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

Öztekin, Ceren
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.


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...
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...
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...
Investigation of pre service science teachers perceptions related to pedagogical knowledge and pedagogical content knowledge
Güler, Fulden; Aksu, Meral; Department of Educational Sciences (2015)
The purpose of the present study was to investigate the pre service science teachers’ perceptions related to science teaching. Within this scope, participants’ perceptions related to their pedagogical knowledge (PK) and pedagogical content knowledge (PCK) were examined. Furthermore, it was aimed to investigate the effect of gender and level of achievement on participants’ perceptions regarding PK and PCK. 176 fourth year pre service science teachers from three state universities of Ankara participated in th...
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: