2020 academic year. “The Science-Pseudoscience Distinction Scale”, which was adapted to Turkish by Kirman Çetinkaya, Laçin Şimşek, and Çalışkan was utilized to gather data. Because data were not normally distributed, they were analyzed in terms of both sub-dimension and overall scale by using Mann Whitney U Test for the comparisons of a different group and the Kruskal Wallis H Test for more than two groups. According to the findings of the research, it was detected that pre-service primary teachers had a high level of competence in making a distinction between science and pseudoscience. There was a significant difference in favor of men between pre-service primary teachers’ gender variable and science-pseudoscience distinction. Besides, there was a significant difference in favor of the 2nd grades between pre-service primary teachers’ class level variable and science-pseudoscience distinction. Especially, 2nd grades in the making a distinction between science and pseudoscience had higher averages than the other grade levels.

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