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How contextualized learning settings enhance meaningful nature of science understanding
Date
2015-01-01
Author
Bilican, Kader
Çakıroğlu, Jale
Öztekin, Ceren
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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.
Subject Keywords
Nature of science understanding
,
Teacher education
,
Contextualized nature of science instruction
URI
https://hdl.handle.net/11511/76452
www.icaseonline.net/sei
Journal
Science Education International
Collections
Department of Secondary Science and Mathematics Education, Article
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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 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...
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The relationship between eighth grade students' nature of science understanding and their informal reasoning on socioscientific issues
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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...
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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: https://hdl.handle.net/11511/76452.