Öz
Bu çalışma, 20.yy bilim tarihinde önemli katkıları olmuş bir bilim insanının bilime liderlik edişini ve bilim öğretimi tarzını ele almaktadır. Bilim dünyasına yaptığı katkılar ve özel yaşamının yanında bilime bakışı, yaşadığı zaman dilimi ve doğayı algılamaya liderlik edişi incelenmiştir. Aslen fizikçi olan Feynman, fizik öğrenmenin zor olduğunu düşünenler için öğrenmelerini kolaylaştıran onlara liderlik eden bir bilim insanıdır. Bu ismin ele alınmasının bir diğer önemi ise fizik bilmek ve yapmak ile fizik öğretmenin arasındaki ilişkiyi incelemektir. Biyografik yönleri olmasına karşın çalışma; Feynman hakkında yazılan, Feynman’ın bizzat kendinin yazdığı yazılar ve videoların tutarlı kısımlarının kullanıldığı derleme çalışmasıdır. Çalışmanın bilim ve bilim insanı algısına katkı sağlayacağı ve alanda çalışanlar ile alan eğitiminde çalışanların ilişkisine ışık tutacağı düşünülmektedir. Feynman’ın yaşamı iki kısma ayrılır; atom bombası öncesi başkalarının gözüyle dünyaya bakan ve sonrasında kendi bakış açısıyla dünyayı yorumlamayı seçtiği dönemler. Önce kendini bakışını değiştirdi ve sonra ona bakanlar değişti.
Anahtar Kelimeler
Kaynakça
- Anderson, P. W. (1993). Genius: The Life and Science of Richard Feynman. Science, 259(5094), 537-540.
- Crouch, C. H., & Mazur, E. (2001). Peer instruction: Ten years of experience and results. American journal of physics, 69(9), 970-977.
- Erçetin, Ş. Ş. (2000). Lider sarmalında vizyon. Nobel Yayın Dağıtım: Ankara.
- Feynman, R. P. (1969). What is science. The Physics Teacher, 7(6), 313-320.
- Feynman, R. P. (1999). The relation of science and religion. The pleasure of finding things out. Helix Books, Perseus, Cambridge, Massachusetts, 245-257.
- Hake, R. R. (1998). Interactive-engagement versus traditional methods: A six-thousand-student survey of mechanics test data for introductory physics courses. American journal of Physics, 66(1), 64-74.
- Hey, T. (1999). Richard Feynman and computation. Contemporary Physics, 40(4), 257-265.
- Hsu, T. R. (2002). Miniaturization–A paradigm shift in advanced manufacturing and education. In International conference on Advanced Manufacturing Technologies and Education in the 21st Century.
- Ione, A., & Tyler, C. (2003). Was Kandinsky a synesthete?. Journal of the History of the Neurosciences, 12(2), 223-226.
- Kapucu, S., & Çılgın, M. (2016). Lise Öğrencilerinin Ünlü Fizik Bilim İnsanları Hakkındaki Bilgilerinin Belirlenmesi. Journal of Kirsehir Education Faculty, 17(2).
- Lakatos, I. (1978). Science and pseudoscience. Philosophical papers, 1, 1-7.
- McGinley, M. (2018). University Students Teaching Environmental Science to Primary School Students as Service-Learning: Lessons Learned. In SHS Web of Conferences (Vol. 59, p. 01019). EDP Sciences.
- Parker, M., & Welch, E. W. (2013). Professional networks, science ability, and gender determinants of three types of leadership in academic science and engineering. The Leadership Quarterly, 24(2), 332-348.
- Sagun-Gököz, B., & Akaygün, S. (2013). Üniversiteden liseye uzanan köprü: Bir nanobilim atölye çalışması. Boğaziçi Üniversitesi Eğitim Dergisi, 31(2), 49-72.
- Shaffer, P. S., & McDermott, L. C. (1992). Research as a guide for curriculum development: An example from introductory electricity. Part II: Design of instructional strategies. American Journal of Physics, 60(11), 1003-1013.
- Treagust, D. F., & Harrison, A. G. (2000). In search of explanatory frameworks: An analysis of Richard Feynman's lecture'Atoms in motion'. International Journal of Science Education, 22(11), 1157-1170.
