Investigation of pre-service science teacher’s beliefs regarding the nature of environmental knowledge

2010-03-21
Adıbelli, Elif
Yılmaz Tüzün, Özgül
This study is an investigation of prospective science teachers (PSTs)’ epistemological beliefs regarding the dimensions of source, certainty and structure of knowledge in the domain of environment and whether environmental epistemological beliefs in these dimensions differ across knowledge in the domains of physics, chemistry, biology and mathematics. The participants of the study consisted of 17 PSTs. The instrument used for assessment of PSTs’ epistemological beliefs regarding knowledge was a semistructured interview developed by Schommer-Aikins (2008). To examine domain-specific epistemological beliefs, participants answered each question first for the domain of environment and then the domains of physics, chemistry, biology and mathematics. Comparative data analyses methods were used to analyze data. The qualitative analyses of PSTs’ responses to a set of interview questions indicated that PSTs’ do not espouse the same beliefs regarding the source, certainty and structure of environmental knowledge and that of physical, chemical, biological and mathematical knowledge. The findings of this study also highlighted that in addition to the amount of environmental knowledge, the nature of knowledge gained in environment must be addressed in environmental education.

Suggestions

Investigating pre-service science teachers’ epistemological beliefs in the domain of environment through comparing with other domains
Adıbelli, Elif; Yılmaz Tüzün, Özgül; Department of Elementary Science and Mathematics Education (2010)
The main purpose of this study was to determine preservice science teachers’ (PSTs) epistemological beliefs regarding the nature of knowledge and learning in the domain of environment through comparing with the domains of biology, physics, chemistry, and mathematics. A total of 12 PSTs voluntarily participated in the study. The sample of this study was consisted of senior elementary PSTs who registered for an elective course titled “Laboratory Applications in Science and Environmental Education” in the fall...
Investigation of science teachers' topic-specific pedagogical content knowledge regarding climate, weather and seasons: from the dual perspective
Sağbilge, Kübra; Öztekin, Ceren; Department of Science Education (2022-2-10)
This study aimed to investigate experienced science teachers’ subject matter knowledge (SMK) containing syntactic and substantive knowledge and pedagogical content knowledge (PCK) regarding the seasons, weather and climate addressing the dual perspective. In this single case study, three science teachers who worked on public schools constituted the sample. Data were gathered via pre-interview, post-interview, classroom observations and teacher documents. Findings regarding teachers’ substantive knowledge i...
Exploring representation of nature of science aspects in science textbooks
Yamak, Yeliz; Çakıroğlu, Jale; Department of Elementary Science and Mathematics Education (2009)
The aim of this study was to examine middle school science textbooks according to some criteria in terms of nature of science (NOS). A total of three middle school science textbooks in 6th, 7th and 8th grade and two biology units were analyzed in each textbook. In the 6th grade science textbooks, “Reproduction, Development and Growth in Living Beings”and “Systems in Our Body” units, in the 7th grade science textbook, “Systems in Our Body” and “Human and Environment” units, in the 8th grade science textbook,...
Investigation of the preservice science teachers' views on nature of science
Erdoğan, Rahşan; Çakıroğlu, Jale; Department of Secondary Science and Mathematics Education (2004)
The aim of this study is to investigate the views of preservice science teachers on nature of science (NOS). A total of 166 preservice science teachers participated in the study. A 21-item أViews on Science-Technology-Society (VOSTS)ؤ instrument, translated and adapted into Turkish, were utilized to assess participants̕ views on the nature of science. The VOSTS (Aikenhead, Ryan and Fleming, 1989) is a pool of 114 empirically developed multiple-choice items with nine categories. In this study, 21 item select...
Exploring the development of pre-service science teachers’ views on nature of science in inquiry-based laboratory instruction
Özgelen, Sinan; Yılmaz Tüzün, Özgül; Department of Educational Sciences (2010)
The purposes of this study were to explore understanding of preservice science teachers’ (PSTs) nature of science (NOS) views during the explicit-reflective and inquiry-based laboratory instruction and investigate PSTs’ perspectives and experiences related to learning NOS aspects in the science laboratory course. This study was carried out during the Laboratory Application in Science II course. A total of 45 PSTs participated to the study. The design of the study was qualitative and exploratory in nature. I...
Citation Formats
E. Adıbelli and Ö. Yılmaz Tüzün, “Investigation of pre-service science teacher’s beliefs regarding the nature of environmental knowledge,” presented at the The National Association for Research in Science Teaching (NARST) 2010 Annual Conference, March 21 - 24, 2010, Philadelphia, Pennsylvania, USA, 2010, Accessed: 00, 2021. [Online]. Available: https://narst.org/sites/default/files/2019-07/2010_Abstracts.pdf.