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

Metadata

Show full item record

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

Item Usage Stats

160
views

0
downloads

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

Suggestions

OpenMETU
Core

Tracking the Footprints of Nature of Science in the Path of Learning How to teach it BİLİCAN, KADER; ÖZDEM YILMAZ, YASEMİN; Öztekin, Ceren (2014-12-01) The present article aimed at understanding those unvoiced biases pre-service teachers may have that conflicts with their integration of nature of science in their science lessons. Three senior pre-service science teachers. views on NOS with regard to their decision making on critical incidents and their reflections about how they contextualize science teaching were investigated in science method course. The findings indicated that, pre-service science teachers varied in reflective their nature of science un...
How contextualized learning settings enhance meaningful nature of science understanding Bilican, Kader; Çakıroğlu, Jale; Öztekin, Ceren (2015-01-01) Exploring different contexts to facilitate in-depth nature of science (NOS) views were seen as critical for better professional development of pre-service science teachers, which ultimately would assure better students' NOS understanding and achieve an ultimate goal of current science education reforms. This study aimed to reduce the lack of information related to the contribution of contextualized settings to gain a deeper NOS understanding by pre-service science teachers and provided evidence to inform re...
Pre-service science teachers' instructional planning for teaching nature of science: a multiple case study Bilican, Kader; Öztekin, Ceren; Çakıroğlu, Jale (2011-10-30) Current study is a multiple case study exploring three pre-service science teachers' pedagogical content knowledge for instructional planning regarding nature of science (NOS) teaching. All pre-service science teachers were taught NOS explicitly and expected to integrate their understanding of nature of science into their lesson plans. The analysis of lesson plans showed that participants still had difficulties in both integrating NOS explicitly and selecting appropriate strategies for assessing students' N...
An analysis of efficacy beliefs, epistemological beliefs and attitudes towards science in preservice elementary science teachers and secondary science teachers Sünger, Mustafa; Yılmaz Tüzün, Özgül; Department of Secondary Science and Mathematics Education (2007) The purpose of the study was to analyze preservice science teachers at elementary science teaching and secondary science teaching with respect to their self efficacy beliefs, epistemological beliefs, and attitudes towards science teaching. Preservice elementary science teachers and preservice secondary science teachers who enrolled in Middle East Technical University in Ankara were the sample of this study. Participants of this study were third grade of preservice elementary science teachers and preservice ...
Do Pre-service Chemistry Teachers Reflect their Beliefs about Constructivism in their Teaching Practices? Kondakçı, Esen; Boz, Yezdan (Springer Science and Business Media LLC, 2010-05-01) This study aimed to explore pre-service chemistry teachers' beliefs about constructivism and the influence of their beliefs in their teaching practice. For this purpose, semi-structured interviews were carried out with eight pre-service teachers in order to understand their belief structures. Pre-service teachers' beliefs about constructivism were classified in three categories which are weak, moderate, and strong conceptions of constructivism. For detailed exploration, three cases of pre-service teachers r...

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.