WHAT NOS TEACHING PRACTICES TELL US: A CASE OF TWO SCIENCE TEACHERS

Date

2013-01-01

Author

DOĞAN, NİHAL
Çakıroğlu, Jale
BİLİCAN, KADER
Cavus, Seda

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This work is licensed under a Creative Commons Attribution-NonCommercial-NoDerivatives 4.0 International License.

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Translation of nature of science (NOS) views into teaching practice and the development of teachers' NOS teaching are still open to investigation. Therefore, how teachers' translation of NOS understanding into practice occurs and what extend science teachers are able to transform their understanding into explicit reflective NOS instruction have been issues still need to be further exploration. This study explored the impact of intensive nature of science summer workshop on science teachers' views of NOS and their instructional practices. The current study was a case study of two middle school science teachers documenting their NOS views and instructional practice on NOS in the classrooms. Data resources included the VNOS-C; interviews and classroom observations. Participants made substantial improvements in their understandings of the targeted aspects of NOS as a result of their participation in professional development program. The study also showed that two of teachers translated their understanding of NOS in a certain degree into instructional practice.

Subject Keywords

In-service teachers, Nature of science, Professional development program, Science education

URI

https://hdl.handle.net/11511/52564

Journal

JOURNAL OF BALTIC SCIENCE EDUCATION

Collections

Department of Mathematics and Science Education, Article

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Citation Formats

N. DOĞAN, J. Çakıroğlu, K. BİLİCAN, and S. Cavus, “WHAT NOS TEACHING PRACTICES TELL US: A CASE OF TWO SCIENCE TEACHERS,” JOURNAL OF BALTIC SCIENCE EDUCATION, pp. 424–439, 2013, Accessed: 00, 2020. [Online]. Available: https://hdl.handle.net/11511/52564.