How contextualized learning settings enhance meaningful nature of science understanding

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 researchers for effective teacher education programs. The present study focused on helping pre-service teachers develop their NOS views within a combination of different contextualized settings, coupled with explicit reflective NOS instruction. The study was undertaken with seven pre-service elementary science teachers. Data was collected by administration of open-ended questionnaire. The findings revealed substantial improvements in pre-service science teachers' NOS understanding. The results showed that contextualized learning settings might provide teachers with meaningful deeper understanding of NOS rather than rote memorization of NOS tenets.
Science Education International


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...
Exploring the Development of Preservice Science Teachers' Views on the Nature of Science in Inquiry-Based Laboratory Instruction
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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...
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...
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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 ...
The relationship between eighth grade students' nature of science understanding and their informal reasoning on socioscientific issues
Irmak, Nesibe Fatıma Nur; Yılmaz Tüzün, Özgül; Çakıroğlu, Jale; Department of Secondary Science and Mathematics Education (2021-8-02)
The purpose of this study was to explore the relationship between eighth grade students’ nature of science understanding and their informal reasoning on socioscientific issues. The study was performed with 414 8th grade middle school students in four different public middle schools of Turkey in Ankara, Altındağ. In the present study, correlational research approach was used. Background information about participants was collected by personal information questionnaire. The participants’ nature of science (NO...
Citation Formats
K. Bilican, J. Çakıroğlu, and C. Öztekin, “How contextualized learning settings enhance meaningful nature of science understanding,” Science Education International, pp. 463–487, 2015, Accessed: 00, 2021. [Online]. Available: