Learner Characteristics and Understanding Nature of Science Is There an Association?

Date

2017-11-01

Author

Cetinkaya-Aydin, Gamze
Çakıroğlu, Jale

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The purpose of this study was to investigate the possible associations between preservice science teachers' understanding of nature of science and their learner characteristics; understanding of nature of scientific inquiry, science teaching self-efficacy beliefs, metacognitive awareness level, and faith/worldview schemas. The sample of the current study was 60 3rd-year preservice science teachers enrolled in the Nature of Science and History of Science course. Using a descriptive and associational case study design, data were collected by means of different qualitative and quantitative questionnaires. Analysis of the data revealed that preservice science teachers' understanding of nature of science and nature of scientific inquiry were highly associated. Similarly, science teaching self-efficacy beliefs, metacognitive awareness levels, and faith/worldviews of the preservice science teachers were found to be significantly associated with their understanding of nature of science. Thus, it can be concluded that there might be other factors interfering with the learning processes of nature of science.

Subject Keywords

Scientific inquiry, Teaching nature, Teachers conception, Meaningful assessment, Education program, Students views, Self-efficacy, Preservice, Metacognition, Knowledge

URI

https://hdl.handle.net/11511/45605

Journal

SCIENCE & EDUCATION

DOI

https://doi.org/10.1007/s11191-017-9939-6

Collections

Department of Mathematics and Science Education, Article

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Citation Formats

G. Cetinkaya-Aydin and J. Çakıroğlu, “Learner Characteristics and Understanding Nature of Science Is There an Association?,” SCIENCE & EDUCATION, pp. 919–951, 2017, Accessed: 00, 2020. [Online]. Available: https://hdl.handle.net/11511/45605.