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

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

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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

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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.