Designing a magic flask: a new activity for teaching nature of science in both formal and informal learning environments

Eren-Sisman, Ece N.
The magic flask, which is a kind of black box activity, builds an environment for science teachers to discuss nature of science in a formal or/and informal learning environment in the context of the history of science through an explicit-reflective approach. In the activity, the nature of science (NOS) aspects are explicitly addressed and opportunities are provided for high school students to reflect on how these ideas relate to the working principle of the magic flask. This activity could be conducted not only in a science center where the "magic flask" exhibition has introduced but also in a classroom environment where a science teacher presented a video about how the magic flask works. Students, who work a team of three to four, create their own model and test and evaluate it by comparing other models formed by their peers through the engineering design. The Magic flask activity could be assessed through informal questioning and NOS assessment scales. It is a very useful activity since NOS aspects could be discussed explicitly in the formal or informal settings within the history of science while students were actively engaged in an engineering design process.


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...
Exploring the use of open educational resources in chemistry laboratory course context: a case study
Tısoğlu, Seçil; Çağıltay, Kürşat; Kurşun, Engin; Department of Computer Education and Instructional Technology (2017)
The first purpose of this study is to provide a detailed perspective for the use and integration of Open Educational Resources (OER) into chemistry laboratory courses through the students’, faculty members’ and teaching assistants’ perspective. Specifically, the factors affected the use and integration of OERs into general laboratory course context through systemic perspective was explained in detailed. The second purpose of this study is to present the impact of these resources on users’ perceived performa...
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...
Implementation of systems thinking skills module for the context of energy
Can, Hediye; Öztekin, Ceren; Department of Elementary Education (2020)
The aim of this dissertation is to explore how pre-service science teachers develop their systems thinking skills in the context of energy. Qualitative methodology is followed through the research. The study conducted in stages that consist of development of systems thinking module for implementation, development of tools to collect data, implementation of the module, and data collection procedure before, during and after the implementation and data analysis. Nine preservice science teachers at the faculty ...
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
E. N. Eren-Sisman and F. KÖSEOĞLU, “Designing a magic flask: a new activity for teaching nature of science in both formal and informal learning environments,” SCIENCE ACTIVITIES-PROJECTS AND CURRICULUM IDEAS IN STEM CLASSROOMS, pp. 108–118, 2019, Accessed: 00, 2020. [Online]. Available: