Pre-service science teachers’ sociosceintific issues teaching practices: the influence of knowledge on the selected issue

Irmak, Meltem
Yılmaz Tüzün, Özgül
Yürük, Nejla


Pre-Service Science Teachers' Written Argumentation Qualities: From the Perspectives of Socio-Scientific Issues, Epistemic Belief Levels and Online Discussion Environment
Isbilir, Erdinc; Çakıroğlu, Jale; Ertepinar, Hamide (2014-10-01)
This study investigated the relationship between pre-service science teachers. written argumentation levels about socio-scientific issues and epistemic belief levels in an online discussion environment. A mixed-methods approach was used: 30 Turkish pre-service science teachers contributed with their written argumentations to four socio-scientific issues. The pre-service science teachers. argumentations were evaluated by an adapted version of argumentation analysis framework developed by Sadler and Fowler (2...
Pre-service science teachers' instructional planning for teaching nature of science: a multiple case study
Bilican, Kader; Öztekin, Ceren; Çakıroğlu, Jale (2011-10-30)
Current study is a multiple case study exploring three pre-service science teachers' pedagogical content knowledge for instructional planning regarding nature of science (NOS) teaching. All pre-service science teachers were taught NOS explicitly and expected to integrate their understanding of nature of science into their lesson plans. The analysis of lesson plans showed that participants still had difficulties in both integrating NOS explicitly and selecting appropriate strategies for assessing students' N...
Pre-service science teachers’ TPACK efficacy levels and technology integration quality: application of TPACK-IDDIRR model
Atakan, İskender; Çakıroğlu, Jale; Department of Elementary Science and Mathematics Education (2019)
Nowadays, teachers have a great responsibility in developing And updating their technology knowledge and competences, because in an environment where technology affects education so much, the way to achieve the desired objectives in lessons is to integrate technology into the classroom environment effectively. The purpose of the current study was to investigate the technological pedagogical content knowledge (TPACK) development in terms of TPACK efficacy levels and technology integration qualities of pre-se...
Pre-Service Science Teachers’ Conceptions of STEM Education
Güler, Fulden; Çakıroğlu, Jale; Yılmaz Tüzün, Özgül (null; 2017-08-25)
Pre-service science teachers’ metacognition in a science laboratory course with metacognitively oriented learning environment
Çakır, Birgül; Ertepınar, Hamide; Yılmaz Tüzün, Özgül; Department of Elementary Science and Mathematics Education (2011)
Based on the importance place of metacognition in education, the current study aimed to investigate whether the embedded metacognitive prompts in the manual lead a change in PSTs’ metacognitive knowledge and metacognitive skills. Throught 2009-2010 Fall semester, the data were collected from pre-service science teachers (PSTs) who enrolled in the Laboratory Applications in Science Education course. The course was offered as a must course in Elementary Science Education programme in one of the biggest univer...
Citation Formats
M. Irmak, Ö. Yılmaz Tüzün, and N. Yürük, “Pre-service science teachers’ sociosceintific issues teaching practices: the influence of knowledge on the selected issue,” presented at the ECER 2019, Hamburg, Germany, 2019, Accessed: 00, 2021. [Online]. Available: