Tracking the Footprints of Nature of Science in the Path of Learning How to teach it

Date

2014-12-01

Author

BİLİCAN, KADER
ÖZDEM YILMAZ, YASEMİN
Öztekin, Ceren

Metadata

Show full item record

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

Item Usage Stats

149
views

0
downloads

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 understanding in different contexts related to their science teaching approach. Therefore, current study suggested that efforts to improve science teachers' nature of science views and practice need to consider science teachers. unvoiced biases such as their approach towards science teaching and their decision making related to science teaching.

Subject Keywords

Nature of science teaching, Nature of science understanding, Pre-service teacher education

URI

https://hdl.handle.net/11511/54891

Journal

EURASIA JOURNAL OF MATHEMATICS SCIENCE AND TECHNOLOGY EDUCATION

Collections

Department of Mathematics and Science Education, Article

Suggestions

OpenMETU
Core

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...
The contribution of understandings of evolutionary theory and nature of science to pre-service science teachers' acceptance of evolutionary theory Akyol, Gulsum; Öztekin, Ceren; Sungur, Semra (2010-10-31) This study examined how well pre-service science teachers' understandings of evolutionary theory and nature of science predict their acceptance of evolutionary theory. A total of 136 pre-service science teachers participated in the study. Data were collected through Evolution Content Knowledge Test, Nature of Science as Argument Questionnaire and Measure of Acceptance of the Theory of Evolution and analyzed by using Multiple Linear Regression Analysis. The analysis revealed that only understanding of nature...
WHAT NOS TEACHING PRACTICES TELL US: A CASE OF TWO SCIENCE TEACHERS DOĞAN, NİHAL; Çakıroğlu, Jale; BİLİCAN, KADER; Cavus, Seda (2013-01-01) 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...
Preservice Elementary Science Teachers Connections among Aspects of NOS Toward a Consistent Overarching Framework ÖZGELEN, SİNAN; Hanuscin, Deborah L; Yılmaz Tüzün, Özgül (2013-08-01) This study examined the connections elementary preservice science teachers made among various aspects of nature of science (NOS). Totally, 45 preservice science teachers who were enrolled in the Laboratory Application in Science II course participated in the study. The course provided meaningful and practical inquiry-based experiences, as well as explicit and reflective instruction about NOS. Each week, instructors targeted a specific NOS aspect related to the laboratory investigation. The design of the stu...
Exploring the Development of Preservice Science Teachers' Views on the Nature of Science in Inquiry-Based Laboratory Instruction Ozgelen, Sinan; Yılmaz Tüzün, Özgül; HANUSCIN, Deborah L. (2013-08-01) The purpose of this study was to explore the effect of the inquiry-based and explicit-reflective laboratory instruction on preservice science teachers' (PSTs) conceptions of the nature of science (NOS) aspects. This study was carried out during the Laboratory Application in Science II course. All 52 preservice elementary science teachers enrolled in the course consented to participate in the study; 37 were female and 15 were male, with a mean age of 22.8 years. All had the same science major background, and...

Citation Formats

K. BİLİCAN, Y. ÖZDEM YILMAZ, and C. Öztekin, “Tracking the Footprints of Nature of Science in the Path of Learning How to teach it,” EURASIA JOURNAL OF MATHEMATICS SCIENCE AND TECHNOLOGY EDUCATION, pp. 595–608, 2014, Accessed: 00, 2020. [Online]. Available: https://hdl.handle.net/11511/54891.