Show/Hide Menu
Hide/Show Apps
Logout
Türkçe
Türkçe
Search
Search
Login
Login
OpenMETU
OpenMETU
About
About
Open Science Policy
Open Science Policy
Open Access Guideline
Open Access Guideline
Postgraduate Thesis Guideline
Postgraduate Thesis Guideline
Communities & Collections
Communities & Collections
Help
Help
Frequently Asked Questions
Frequently Asked Questions
Guides
Guides
Thesis submission
Thesis submission
MS without thesis term project submission
MS without thesis term project submission
Publication submission with DOI
Publication submission with DOI
Publication submission
Publication submission
Supporting Information
Supporting Information
General Information
General Information
Copyright, Embargo and License
Copyright, Embargo and License
Contact us
Contact us
Development of pre-service science teachers’ nature of science views and nature of science instructional planning within a contextualized expilicit reflective approach
Download
index.pdf
Date
2014
Author
Bilican, Kader
Metadata
Show full item record
Item Usage Stats
330
views
196
downloads
Cite This
The main focus of the study was to explore pre-service science teachers’ understanding of NOS and translation of this understanding into their instructional planning for teaching NOS within the contextualized explicit reflective NOS based approach. The study, first investigated pre-service science teachers’ development of NOS views as a result of explicit reflective NOS instruction in the context of HOS based science method course, which was designed to improve pre-service science teachers’ both NOS views and NOS related instructional practices. Second, the present dissertation aimed to explore pre-service science teachers’ trajectory progress of translation of NOS views into instructional planning. Seven volunteer pre-service science teachers were the participants of the study. An interpretive qualitative research was embodied as a research design for the current study. Data were collected by means of open ended questionnaire in conjunction with interviews, student journals and lesson plans and interviews. All of the participants achieved informed understanding almost for all NOS aspects. All participants achieved mostly informed views of NOS for various aspects at the end of the science methods course. None of the participants revealed inadequate understanding for any NOS issues at the end of the NOS intervention. Regarding development of NOS instructional planning, most of them provide NOS objectives, explicit reflective NOS instructional planning and some assessment strategies specific to NOS. Participants were attributed to their development for instructional planning NOS to several sources provided through the course. Mostly they perceived lesson plan presentations followed by discussions as main source contributing their NOS instructional planning.
Subject Keywords
Science
,
Science teachers
,
Student teachers
,
Student teachers
,
Reflective teaching.
URI
http://etd.lib.metu.edu.tr/upload/12616901/index.pdf
https://hdl.handle.net/11511/23396
Collections
Graduate School of Social Sciences, Thesis
Suggestions
OpenMETU
Core
Antecedents of nature of science teaching intention: testing the applicability of the theory of planned behavior
Akyol, Gülsüm; Öztekin, Ceren; Sungur, Semra; Department of Elementary Education (2015)
This study tested the applicability of the Theory of Planned Behavior (TPB) in explaining pre-service science teachers’ intentions to integrate NOS into their science instruction. Data were collected from 1172 senior pre-service science teachers through administration of Intention to Integrate NOS Questionnaire. On the basis of TPB, a model was proposed suggesting that intention to integrate NOS into science instruction is determined by attitude toward behavior, subjective norm (SN), and perceived behaviora...
Development of pre-service chemistry teachers' pedagogical content knowledge for nature of science : an intervention study
Demirdöğen, Betül; Kondakçı, Esen; Köseoğlu, Fitnat; Department of Secondary Science and Mathematics Education (2012)
The purpose of this study was to delve into the complexities of development of preservice chemistry teachers’ science teaching orientation, knowledge of learner, knowledge of instructional strategies, and knowledge of assessment during Pedagogical Content Knowledge (PCK) for Nature of Science (NOS) instruction. Thirty pre-service chemistry teachers enrolled Research in Science Education course participated to the study. Case study, one of the qualitative research methods, was used as research design. PCK fo...
Exploring preservice science teachers’ energy conservation behavior through motivation, psychological needs and attitude: further supported with their awareness
Çakır Yıldırım, Birgül; Yılmaz Tüzün, Özgül; Department of Elementary Education (2017)
The primary focus of this study was to examine the relationships among attitudes toward energy conservation, self-determined motivation and basic psychological needs of preservice science teachers. To this end a model showing the relationship among these variables was suggested. In order to better understand the observed relationships in the model, interviews with PSTs were conducted. For the purpose of the study mixed method was used. In quantitative part of the study, 1136 preservice science teachers, who...
Investigation of pre service science teachers perceptions related to pedagogical knowledge and pedagogical content knowledge
Güler, Fulden; Aksu, Meral; Department of Educational Sciences (2015)
The purpose of the present study was to investigate the pre service science teachers’ perceptions related to science teaching. Within this scope, participants’ perceptions related to their pedagogical knowledge (PK) and pedagogical content knowledge (PCK) were examined. Furthermore, it was aimed to investigate the effect of gender and level of achievement on participants’ perceptions regarding PK and PCK. 176 fourth year pre service science teachers from three state universities of Ankara participated in th...
The Effect of using metacognitive strategies embedded in explicit reflective nature of science instruction on the development of pre-service science teachers/
Baraz, Aytuğba; Çakıroğlu, Jale; Department of Elementary Science and Mathematics Education (2012)
The current study aimed to investigate the effect of using metacognitive strategies embedded in explicit–reflective NOS instruction to improve NOS understanding of pre-service science teachers. Metacognitive Awareness Inventory (MAI) (Schraw & Dennison, 1994) and Views of Nature of Science Questionnaire (VNOS-C) (Lederman et al., 2001) were used both at the beginning and at the end of the study as a pre-test–post-test, comparison group, quasi-experimental design. A total of 33 pre-service science teachers (...
Citation Formats
IEEE
ACM
APA
CHICAGO
MLA
BibTeX
K. Bilican, “Development of pre-service science teachers’ nature of science views and nature of science instructional planning within a contextualized expilicit reflective approach,” Ph.D. - Doctoral Program, Middle East Technical University, 2014.