- Tuleja, S., Gazovic, B., Tomori, A., & Hanc, J. (2007). Feynman’s wobbling plate. American Journal of Physics, 75(3), 240-244.
Öz
This study deals with the leadership of a scientist who has made important contributions in 20th century science history and the style of science teaching. In addition to his private life and his contributions to the scientific world, his perspective on science, his time frame and his leadership in perceiving nature have been examined. Feynman, who was originally a physicist, is a scientist who leads them, making it easier for them to learn for those who think that learning physics is difficult. Another importance of addressing this name is to know the relationship between knowing and doing physics and teaching physics. Although it has biographical aspects, the study; This is a review study using the consistent parts of the articles and videos written by Feynman himself or by others about him. It is thought that the study will contribute to the perception of science and scientists and will shed light on the relationship between those working in the field and those working in field education. Feynman's life is divided into two parts; periods before the atomic bomb that looks at the world through the eyes of others and then chooses to interpret the world from its own perspective. First he changed his gaze and then those who looked at him changed.
Anahtar Kelimeler
Kaynakça
- Anderson, P. W. (1993). Genius: The Life and Science of Richard Feynman. Science, 259(5094), 537-540.
- Crouch, C. H., & Mazur, E. (2001). Peer instruction: Ten years of experience and results. American journal of physics, 69(9), 970-977.
- Erçetin, Ş. Ş. (2000). Lider sarmalında vizyon. Nobel Yayın Dağıtım: Ankara.
- Feynman, R. P. (1969). What is science. The Physics Teacher, 7(6), 313-320.
- Feynman, R. P. (1999). The relation of science and religion. The pleasure of finding things out. Helix Books, Perseus, Cambridge, Massachusetts, 245-257.
- Hake, R. R. (1998). Interactive-engagement versus traditional methods: A six-thousand-student survey of mechanics test data for introductory physics courses. American journal of Physics, 66(1), 64-74.
- Hey, T. (1999). Richard Feynman and computation. Contemporary Physics, 40(4), 257-265.
- Hsu, T. R. (2002). Miniaturization–A paradigm shift in advanced manufacturing and education. In International conference on Advanced Manufacturing Technologies and Education in the 21st Century.
- Ione, A., & Tyler, C. (2003). Was Kandinsky a synesthete?. Journal of the History of the Neurosciences, 12(2), 223-226.
- Kapucu, S., & Çılgın, M. (2016). Lise Öğrencilerinin Ünlü Fizik Bilim İnsanları Hakkındaki Bilgilerinin Belirlenmesi. Journal of Kirsehir Education Faculty, 17(2).
- Lakatos, I. (1978). Science and pseudoscience. Philosophical papers, 1, 1-7.
- McGinley, M. (2018). University Students Teaching Environmental Science to Primary School Students as Service-Learning: Lessons Learned. In SHS Web of Conferences (Vol. 59, p. 01019). EDP Sciences.
- Parker, M., & Welch, E. W. (2013). Professional networks, science ability, and gender determinants of three types of leadership in academic science and engineering. The Leadership Quarterly, 24(2), 332-348.
- Sagun-Gököz, B., & Akaygün, S. (2013). Üniversiteden liseye uzanan köprü: Bir nanobilim atölye çalışması. Boğaziçi Üniversitesi Eğitim Dergisi, 31(2), 49-72.
- Shaffer, P. S., & McDermott, L. C. (1992). Research as a guide for curriculum development: An example from introductory electricity. Part II: Design of instructional strategies. American Journal of Physics, 60(11), 1003-1013.
- Treagust, D. F., & Harrison, A. G. (2000). In search of explanatory frameworks: An analysis of Richard Feynman's lecture'Atoms in motion'. International Journal of Science Education, 22(11), 1157-1170.
- Tuleja, S., Gazovic, B., Tomori, A., & Hanc, J. (2007). Feynman’s wobbling plate. American Journal of Physics, 75(3), 240-244.
Ayrıntılar
| Birincil Dil | Türkçe |
|---|---|
| Bölüm | Makaleler |
| Yazarlar | |
| Yayımlanma Tarihi | 28 Aralık 2020 |
| Gönderilme Tarihi | 8 Ağustos 2020 |
| Yayımlandığı Sayı | Yıl 2020 Cilt: 3 Sayı: Özel Sayı 2 |
